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

Identifying and addressing learner difficulties in an online learning context requires keen observation, regular communication, and a proactive approach. Here are some common indicators of learner difficulties and methods to address them:

  1. Indicators of Learner Difficulties:
    • Low Engagement: Regular absence from live sessions, lack of participation in discussions or activities, or not responding to messages and emails.
    • Poor Performance: Consistently low scores on quizzes, assignments, or assessments; difficulty in understanding or completing tasks.
    • Late Submissions: Regularly turning in assignments after the deadline.
    • Quality of Work: Submissions that are incomplete, rushed, or below the expected standard.
    • Communication Issues: Learners expressing confusion or frustration in messages, emails, or during discussions.
    • Changes in Behaviour: A noticeable shift from previous levels of engagement or performance.
  2. Methods to Address Difficulties:
    • Personalised Communication: Reach out to the learner individually to express concern and offer support. Personalised emails or one-on-one virtual meetings can create a safe space for them to open up about their challenges.
    • Feedback and Guidance: Provide constructive feedback on their work and guide them on how to improve. This should be specific, actionable, and supportive.
    • Extra Support Resources: Direct them to additional resources such as tutoring, counselling services, study groups, or technical assistance, depending on their needs.
    • Adjusting Learning Materials: If a common difficulty is identified among many learners, consider revising or supplementing learning materials to make them more accessible or clearer.
    • Flexible Deadlines: Offer flexibility in deadlines or course pacing for learners who are struggling due to external factors like health issues or work commitments.
    • Encouraging Peer Support: Foster a community environment where learners can support each other, perhaps through forums or study groups.
    • Regular Check-ins: Implement regular check-ins or progress reports for learners who are struggling, to monitor their progress and continue offering support.
    • Skills Workshops: Organize workshops focusing on skills like time management, digital literacy, and study techniques.
    • Adapt Teaching Strategies: If multiple learners are facing similar issues, adapt your teaching strategies. This might involve more interactive elements, different types of content delivery, or additional practical examples.

Remember, the key is to approach the situation with empathy and understanding. Many learners may be hesitant to express their difficulties, so creating an open, supportive, and non-judgmental environment is crucial for encouraging them to seek help.