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

Identifying and organising foundation skills support, particularly through eLearning, involves a systematic approach to ensure learners possess the necessary language, literacy, numeracy, digital literacy, and employability skills for successful training completion and workforce transition. The Australian Core Skills Framework (ACSF) and the Core Skills for Work Developmental Framework (CSfW) provide structured methods for assessing and developing these skills. Integrating eLearning adds a layer of accessibility and flexibility, vital for diverse learner needs.

 

1. Initial Assessment and Identification:

  • Pre-Training Review: Conduct a comprehensive pre-training review for all prospective learners to understand their existing foundation skills. Utilise discussions, self-assessments, and formal assessments aligned with the ACSF to identify levels in reading, writing, oral communication, numeracy, and learning.
  • ACSF Tools in eLearning Formats: Employ ACSF assessment tools presented in eLearning formats, such as online quizzes and interactive activities, to gauge current competency levels in the five core skills, identifying areas requiring support.
  • Digital Literacy and Employability Skills Assessment: Evaluate digital literacy and employability skills as part of the initial review, using relevant components from the CSfW, focusing on navigating the world of work, interacting with others, and getting the work done, all through online assessments.

 

2. Tailoring Support Strategies:

  • Individual Learning Plans (ILPs): Develop ILPs for learners needing support, outlining specific foundation skills to be developed, available resources and support services, and timelines, all managed through an eLearning management system (LMS).
  • Incorporate into eLearning Curriculum: Integrate foundation skills development into the VET eLearning curriculum, ensuring that online training and assessment materials align with the ACSF levels and CSfW dimensions required for the qualification.
  • Contextualisation in eLearning: Ensure that foundation skills support is contextualised to the vocational training provided, embedding language, literacy, and numeracy (LLN) tasks within industry-specific online scenarios.

 

3. Providing Support Services:

  • Specialised eLearning Support: Offer access to specialised support services, such as LLN practitioners or tutors, through online platforms, providing targeted assistance via webinars, virtual classrooms, and one-on-one online sessions.
  • Digital Resources: Utilise digital platforms and resources extensively to support digital literacy, including online tutorials, interactive activities, and simulations aligned with the vocational context.
  • Peer Support and Mentoring Online: Establish online peer support systems and mentoring programmes where more proficient learners can assist others within a virtual learning environment.

 

4. Ongoing Monitoring and Feedback:

  • Regular Online Assessments: Use eLearning platforms for regular formative assessments aligned with ACSF to monitor progress in foundation skills development and adjust ILPs as necessary through the LMS.
  • Feedback Loops in eLearning: Create mechanisms for ongoing feedback from learners, trainers, and support staff within the eLearning environment to identify any emerging needs or adjustments required in support strategies.

 

5. Professional Development for Trainers in eLearning:

  • eLearning ‘Train the Trainer’: Ensure that vocational trainers and assessors are equipped with the skills to identify and support foundation skills development in an eLearning context, understanding the ACSF and CSfW, through online professional development programmes.

 

6. Utilising Technology:

  • Technology-Enhanced Learning Tools: Incorporate technology-enhanced learning tools that support the development of foundation skills, such as educational apps for literacy and numeracy development, and digital communication tools accessible through eLearning platforms.

 

7. Collaboration and Partnerships Online:

  • Engage with eLearning Support Services: Collaborate with external eLearning support services and organisations specialising in foundation skills development to provide additional resources and expertise accessible online.

 

By systematically identifying learners’ foundation skills needs and organising targeted support through eLearning, VET providers can enhance learner engagement, completion rates, and ultimately, employability outcomes. Employing the ACSF and CSfW within these strategies, alongside the integration of eLearning, ensures a structured, nationally recognised, and flexible approach to foundation skills development.