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.
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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.
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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.
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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.
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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.
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TAEDEL511 – Facilitate e-learning
About Lesson

Learner inclusion and engagement

The Technique here is to encourage active participation and interaction among all learners.  To illustrate this, consider a live virtual class, where the instructor uses polling features or interactive quizzes to engage learners actively. Breakout rooms can also be utilised for small group discussions, ensuring everyone has the opportunity to contribute. Additionally, incorporating ice-breaker activities at the beginning of the session can help create a more inclusive environment.

Design and development of learning objects for e-learning facilitation

To create interactive and multimedia learning objects tailored to online delivery, you might like to develop an interactive module where learners can click on different sections to explore various aspects of a topic. For instance, in a course on environmental science, a virtual interactive map can be used to explore different ecosystems. This module can be shared during a live session, allowing learners to explore it while the instructor guides them.

Presentation and presentation aids

Whilst there are a near infinite number of options here. We’ll consider the use of diverse presentation aids in order to enhance understanding and maintain interest. Our example here is a session on project management. The instructor can use a combination of slideshows, videos, and infographics to explain complex concepts like Gantt charts or the critical path method. Tools like screen sharing or whiteboarding can be used to demonstrate these concepts in real-time. One quick tip here is to remember that the use of presentation visuals in a virtual environment is different from a classroom. As the learner is only seeing the presentation slide, and maybe a small image of you in the corner of their screen, the presentation needs to have more movement and change which can be achieved using animations and creative slide transitions to maintain attention.

Recognition and resolution of inappropriate behaviours

The simple technique we’ll turn to here is to establish clear guidelines for appropriate behaviour at the outset, and address any issues promptly and effectively so they don’t disrupt the progress of others attending your training.

For example, at the start of the course, set clear expectations for behaviour, such as muting microphones when not speaking and respecting others’ opinions during discussions. If a learner continuously interrupts others or posts inappropriate comments in the chat, the instructor should address this behaviour privately, either through a direct message during the session or a follow-up communication afterwards.

Here is an example of a student behaviour policy from Monash University.