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.
The briefmay include:
client proposal
identified gap in the learning product market
a tender
an organisational need
Focusmay include:
a Training Package
a Training Package qualification/qualifications
a traineeship/apprenticeship qualification
an accredited course
individual competency standards/modules/subjects
a non-accredited course

a learning program
a learning resource to support introduction/ implementation of new technology/equipment
Type of e-learning resourcemay include:
Training Package toolboxes
assessment materials
trainer/facilitator materials
learner materials
professional development materials
generic skills materials
industry/enterprise specific materials
self-paced or instructor-led materials
Likely target audience/smust 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
The e-learning environmentmay be:
web-based
computer-based
digital collaboration
virtual environment
Internet/Intranet/Extranet
satellite broadcast
a combination of these environments
operate through learning or content management systems/platforms, for example:
WebCT
Blackboard
Janison Toolbox
Researchedmay include:
Internet research
questionnaires
evaluations of existing products
literature reviews
interviews
informal discussions
focus groups
workshops
Characteristics of the learners/ end usersmay include:
level of prior experience/knowledge of content area
skill/competency profile
technical skills in operating in an e-environment
access to the type of computer required for e-learning
range and response to previous learning experiences
level of education
socio-economic background, age, gender
current work
work culture
cultural or ethnic background
disability or learning support needs
preferred learning styles
motivation for learning
English language, literacy and numeracy needs
Existing informationmay include:
industry/end user needs
industry best practice and culture
existing relevant learning and e-learning resources and materials
relevant Training Packages/competency standards
relevant courses, curriculum, modules
workplace procedures, documentation, and requirements
industry coverage
roles and responsibilities of groups and individuals
information from industry experts and advisers
Other relevant criteriamay include:
learning/assessment strategy
learning outcomes of curriculums
accreditation requirements
curriculum design
occupational health and safety (OHS) implications for delivering the learning strategy
Ethical and legal considerationsmay include:
contract preparation
meeting contractual requirements
intellectual property
regulatory requirements including OHS
organisational requirements
equity issues and needs
potential legal consequences of false, misleading or incorrect information
Standards and guidelinesmay include:
Guidelines for Toolbox Learning Materials
DEST Guidelines for Training Package Support Materials
Training Package competency standards
Preferred Standards to Support Cooperation in Applying Technology to Vocational Education and Training
Web Accessibility Guidelines for content from the World Wide Web Consortium (interoperability)
requirements under the Australian Quality Training Framework (AQTF) for access and equity
legislative requirements relating to:
disability discrimination
equal opportunity
racial discrimination

sex discrimination
Other peoplemay include:
colleagues/team members
the client
staff of Industry Skills Councils/advisory bodies
supervisors/coordinators
project reference groups
technical specialists
Instructional design principlesmay include:
the need for learner-centred activities and interactivity
the need for collaborative learning opportunities
the need for 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 the information
ensure learning is embedded in a realistic and relevant context
what happens if the learner makes a mistake (feedback)
how to get help
techniques to engage the learner in learning
Other design techniquesmay include:
creative thinking, for example:
brainstorming
mind mapping
scenario setting
lateral thinking

visual/graphic design, for example:
format
composition
balance
typography
images/graphics
charts/diagrams
Learning theorymay include:
cognitive learning theory
behavioural learning theory
information processing theory
andragogy
problem-based learning
Constraintsmay include:
limits of the technology and what types of things it can do
financial limitations to achieve proposed options
low levels of information technology (IT) skills of trainers/facilitators and intended learners/end users
anticipated difficulties due to language, literacy and numeracy skills of learners/end users
limited access of intended learners/end users to the necessary technology
logistical issues
access to relevant technical/subject matter experts
Materialsmay include:
trainer/facilitator guide
technical guide
guide to using the learning resource
Critical feedback may be from:
instructional designers
graphic designers
information technology experts
intended learners/end users
communication experts
audio-visual experts
language, literacy and numeracy specialists
programmers
IT help desk personnel
the client
project stakeholders
members of the reference group
critical friends
Appropriate e-learning activitiesmay include:
tutorials
quizzes
case studies
images
audio
problems
interviews
projects
tasks
web-based role-play
e-games for learning
simulation
checklists
online discussions
work-based practice activities
Learner, trainer/facilitator support mechanismsmay include:
telephone hotline for technical support
email facilities
regular learner contact with trainer/facilitator or tutor
opportunities for feedback
instructions
orientation/induction
schedules
procedures
Arepresentation of the e-learning resourcemay be:
proof of concept
web site shell
diagrammatical representation
sketches
samples of other similar e-learning products
product brief
storyboard, for example:
PowerPoint presentation
html or handwritten show board
Relevant criteriamay include:
benchmarks/learning outcomes are achievable through e-learning
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

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 research and design a e-learning resources that address the competency standards to be achieved (or learning outcomes derived from the competency standards), and that reflect the application of instructional design principles and other relevant principles, standards and guidelines in conceptualising the design.
The e-learning resource must meet the needs of the client and end user, be creative, easy to navigate and suitable for the learning content and the target audience. Collaboration with others in creating and finalising the design must be demonstrated.
Evidence Requirements
Required knowledge includes:
language, literacy and numeracy appropriate for the learner group
cultural and educational background of the learners
design features which facilitate access to e-learning by range of likely user groups, for example:
people with a hearing impairment
those with language, literacy and numeracy needs

IT principles, for example:
Internet
technology capabilities
e-learning methodologies and vocabulary

how to create an effective learning experience using electronic technology, e.g. using:
multiple perspectives
opportunities for reflection
opportunities for collaborative learning
authentic assessment
incremental learning
variety
organisation
best practice design

a range of e-learning environments and their application in designing e-learning resources
differences in e-learning mode 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 electronically that differ 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 learner makes a mistake
how to get help
techniques to hold the user's attention

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

relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example:
design of e-learning resources to meet worldwide accessibility and usability guidelines
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
OHS relating to the work role, and OHS considerations to include in the design of the e-learning resource
OHS obligations of the training and/or assessment organisation, the trainer/facilitator and learner
Required skills and attributes include:
representing an e-learning design in a variety of ways, for example:
describing the learner's pathway through a program to a designer
writing the e-learning pathways in a report
describing the e-learning pathways in a sketch or drawing
referring to examples of other e-learning products with similar attributes to the desired online outcome

learning, using and understanding electronic technology
anticipating or predicting risks and plan contingencies
ability to design e-learning resources in alignment with AQTF requirements e.g. if designing resources to support Training Packages
collaboration skills to:
work with vendors and consultants
share ideas and information
seek feedback on the e-learning design

research skills to:
determine the suitability of the learning content for electronic development
identify constraints, resources, standards and guidelines required to design and develop e-learning resources
generate options for the e-learning resource
communication skills to:
negotiate
solve problems
listen to others
adjust personal use of technical language to meet others level of understanding
Products that could be used as evidence include:
a design plan
documentation of ideas generated
documentation of briefs developed
consultations and collaboration with others
feedback from clients/learners
demonstration web site
CD-ROM
Processes that could be used as evidence include:
description of the final e-learning resource
how learning outcomes were addressed in the design and why
how instructional design principles were maintained
how evidence gathering opportunities were incorporated and why
Resource implications for assessment include:
computer system and other technology
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:
a minimum of one completed design concept for an e-learning resource which reflects the outcomes and performance requirements of the unit and which demonstrates application of the specified knowledge and skills required to demonstrate the performance requirements
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:
TAADES504B Develop and evaluate e-learning resources
TAATAS503B Manage contracted work.