Course Content
Prepare for e-learning
This section of the unit focuses on the initial preparation phase for e-learning, starting with accessing and understanding organisational procedures related to one's job role in e-learning. It involves evaluating training and assessment strategies to determine the purpose, target group, and specific learning resources and requirements. This phase also includes analysing nationally recognised competency units to set workplace performance standards. The development of e-learning training strategies is crucial for managing and sequencing activities, ensuring logical content progression and learner progress continuity. Additionally, it's important to identify potential constraints and risks associated with e-learning, along with organising the necessary support to address foundational skill and learning needs, including accessing specialist support when needed. This comprehensive approach ensures a well-structured and effective e-learning framework.
Prepare e-learning environment
This segment of the unit addresses the technical aspects of setting up an e-learning environment. It begins with confirming the technical requirements necessary for the e-learning setup to function optimally. This is followed by a rigorous process of trialling and checking all e-learning resources and materials to ensure they are free from technical glitches. The unit also involves developing and documenting protocols for the e-learning environment, ensuring these are in line with legislative and regulatory requirements. The focus then shifts to the design and development of learning objects specifically for e-learning facilitation, which involves creating engaging and effective educational content. Finally, the unit requires identifying and organising specific technical support needs and mechanisms to assist e-learners, ensuring that they have the necessary support to overcome any technical challenges they may encounter in the e-learning process. This comprehensive approach ensures a robust and seamless e-learning technical environment.
Introduce e-learning
This part of the unit involves the introductory phase of the e-learning process, focusing on familiarising learners with the e-learning environment in an Australian context. It starts with providing a comprehensive introduction to the e-learning platform, during which the objectives and protocols of the e-learning course are discussed, clarified, and agreed upon. The unit then emphasises the importance of establishing a constructive relationship between the facilitator and the e-learners, fostering a sense of connection and support. Additionally, it highlights the initiation of relationships among e-learners themselves, advocating for an inclusive and diverse learning environment. This approach is essential for creating a positive and collaborative e-learning experience, where all learners feel valued and included, fostering a conducive learning atmosphere.
Deliver e-learning
This section of the unit focuses on the practical aspects of delivering e-learning, particularly in utilising various electronic tools and techniques. It involves implementing electronic tools as per the e-learning training plan to facilitate the learning process effectively. The unit also emphasises the use of specific e-learning facilitation techniques aimed at ensuring a productive and engaging learning experience for all participants. Additionally, it addresses the importance of having support mechanisms in place to promptly and efficiently resolve any technical issues that may arise during the e-learning sessions. Furthermore, the unit advocates for integrating opportunities for authentic learning, practical exercises, and formative assessments into the e-learning experience. This approach is designed to enhance the learners' engagement and understanding, providing a comprehensive and interactive online learning environment.
Monitor and review e-learning
The final part of the unit addresses the ongoing monitoring and review of the e-learning process. It starts with the continuous monitoring and documentation of e-learner support and progress, ensuring these activities align with organisational requirements. This includes providing learner support both within the e-learning environment and externally, catering to diverse learner needs. Active monitoring of e-learner interaction and participation is crucial, with interventions as necessary to sustain momentum and engagement in e-learning activities. Additionally, there's an emphasis on maintaining, storing, and securing training records in compliance with organisational procedures to ensure data integrity and privacy. The unit concludes with a reflective practice component, where feedback from e-learners is actively sought and evaluated in accordance with organisational guidelines. This feedback is essential for understanding the effectiveness of the e-learning delivery. Furthermore, it involves a self-analysis of one's own e-learning facilitation practice, identifying areas for improvement. This reflective process is key to professional growth and enhancing the quality and effectiveness of e-learning facilitation, ensuring it meets the evolving needs of learners and organisational standards.
TAEDEL511 – Facilitate e-learning
About Lesson

Facilitating e-learning, especially for adult learners, involves understanding and applying various learning theories and adult learning principles. These theories and principles provide a foundation for creating effective and engaging online learning experiences. Here’s a breakdown of key concepts:

  1. Andragogy (Adult Learning Theory):
    • Developed by Malcolm Knowles, this theory is central to adult learning. It posits that adults are self-directed, bring life experiences to their learning, are goal-oriented, and seek relevance in learning activities. Adults need to understand the ‘why’ behind what they’re learning and prefer practical, problem-solving approaches.
  2. Constructivism:
    • Constructivism suggests that learners construct their own understanding and knowledge of the world through experiences and reflection. In e-learning, this translates to creating opportunities for learners to engage actively with content, participate in discussions, and apply their learning in real-world contexts.
  3. Cognitivism:
    • Cognitivism focuses on the mental processes involved in learning, such as thinking, memory, knowing, and problem-solving. E-learning can leverage this by structuring content in a way that makes it easier for learners to process and retain information, such as through the use of multimedia, chunking information, and providing opportunities for reflection and elaboration.
  4. Connectivism:
    • A newer theory particularly relevant to the digital age, connectivism posits that learning occurs across a network of connections and that knowledge resides outside the learner, in the network. E-learning facilitates this through social learning platforms, forums, and collaborative projects that allow learners to connect, share, and construct knowledge collectively.
  5. Experiential Learning:
    • David Kolb’s Experiential Learning Theory emphasizes learning through experience. E-learning can incorporate simulations, case studies, and role-playing activities that allow learners to experiment and learn from their actions in a virtual environment.
  6. Social Learning Theory:
    • Albert Bandura’s theory suggests that people learn from one another through observation, imitation, and modelling. In an e-learning context, this can be encouraged through collaborative projects, peer-to-peer learning activities, and discussion forums.
  7. Transformational Learning:
    • This theory, proposed by Jack Mezirow, involves changing one’s perspectives through critical reflection, leading to a more inclusive, discriminating, and integrative perspective. E-learning can support this through activities that prompt learners to question and reflect on their beliefs and assumptions.
  8. Self-Directed Learning:
    • Involves learners taking the initiative in diagnosing their learning needs, formulating learning goals, identifying resources, and evaluating learning outcomes. E-learning platforms can support this by providing flexible, learner-controlled environments with access to a variety of resources and self-assessment tools.
  9. Motivation and Engagement:
    • Understanding what motivates adult learners, such as internal drivers (like personal growth) and external factors (like career advancement), is crucial. E-learning can cater to these motivators through gamification, issuing certificates, and aligning content with learners’ goals and interests.

By integrating these theories and principles into the design and delivery of e-learning, facilitators can create more effective, engaging, and meaningful learning experiences for adult learners.