Unit of competency Outline
Date retreived
24/07/2026 2:21 AM AWST
24/07/2026 2:21 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Use e-learning with social media
Use e-learning with social media
Unit of competency
National Code
TAEDEL802A
TAEDEL802A
State Code
WE629
WE629
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
15/09/2014
Field of Education
070199 - Teacher Education, N.e.c.
Original Release Date
15/09/2014
Nominal Hours
55
Description
This unit describes the performance outcomes, skills and knowledge required to establish a social media learning community to provide the essential skills for contemporary learning for people engaging in the world of work in a global environment.
Notes
Elements and Performance Criteria
1. Identify and recommend appropriate environment for particular e-learning task
- 1.1 Analyse and evaluate appropriate learning theories for different forms of e-learning
- 1.2 Research appropriate sources of information and use research findings to understand the online environments available for the e-learning task
- 1.3 Analyse and evaluate proposed e-learning task specifications to determine possible online environments
- 1.4 Establish and justify the recommended social media environment and organisational requirements suitable for the learning task
2. Plan the implementation of the selected social media environment
- 2.1 Analyse and evaluate the critical success factors of social networking to determine the best fit for the e-learning task
- 2.2 Identify the learner and learner styles for which the social networking application is suitable
- 2.3 Prepare and document project management tasks, milestones, dependencies, resourcing, constraints and timelines for the appropriate learning models
- 2.4 Gather data and prepare a report with data visualisation tools to present the planned effectiveness of implementation and instructional design principles
- 2.5 Research and present documentation on the current legislation for use of social media protocols, policies and risks in the planning for the online social media environment
3. Implement and evaluate the selected social media community
- 3.1 Initiate, progress and establish the implementation of the selected social media community
- 3.2 Identify the attributes of champion users and their training techniques, and promote them to build a dynamic social media environment
- 3.3 Establish evaluation criteria as key performance indicators (KPIs) and measure the effectiveness of the implementation of the selected social media technologies
- 3.4 Incorporate a regular reflection, review and report of the evaluation to inform refinement of KPIs
4. Design and establish strategies to sustain the social media community
- 4.1 Estimate the longevity and nature of the community
- 4.2 Establish a plan using e-learning resources to encourage broad participation in social networking for learning
- 4.3 Establish the steps to develop a self-sustaining community, and then implement and document them
- 4.4 Identify social media community members and develop recruitment strategies
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.
Appropriate learning theories may include:
applied learning
cognitivism
constructivism
discovery learning
experiential learning
inquiry learning
mobile learning
problem-based learning
self-directed learning
technology and learning
theory of multiple intelligences.
Forms of e-learning may vary with:
assessment or qualification outcomes
blending with other modes of teaching, such as blending classroom with online delivery
instructional design
means of access
mode of teaching
standards compliance
technology involved.
Research findings may be compiled through:
evaluation of existing products
focus groups
informal discussions
internet
interviews
literature reviews
questionnaires
workshops.
Online environments may include:
blogs, wikis and nings
computer-supported collaborative learning (CSCL)
content management systems (CMS)
distributed online forums
game-based platforms
learning management systems (LMS)
rating and comments systems, e.g. YouTube
virtual and immersive online platforms.
Organisational requirements may include:
access and equity principles and practice
code of ethics, creative commons and rights of use and distribution
codes of conduct
Copyright, Privacy and Charter Of Human Rights legislation
goals, objectives, plans, systems and processes
organisational policies for e-learning
policies, procedures and programs on acceptable use
quality and continuous improvement processes and standards.
Social networking may include:
building repositories of knowledge and artefacts for community sharing in blogs, wikis and nings
participating in distributed online forums
rating and commenting to share and evaluate knowledge systems, e.g. YouTube
using communication and collaboration tools in an LMS to showcase knowledge
using communication and collaboration tools in CMS to share skills and knowledge
using CSCL to communicate and collaborate.
Learner styles may include:
aural
kinaesthetic
visual.
Constraints relating to organisation's e-learning systems and resources may include:
anticipated difficulties due to language, literacy and numeracy skills of learners/end users
financial limitations to achieve proposed options
infrastructure logistical issues
limited access of intended learners/end users to the necessary technology
limits of the technology to achieve desired outcomes
low levels of information technology skills of trainers or facilitators and intended learners/end users
restricted access to relevant technical or subject matter experts.
Learning models may include:
blended
experiential
virtual, e.g. Second Life.
Data visualisation may include:
dynamic, e.g. Google Docs
motion charts and gadgets, such as Gapminder, InfiView and Nexus.
Instructional design principles may include:
ensuring learning is embedded in a realistic and relevant context
including a variety of approaches and techniques for presenting information and activities and for encouraging participation
need for authenticity in learning and assessment activities
need for collaborative learning opportunities
need for learner-centred activities and interactivity
opportunities for review of material and repetition
presenting material in a logical order and sequence, and in order of increasing difficulty
providing learner with feedback
structure of the information
techniques to engage the learner in learning.
Current legislation may include:
Charter of Human Rights and Responsibilities
Copyright Act
Privacy Act
Spam Act.
Policies and risks may include:
acceptable use policies
code of conduct
digital citizenship
netiquette
security threats to data and information .
Champion users may include:
experienced users
mentors
users committed to outcomes of the e-learning goals.
Training techniques may include:
applied learning
collaborative activities
demonstrations
individual activities
instruction and explanation
questioning practice
written information.
Longevity may include:
end goal
ongoing
short term.
Nature may include:
member-based (people in a similar profession)
ongoing professional learning
project-based.
