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

By implementing the techniques discussed here, e-learning facilitators can create customised learning experiences that respond to the unique needs and characteristics of their learners, thereby enhancing learner engagement, satisfaction, and educational outcomes. Let’s look at this extensive list now.

  1. Learner Profiling and Needs Assessment:

Conduct surveys, interviews, or diagnostic assessments to understand the learners’ backgrounds, skill levels, learning styles, and preferences. You can then use this information to tailor the content and delivery methods. For example, During the planning of a corporate eLearning program, the facilitator conducted a pre-training survey to identify employees’ existing knowledge and skills in project management. The results helped in customising the training modules to focus more on advanced topics like risk management, which most participants were less familiar with.

  1. Differentiated Instruction:

Offer multiple forms of content presentation like text, video AND audio to cater to different learning preferences such as visual, auditory, and kinesthetic. Additionally, you could provide varied learning activities, like group discussions, hands-on tasks, and individual research – for example, an online course on digital marketing offers content in different formats: video tutorials for visual learners, podcasts for auditory learners, and interactive assignments for kinesthetic learners, ensuring all learning preferences are catered to.

  1. Adaptive Learning Technologies:

Use technology that adapts the learning path based on individual learner responses and progress. This can involve branching scenarios where learners choose different paths through content based on their interests or knowledge level. For example, An e-learning platform for language learning adjusts the difficulty level of exercises based on the learner’s performance in previous lessons, providing more challenging tasks to advanced learners and revisiting basic concepts for beginners.

  1. Flexible Pacing:

Allow learners to progress through courses at their own pace, with options for accelerating or spending more time on certain topics as needed. An online Advanced Diploma course allows students to choose between a 4-week intensive schedule or an 8-week standard schedule, enabling them to pace their studies according to their personal and professional commitments.

  1. Interactive and Engaging Materials:

Incorporate interactive elements like quizzes, simulations, and gamified learning activities that make learning more engaging and allow for practical application of knowledge. For example, a mobile app for learning programming includes interactive coding challenges and gamified quizzes that offer instant feedback, making the learning process more engaging and practical.

  1. Personalised Feedback and Support:

Provide timely, personalised feedback on assignments and assessments. Offer one-on-one support sessions or mentoring for learners who need additional help. For instance, In an online course on creative writing, instructors provide personalised feedback on each assignment submission, and students struggling with certain concepts are offered additional one-on-one video coaching and writing samples.

  1. Accessible Design:

Ensure all learning materials are accessible, including to those with disabilities. This means using accessible fonts, providing alt text for images, ensuring video content has captions, and adhering to web accessibility standards. An educational website uses screen reader-friendly fonts, provides alt text for all images, and includes closed captions for all video content, ensuring accessibility for users with visual and hearing impairments. Here’s a great article on accessibility tools for designing eLearning: https://elearningindustry.com/designing-accessible-elearning-6-tips 

  1. Collaborative Learning Opportunities:

Facilitate group activities, discussions, and peer-to-peer learning opportunities to encourage interaction and collaborative learning, catering to social learners. For example, a virtual leadership training program incorporates group projects and discussion forums, encouraging participants to collaborate, share experiences, and learn from each other’s perspectives.

  1. Real-World Application and Contextualisation:

Relate learning materials to real-world scenarios relevant to the learners’ experiences and professional backgrounds. This enhances relevance and aids in the practical application of knowledge. For instance, a business management course includes case studies and simulations based on current market scenarios, enabling students to apply theoretical knowledge to real-world business challenges.

  1. Continuous Feedback Loop:

Regularly collect feedback from learners about the course content and structure. Use this feedback to make ongoing adjustments to the session plans and learning resources. For example, an online art class regularly collects feedback through surveys after each module, allowing the instructor to adjust future sessions by incorporating more demonstrations as requested by the learners.

  1. Microlearning:

Break down complex concepts into smaller, bite-sized learning units. This approach can help manage cognitive load and is particularly effective for complex or dense subjects. For example, An online course on data science breaks down complex algorithms into short, 5-minute videos, making it easier for learners to grasp and retain complex information in manageable chunks.

  1. Multimodal Content Delivery:

Combine various modes of delivery, like live virtual classes, self-paced online modules, and interactive forums, to provide a varied and comprehensive learning experience. For example, A professional development program for teachers combines live webinars, recorded lectures, and interactive discussion boards, providing a diverse range of learning experiences to accommodate different learning needs and schedules.