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.
Thelearning strategyprovides:
a documented framework to guide and structure the learning requirements and the teaching/delivery and assessment arrangements of a vocational education and training qualification (refer TAADES501A for more information)
Thelearning programprovides:
a documented guide to support a cohesive and integrated learning process for the learner (refer TAADES402A Design and develop learning programs, for more information)
Learner stylesmay include:
auditory
visual
kinaesthetic
left/right brain
global/analytical
theoretical
activist
pragmatist
reflective
Learner characteristicsmay include:
level of expertise in using relevant technologies
level and type of experience in an e-learning environment
preferred learning styles
specific needs
educational background
language, literacy and numeracy needs
employment status
past learning experiences
age
level of maturity
culture and/or language diversity
length of time resident in Australia
Available informationmay relate to:
enrolment information
employee/personnel records (confidentiality protected)

surveys of learners to identify specific technology skills and support needs for e-learning
results of organisational training needs analyses
outcomes of RCC/RPL assessments
communication with individual learners
Thesuitability of e-learningmay depend on:
the content focus and outcomes of the competency standards and/or learning outcomes, i.e. do the outcomes require demonstration of skills such as psychomotor skills or interpersonal skills
whether such skills have been designed into the e-learning resources or learning strategy/learning program design
the learning styles and characteristics of the learners and self-assessment of suitability for e-learning
the need for mixed mode to support learning in particular areas/skills
Ane-learningdelivery planprovides a tool to manage and sequence e-learning and to guide implementation of the learning program. It may include:
individual/group learning objectives or outcomes for the learning program or segment of the learning program to be addressed
number of learners and their specific support requirements
timing, sequence and number of pre-planned e-learning sessions
types of preplanned sessions - synchronous (in real time using conferencing, chat, forum) or asynchronous (not in real time using email, offline forum, bulletin boards)
topics to be addressed in e-learning sessions
learning/activities/events to be addressed in e-learning sessions
e-learning resources and/or web-based course tools to be used
determination of e-learning management tools such as feedback systems and support mechanisms
E-learning activities and eventsmay be synchronous (in real time) or asynchronous (not in real time) and may include:
discussions/debates
questions, problems, brainstorming
games/quizzes
e-based research activities
case studies
role-plays/simulations/scenarios
practical activities
using the Internet to find information sites
using materials on CD-ROMs
working through online modules
downloading resources including materials/notes/guides from dedicated learning program/course specific web site
working through e-learning resources such as DEST toolboxes
Technical requirementsmay include:
technology to be used in delivery
type of online learning management platform
time required for setting up and testing equipment/technology
setting up a specific dedicated web site for the e-learning course/program
setting up hyperlinks
liaison with information technology (IT) personnel/specialists
E-learning environmentmay include the following characteristics:
is independent of a fixed or specific venue or place
is connected through information communication technology
the Internet provides the operating learning environment
learners can determine how, when, and where they learn
E-learning resources and materialsmay include:
DEST toolboxes for specific Training Packages
other learning resources and materials that have been specifically designed for the e-learning environment
CD-ROMs that support printed materials
Protocols for the e-learning environmentmay include:
boundaries of communication/standards of behaviour in public 'spaces' - email/forums/bulletin boards/chat including abusive/disruptive/ discriminatory/culturally insensitive language
guidelines for trainer/facilitator and e-learner interactions, such as:
service levels
email guidelines, times for sending, expected response times, types of questions that are individual or group directed
email access and lists
chat/forum guidelines, when to submit, when to respond, cut-offs