E-learning resources may include:
assessment materials
generic skills materials
industry or enterprise-specific materials
information about the audience for the resource’s learning objects and activities
professional development materials
self-paced or instructor-led materials
trainer or facilitator materials
Training Package toolboxes.
Social media community members may include:
active participants
champion users
critics
flamers
lurkers
spoilers.
Recruitment strategies involve:
establishing a plan
encouraging broader participation in social networking for learning.
Appropriate learning theories may include:
applied learning
cognitivism
constructivism
discovery learning
experiential learning
inquiry learning
mobile learning
problem-based learning
self-directed learning
technology and learning
theory of multiple intelligences.
Forms of e-learning may vary with:
assessment or qualification outcomes
blending with other modes of teaching, such as blending classroom with online delivery
instructional design
means of access
mode of teaching
standards compliance
technology involved.
Research findings may be compiled through:
evaluation of existing products
focus groups
informal discussions
internet
interviews
literature reviews
questionnaires
workshops.
Online environments may include:
blogs, wikis and nings
computer-supported collaborative learning (CSCL)
content management systems (CMS)
distributed online forums
game-based platforms
learning management systems (LMS)
rating and comments systems, e.g. YouTube
virtual and immersive online platforms.
Organisational requirements may include:
access and equity principles and practice
code of ethics, creative commons and rights of use and distribution
codes of conduct
Copyright, Privacy and Charter Of Human Rights legislation
goals, objectives, plans, systems and processes
organisational policies for e-learning
policies, procedures and programs on acceptable use
quality and continuous improvement processes and standards.
Social networking may include:
building repositories of knowledge and artefacts for community sharing in blogs, wikis and nings
participating in distributed online forums
rating and commenting to share and evaluate knowledge systems, e.g. YouTube
using communication and collaboration tools in an LMS to showcase knowledge
using communication and collaboration tools in CMS to share skills and knowledge
using CSCL to communicate and collaborate.
Learner styles may include:
aural
kinaesthetic
visual.
Constraints relating to organisation's e-learning systems and resources may include:
anticipated difficulties due to language, literacy and numeracy skills of learners/end users
financial limitations to achieve proposed options
infrastructure logistical issues
limited access of intended learners/end users to the necessary technology
limits of the technology to achieve desired outcomes
low levels of information technology skills of trainers or facilitators and intended learners/end users
restricted access to relevant technical or subject matter experts.
Learning models may include:
blended
experiential
virtual, e.g. Second Life.
Data visualisation may include:
dynamic, e.g. Google Docs
motion charts and gadgets, such as Gapminder, InfiView and Nexus.
Instructional design principles may include:
ensuring learning is embedded in a realistic and relevant context
including a variety of approaches and techniques for presenting information and activities and for encouraging participation
need for authenticity in learning and assessment activities
need for collaborative learning opportunities
need for learner-centred activities and interactivity
opportunities for review of material and repetition
presenting material in a logical order and sequence, and in order of increasing difficulty
providing learner with feedback
structure of the information
techniques to engage the learner in learning.
Current legislation may include:
Charter of Human Rights and Responsibilities
Copyright Act
Privacy Act
Spam Act.
Policies and risks may include:
acceptable use policies
code of conduct
digital citizenship
netiquette
security threats to data and information .
Champion users may include:
experienced users
mentors
users committed to outcomes of the e-learning goals.
Training techniques may include:
applied learning
collaborative activities
demonstrations
individual activities
instruction and explanation
questioning practice
written information.
Longevity may include:
end goal
ongoing
short term.
Nature may include:
member-based (people in a similar profession)
ongoing professional learning
project-based.
E-learning resources may include:
assessment materials
generic skills materials
industry or enterprise-specific materials
information about the audience for the resource’s learning objects and activities
professional development materials
self-paced or instructor-led materials
trainer or facilitator materials
Training Package toolboxes.
Social media community members may include:
active participants
champion users
critics
flamers
lurkers
spoilers.
Recruitment strategies involve:
establishing a plan
encouraging broader participation in social networking for learning.
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 following is essential:
knowledge of contemporary ICT in an educational environment
documented review of ICT solutions for an educational environment, collaboration, and communication technologies
research on theory and practice in relation to advanced learning practice, especially where these are enabled by new content solutions; and vocational education and training approaches or technologies.
Context of and specific resources for assessment
Assessment must ensure:
competence is consistently demonstrated over time, and over a range and variety of complex situations
access to required assessment facilities and resources.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate
review of applied projects or learning activities, relating to the research
direct observation of contextual application of skills
oral or written questioning to assess knowledge of constructing and implementing advanced vocational education and training learning practice.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
TAEDEL801A Evaluate, implement and use ICT-based educational platforms
TAELED704A Review enterprise e-learning systems and solutions implementation
TAELED802A Investigate the application of ICT content knowledge.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
knowledge of contemporary ICT in an educational environment
documented review of ICT solutions for an educational environment, collaboration, and communication technologies
research on theory and practice in relation to advanced learning practice, especially where these are enabled by new content solutions; and vocational education and training approaches or technologies.
Context of and specific resources for assessment
Assessment must ensure:
competence is consistently demonstrated over time, and over a range and variety of complex situations
access to required assessment facilities and resources.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate
review of applied projects or learning activities, relating to the research
direct observation of contextual application of skills
oral or written questioning to assess knowledge of constructing and implementing advanced vocational education and training learning practice.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
TAEDEL801A Evaluate, implement and use ICT-based educational platforms
TAELED704A Review enterprise e-learning systems and solutions implementation
TAELED802A Investigate the application of ICT content knowledge.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWY72 | TAEDEL802 | Use e-learning with social media | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J268 | TAE80312 | Graduate Certificate In Digital Education | Qualification |