Elements and Performance Criteria

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Brief may include:
client proposal
identified gap in the learning product market
tender
organisational need
industry or professional need.
Focus may include:
unit/s of competency
Training Package qualification/s
set of specific skills
accredited or a non-accredited course
learning program
learning resource.
Research may include:
Internet research
questionnaires
evaluations of existing products
literature reviews
interviews
informal discussions
focus groups and workshops.
Likely target audience may include:
who the e-learning resource is designed for
what the e-learning resource is designed for
why an e-learning resource is appropriate for this audience
how the e-learning resource will be used
where the e-learning resource will be used.
Characteristics may include:
current skills and knowledge
access to computer technology
physical or learning disability
location
language, literacy and numeracy needs
learning styles and preferences
motivation for learning.
Existing relevant information may include:
units of competency, qualifications and other parts of Training Packages
learning resources
e-learning resources
organisational policy
legal documents or requirements
OHS requirements
technical manuals.
Ethical and legal consideration may include:
copyright of materials used
privacy or confidentiality issues
anti discrimination laws
occupational health and safety requirements
intellectual property issues.
Document may include:
minutes of meetings with clients and other client correspondence
research findings
draft materials/ideas
draft e-learning activities
technical specifications
discussions about the e-learning resource
Training Packages, units of competency or other information providing learning content of the e-learning resource.
Learning theory may include:
behavioural learning theory
cognitive learning theory
experiential learning theory
information processing theory, and
current research on learning as it relates to teaching in an adult environment.
Instructional design may include:
learner-centred activities and interaction
collaborative learning opportunities
authenticity in learning and assessment activities
presenting material in a logical order and sequence and in order of increasing difficulty
opportunities for review of material and repetition
inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning
structure of information
ensuring learning is embedded in a realistic and relevant context
providing feedback to the learner
techniques to engage the learner.
Design for the e-learning resource
should consider:
the type of the e-learning resource
delivery methods
web based
computer based
digital collaboration
virtual environment
Internet/Intranet/Extranet
Podcasting or Webcasting
m-learning
learning management systems (LMS)
a combination of the above
the layout and appearance of the e-learning resource
the learning approach of the e-resource:
collaborative learning
problem solving
virtual or simulated environments or scenarios
self-directed learning
discovery learning
process learning
project-based learning
learning activities, such as:
tutorials
quizzes, problems or scenarios
case studies
images and graphics
audio
interviews
projects or tasks
simulation
online discussions or forums, e.g. blogs, Wikis.
Relevant people may include:
project manager
instructional designer
software designer, programmer or author to write the e-resource
technical specialist, such as IT experts
graphic artist
content expert and writer
trainer, facilitator and/or assessor involved in the use of the e-learning resource.
Technical guidelines and requirements may include:
type of electronic media to be used
integration of different electronic media
required software and hardware to develop and use the e-learning resource
transferability of the e-learning resource
accessibility issues, e.g. for users with audio or visual impairment
content formats, e.g. text, visual, audio
storage of the e-learning resource
the use of m-learning technology.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
Research, design and develop e-learning resources that reflect client needs and the contexts of application, including:
the research and design of two e-learning resources, with documented evidence of:
consultation, research and findings
completed designs for the two resources
complete development of one resource with documented evidence of:
a review and trial of the resource, including user feedback and how this impacted on the development of the resource
the final e-learning resource, either complete or in part or sample
the candidate’s specific role in the development process.
Context of and specific resources for assessment
Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.
Method of assessment

Guidance information for assessment