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 supporting e-learning learners with diverse and additional learning needs is crucial in providing an inclusive and effective educational environment. Here’s how to approach this:

  1. Reasons for Additional Support:
    • Disabilities: Physical, sensory, or cognitive disabilities may require specific accommodations.
    • Learning Difficulties: Issues like dyslexia, ADHD, or autism spectrum disorders can affect how learners process information.
    • Language Barriers: Non-native English speakers might struggle with language proficiency.
    • Technological Challenges: Lack of access to technology or digital literacy skills.
    • Personal Circumstances: Health issues, caregiving responsibilities, or financial difficulties can impact learning.
  2. Support Strategies for Different Types of Need:
    • Disabilities: Provide assistive technologies, accessible course materials (like screen reader-friendly content), and alternative assessment methods.
    • Learning Difficulties: Offer additional time for assignments, breaks during synchronous sessions, and structured learning paths with clear instructions. 
    • Language Barriers: Use simple, clear language; provide multilingual support or translation services; offer additional language learning resources.
    • Technological Challenges: Offer training in digital skills, provide user-friendly technology, and ensure technical support is readily available.
    • Personal Circumstances: Allow flexible deadlines, provide options for asynchronous learning, and offer financial aid or counselling services if needed.
  3. Individual Support Plans:
    • Assessment and Identification: Conduct an initial assessment to identify specific needs.
    • Tailored Plans: Develop a personalised support plan that outlines specific accommodations, resources, and strategies tailored to the individual’s needs.
    • Regular Reviews: Regularly review and adjust the plan based on the learner’s progress and feedback.
  4. Indicators of and Response to Risks to Learner Wellbeing:
    • Indicators: Signs of stress, anxiety, or disengagement; changes in academic performance; reduced participation or communication.
    • Response:
      • Proactive Communication: Reach out to learners showing signs of distress to offer support.
      • Referrals: Direct learners to appropriate support services, such as counselling or mental health services.
      • Wellbeing Resources: Provide resources and information on wellbeing, stress management, and self-care.
      • Safe Environment: Create a safe, supportive online environment where learners feel comfortable discussing their challenges.

Identifying and supporting learners with diverse and additional needs requires a proactive, empathetic approach and a commitment to creating an inclusive learning environment. Regular communication, flexibility, and access to appropriate resources are key elements in this process.