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

Distinguishing between and responding to technical and content problems in a learning course requires a systematic approach. Each type of problem has its own set of indicators and resolution strategies. Here’s how you can differentiate and address them:

1.Technical Problems:

Indicators:

  • Issues with accessing the learning platform or course materials.
  • Problems with audio or video during online sessions.
  • Difficulties in submitting assignments or completing online assessments.
  • Interruptions in live streaming or connectivity issues.

Responses:

  • Immediate Technical Support: Provide learners with contact information for technical support. This could be an IT helpdesk or a dedicated support email.
  • Troubleshooting Guides: Offer readily accessible troubleshooting guides for common technical issues (e.g., resetting passwords, resolving common connectivity issues).
  • Regular System Checks: Conduct regular checks and maintenance of the e-learning platform to ensure functionality.
  • Backup Plans: Have backup plans for technical failures, such as alternative platforms for live sessions or extended deadlines for assignment submissions.
  • Feedback Mechanism: Implement a system for learners to report technical issues promptly.

2.Content Problems:

Indicators:

  • Learners expressing confusion about the course material.
  • Frequent questions about specific topics indicating a lack of clarity.
  • Low engagement or poor performance in certain sections of the course.
  • Feedback indicating that content is either too challenging or too simplistic.

Responses:

  • Content Review: Regularly review and update course content to ensure clarity, relevance, and accuracy.
  • Learner Feedback: Actively seek learner feedback on content-related issues and use it to make necessary adjustments.
  • Supplementary Materials: Provide additional resources or supplementary materials to clarify complex topics.
  • Instructional Adaptation: Modify teaching methods or instructional strategies based on learner needs. This could involve more examples, practical applications, or varied presentation styles.
  • Peer Assistance: Encourage peer-to-peer learning for areas where learners seem to struggle.

 

In both cases, proactive communication is key. Informing learners about potential issues and the steps being taken to resolve them can help manage expectations and reduce frustration. Regularly updating learners on the status of any ongoing problems is also important to maintain trust and transparency.

Furthermore, it’s beneficial to conduct a post-course evaluation to identify which aspects worked well and what issues arose, whether technical or content-related. This reflective practice allows for continuous improvement in course delivery and design.