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.
Project managermay include:
self
supervisor
Roles of each team membermay include:
project management
communication
graphic design
multimedia
software design
computer programming
audio-visual expertise
research
instructional design
content writer/developer
editing
proofreading
Documentationmay include:
draft materials/content
draft e-learning activities
technical specifications
tools for evaluation
feedback/results of trial/evaluation process
comments/feedback from client
Design conceptincludes:
the basis for the proposed design including sample design construct or representation for the e-learning resource
Standards or guidelinesmay refer to:
Guidelines for Toolbox Learning Materials
Guidelines for Training Package support materials
competency standards
Web Content Accessibility Guidelines from the World Wide Web Consortium (interoperability)
Preferred Standards to Support National Cooperation in Applying Technology to Vocational Education and Training
requirements under the Australian Quality Training Framework (AQTF) for access and equity

legislative requirements relating to:
disability discrimination
equal opportunity
racial discrimination
sex discrimination
Target audience and their learning needsmust include:
who the learning resource is for
what the learning resource is designed to do
why an e-learning medium is being considered
how the learning resource will be used
where learning resource will be used
Characteristicsmay include:
level and breadth of work experience
level and previous experiences of formal education
skill/competency profile
socio-economic background, age, gender, range of abilities (disabilities)
cultural background and needs
specific needs - physical or psychological
motivation for learning
language, literacy and numeracy needs of learners
learning style and preferences
Technical parameters and technological requirementsmay include:
type of electronic media
required technical software and hardware
learner management interfaces
technical navigation tools
integration of media
Aprototypemay include:
CD-ROM
web pages
storyboards
audiovisual resource
virtual classroom
simulation via Internet/Intranet/Extranet
satellite broadcast
computer-based resource
a skeleton of a resource
a representation of colour, look and feel of the resource
written information yet to be built into the resource
Quality requirementsinclude:
design is relevant to targeted learners
design is easy to navigate/use
design encourages participation and engagement
design motivates and provides effective learning resources
design provides opportunities for learner reflection and collaboration
design meets needs of client
Toolsmay include:
surveys
interviews
trial applications
Relevant criteriamay include:
navigation/ease of use
quality instructional design
application of relevant standards

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 develop and evaluate a prototype e-learning resource by following the design brief, and ensure that learning outcomes/competency standards are addressed.
The e-learning resource must meet the principles of instructional design, be well structured and organised, and provide variety for the learner and clear pathways for learning. The designer will work with a project team (which may include a range of experts from various technical fields) on the development of the e-learning prototype resource and final product to ensure the learning components are addressed.
The prototype developed for evaluation may not be a fully functional e-learning resource. It may include information that will be built into an e-learning resource by team members who have the expertise required to complete the resource.
Evidence Requirements
Required knowledge includes:
knowledge of IT principles, for example:
Internet
technology capabilities
e-learning methodologies and vocabulary

project management, for example:
time management
work flow
team management
meeting budgets
administration

effective learning using technology, e.g. using:
multiple perspectives
opportunities for reflection
opportunities for collaborative learning
authentic assessment
incremental learning
variety
organisation

language, literacy and numeracy appropriate for the learner group
resources available to support learning, for example:
books
articles
documents
manuals
web links
lectures

differences in e-learning versus face-to-face mode, for example:
ways of communicating electronically versus face-to-face for the learner and deliverer
electronic terms and new language that makes reference to specific functions of e-learning
ways of sharing information and collaborating that differ electronically from face-to-face learning

instructional design for electronic materials, for example:
systematic instructional strategies
learning design principles
criterion-referenced test items
order of increasing difficulty
opportunities for review of material and repetition
the need for interactivity
inclusion of a variety of approaches and techniques for presenting information and activities
structure of the information
what happens if the person makes a mistake
how to get help
techniques to hold the user's attention

relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example:
copyright and privacy laws relating to electronic technology
security of information
plagiarism
competency standards
licensing
industry/workplace requirements
duty of care under common law
anti-discrimination including equal opportunity, racial vilification and disability discrimination
workplace relations
industrial awards/enterprise agreements

relevant occupational health and safety (OHS) knowledge relating to the work role, and OHS considerations to be include in the content of the e-learning resource
OHS obligations of the training and/or assessment organisation, the trainer/facilitator and learner
Required skills and attributes include:
overcoming barriers to e-learning, for example:
using graphics and pathways which are appealing and engaging
identifying and addressing lack of technical knowledge in potential users

learning, using and applying electronic technology
collaboration skills to:
work with vendors and consultants
share ideas and information
seek feedback on the e-learning design

communication skills to:
negotiate
problem solve
listen to others
adjust personal use of technical language to meet level of understanding of other collaborators/likely users
Products that could be used as evidence include:
final or prototype e-learning resource
parts of the e-learning resource under development
plans, diagrams or notes taken during development
evaluation tools developed
results of prototype trials
Processes that could be used as evidence include:
how team roles were allocated and why
how learning outcomes/competency standards were related to technical parameters
how trial sites/audiences were selected and why
Resource implications for assessment include:
technology required for development
support personnel
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:
evidence of supporting and contributing to the development for an e-learning resource through collaborative working relationships with colleagues
contributing to the development of the prototype
developing the specific components/areas of content
conducting the trial and evaluation
responding to feedback, modifying the prototype and finalising the resource in association with team members
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:
TAADES503B Research and design e-learning resources
TAATAS503B Manage contracted work.