arrangements for technical support
learning activity and assessment requirements and processes
security systems
expectations/requirements of learners, for example:
participation in learning events and activities
time requirements for submitting work
group work arrangements
being self-directed
being motivated to complete activities alone or to seek help
knowing when and how to collaborate with others
ability to work online and offline as required
technical ability
Technical support needs and mechanismsmay include:
a 'study-buddy' system
technical support from IT
meeting accessibility issues
developing and providing a frequently asked questions (FAQs) service
identifying technology needs in induction
problem solving tools
support with IT literacy
support to help learners become self-directed e-learners
occupational health and safety (OHS) guidelines for computer-based work
Learner recognition processmay include:
recognition of prior learning (RPL)
recognition of current competencies (RCC)
formal qualifications
Relevant persons may include:
self
other trainers/facilitators/assessors
support personnel administering RPL/RCC arrangements
The induction may be via online orientation, face-to-face, by teleconference and may include:
overview of the qualification/learning program/ course objectives and structure
appropriate ice breakers
content of e-learning protocols
information and discussion on organisational skills and time management in an e-learning environment
recommendations for online sites to use
information on chat, forums, bulletin boards
style of facilitation/level of learner independence expected
contact details of trainer/facilitator and learners - posting of photographs
practice session working with and navigating through e-learning materials/resources
practice session using chat/email facilities
identifying opportunities available for group discussions and interaction with other learners including social interactions and collaborative work
distribution of learning resources/learning materials relevant to the qualification/course/program
checklist completed by all learners to ensure everyone is comfortable with the e-learning navigation, software, e-learning communication tools, media and requirements/expectations
Communication tools and skills may include:
regular email contact with every individual e-learner
being accessible
fostering a community of learners
providing alternatives e.g. phone access
Electronic toolsmay include:
those which allow the trainer/facilitator to monitor every entry and movement of the learner
those which allow the trainer/facilitator some information about what the learner is doing
Learner/Content Management System, e.g. WebCT
other electronic methods, e.g. MS Excel and MS Word
Internet search
hyperlinks
Facilitation skillsmay include:
guiding learning activities through setting up questions, issues, scenarios to be addressed in chat, forum or email
observing in forums/chat and intervening when necessary to maintain focus/momentum/engagement
knowing when to intervene/when to let learners direct themselves
moderating disruptive, abusive or dominant e-learners
facilitating group work both online and offline
assisting learners in locating, using and evaluating online information
maintaining momentum and motivation of e-learners through ongoing individual contact and feedback
Good practice in e-learningis evolving and may include:
learner focused delivery and support, for example:
providing both educational and technical support
offering flexible solutions to suit a range of learner needs
providing opportunities for collaboration
guiding and supporting inquiry and engagement

being flexible to allow for and support a range of appropriate learner skills, learning styles and learner characteristics
ensuring options lead to integrated learning
flexible formative assessment options
appropriate use of technology to suit the learning program and the learner, for example:
blended delivery
mix of print and web-based resources

using educationally sound and quality resources, including:
accurate, relevant and current content
sound pedagogical design
appropriate level of challenge and problem solving in activities for learners
effective usability of resources

immersive and engaging online learning environments that encourage communication and collaboration
Support and guidancemay include:
support with ICT issues, learning difficulties, personal problems that impact on learning
using individual facilitation techniques to address specific needs
referring learner to other e-learners or support networks
adjusting learning or assessment as appropriate
Reviewmay include:
feedback from learners, colleagues, e-learning designers via survey or discussion
identification of issues in managing/monitoring e-learners and the need for changes to contact/monitoring processes
identification of issues in using the delivery plan and the need for changes/modifications to the plan
effectiveness of the e-learning protocols, their application and proposed changes
technology effectiveness
Reflect on own performancemay include:
asking critical questions about performance, problems, methods used and success of learners
listening to and acting on feedback from learners and others

Evidence Guide
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
To demonstrate competency against this unit candidates must be able to provide evidence that they can successfully facilitate groups of learners in an e-learning environment. This requires high-level organisational and communication skills to work with learners through electronic mediums, for example, email, discussion groups, forums and via e-learning activities.
An e-learning trainer/facilitator must demonstrate the ability to correctly use the electronic medium they are working within. They must also adapt communication skills for use electronically, for example, providing written rather than verbal feedback.
Evidence Requirements
Required knowledge includes:
learning principles, for example:
adults have a need to be self-directing and decide for themselves what they want to learn
adults have a range of life experience and connecting learning to experience is meaningful
adults have a need to know why they are learning something
training must be learner-centred

