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

Interpreting nationally recognised units of competency to identify the standard of performance required is a critical process in the Australian Vocational Education and Training (VET) sector. This involves understanding the structure, content, application of learning products, and foundation skills requirements. Here’s an overview of this process:

  1. Understanding the Structure and Content of Units of Competency:
    • Identify the Elements and Performance Criteria: Each unit of competency is divided into elements, which describe the key outcomes, and performance criteria, which detail the required performance. Understanding these helps in identifying what learners need to know and be able to do.
    • Analyse the Assessment Requirements: This includes performance evidence, knowledge evidence, and assessment conditions. These requirements provide a framework for what and how assessment should be conducted to determine if a learner has achieved the competency.
    • Review the Application of the Unit: Understanding the context in which the competency is to be applied is crucial. This includes specific industry needs, job roles, and the work environment relevant to the competency.
  2. Interpreting the Application of Learning Products:
    • Curriculum Development: Based on the unit’s requirements, learning materials like course outlines, lesson plans, and training resources are developed.
    • Alignment with Industry Standards: Ensuring that the training materials and methods align with current industry practices and technologies.
    • Practical and Theoretical Balance: Integrating both theoretical knowledge and practical skills into the learning products to meet the unit’s performance criteria.
  3. Addressing Foundation Skills Requirements:
    • Language, Literacy, and Numeracy (LLN) Skills: Identifying the LLN demands of the training and the workplace as per the unit of competency. Tailoring support and resources to assist learners in developing these skills.
    • Digital Literacy: Recognising the digital technology requirements of the unit and incorporating digital literacy skills into training, such as using software relevant to the industry or job role.
    • Employability Skills: These include communication, teamwork, problem-solving, initiative and enterprise, planning and organising, self-management, learning, and technology. Training must address these skills as they are integral to workplace competence.
  4. Assessment and Validation:
    • Developing Assessment Tools: Creating tools that accurately assess the required skills and knowledge as per the unit’s performance criteria.
    • Validation: Regularly reviewing and updating assessment tools and methods to ensure they continue to meet the unit requirements and industry standards.
  5. Continuous Improvement:
    • Feedback and Review: Soliciting feedback from learners, trainers, and industry representatives to continually improve the interpretation and delivery of the units of competency.
    • Professional Development: Ensuring trainers and assessors are up-to-date with industry developments and training methodologies relevant to the units they deliver.

By following these processes, training providers can effectively interpret and deliver nationally recognised units of competency, ensuring learners are equipped with the skills and knowledge required to meet industry standards