technical knowledge sufficient to distinguish between a technical problem and a content problem, and to respond accordingly
technical knowledge needed in using:
chat rooms
forums
bulletin boards
Internet/web site navigation

relevant technologies/tools, including:
those which allow the trainer/facilitator to monitor every entry and movement of the learner
those which allow the trainer/facilitator some information about what the learner is doing
learner/content management system, e.g. WebCT
other electronic methods, e.g. MS Excel and MS Word
Internet search
hyperlinks

relevant learning management systems
structure and content of relevant e-learning resources
vocational/subject matter knowledge of area of delivery
ethics related to e-learning, for example:
duty of care
security of information
plagiarism
responsibility within a public forum

rationale for the use of different learning activities, for example:
use of electronic discussion forums
use of individual activities
use of written material
accessing web sites

cultural sensitivity, particularly in regards to ensuring electronic discussions are culturally sensitive
relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example:
competency standards
licensing
industry/workplace requirements
duty of care under common law
recording information and confidentiality requirements
anti-discrimination including equal opportunity, racial vilification and disability discrimination
workplace relations
industrial awards/enterprise agreements
National Reporting System
OHS relating to the work role, and OHS considerations to include in the design of the e-learning resource, for example:
using technology safely
advising learners on safety issues
Required skills and attributes include:
language, literacy and numeracy skills using electronic media to:
communicate electronically using accepted language and style
communicate with learners or others verbally
establish rapport
give feedback using different mediums, e.g. email
discuss learning issues
encourage learners to get to know each other and to collaborate with each other
manage the content of electronic discussion forums and weblogs
interpret written communication clearly before responding
ensure what is being said is appropriate and understood

facilitation skills using electronic media, for example:
guiding learning activities through setting up questions, issues, scenarios to be addressed in chat, forum or email
observing in forums/chat and intervening when necessary to maintain focus/ momentum/ engagement
knowing when to intervene/when to let learners direct themselves
moderating disruptive, abusive or dominant e-learners
facilitating group work both on and off line
assisting learners in locating, using and evaluating online information
maintaining momentum and motivation of e-learners through ongoing individual contact and feedback
correctly use e-learning tools, for example:
communication tools
learning activity tools
assessment tools
monitoring tools

high-level organisational skills to:
communicate efficiently using a number of mediums
manage learners in a virtual environment
keep up-to-date with each learner's progress
provide prompt feedback
be available for support during established times

technological skills, for example:
in different media
keyboard skills
using relevant hardware and software
Internet skills
identifying technical problems and being able to troubleshoot or know where to get required technical assistance

time management skills to:
ensure e-learning discussions are kept relevant and within time frame
ensure feedback is provided promptly
manage assessment tasks

flexibility in learning approaches, for example:
being able to effectively use a variety of activities or provide directions for different learner needs
interpreting learner needs and directing them to new learning opportunities

Products that could be used as evidence include:
documentation of facilitated learning discussions
documentation produced by monitoring learners
emails
written feedback provided to learners
e-learning activities
Processes that could be used as evidence include:
how the learning techniques specific to e-learning were determined and provided
how learners were assisted to communicate electronically
how and why protocols and boundaries for learning were set up
how appropriate feedback was provided to learners electronically
Resource implications for assessment include:
time for formative assessment
relevant technology
support requirements
time needed for online delivery preparation
The collection of quality evidence requires that:
assessment must address the scope of this unit and reflect all components of the unit i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills
a range of appropriate assessment methods/evidence gathering techniques is used to determine competency
evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided
the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice
assessment meets the rules of evidence
a judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated
Specific evidence requirements must include:
the facilitation of one or more e-learning programs or qualifications which individually or collectively enable the outcomes, Performance Criteria, skills and knowledge of this competency standard to be demonstrated
Integrated assessment means that:
this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:
TAADEL402B Facilitate group-based learning
TAADEL403B Facilitate individual learning
TAADEL405B Coordinate and facilitate distance-based learning.