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

One typical and widely used Learning Management System (LMS) is Moodle. Moodle is an open-source LMS that offers a range of e-learning technologies and tools. Let’s take a look at 7 features that enable effective eLearning. Firstly…

  1. Course Creation and Management:
    • Moodle allows trainers to create and manage courses with flexible settings. They can upload course content in various formats, including text, video, and interactive lessons, and organize them into sections or modules.
  2. Assessment Tools:
    • Quizzes and assignments can be created with different question types and grading methods. Trainers can set deadlines, attempt limits, and provide feedback and grades directly through the platform.
  3. Forums and Communication Tools:
    • Moodle facilitates communication through forums, direct messages, and announcements. Forums can be used for class discussions, Q&A sessions, and peer-to-peer interaction.
  4. Interactive Learning Activities:
    • Tools like wikis, glossaries, and databases enable interactive learning. Learners can contribute content, collaborate on projects, and engage with learning materials actively.
  5. Tracking and Reporting:
    • Activity Logs: Moodle tracks every click a learner makes within the course. This includes when they log in, which resources they access, and their participation in activities.
    • Completion Tracking: Trainers can set completion criteria for activities and resources. Moodle tracks and reports on learners’ progress against these criteria.
    • Gradebook: All grades for assignments, quizzes, and other graded activities are compiled in the Moodle gradebook, allowing trainers to monitor academic performance.
    • Analytics and Reporting: Moodle’s reporting tools provide insights into learner engagement, activity, and progress. Reports can be generated on various aspects, such as course completion, activity participation, and time spent on the course.
  6. Accessibility Features:
    • Moodle is designed to be accessible, supporting screen readers, and offering customizable text sizes and colors to accommodate different needs.
  7. Integration with External Tools:
    • Moodle can integrate with various external tools and plugins, enhancing its functionality. This includes plagiarism detection software, content repositories, and video conferencing tools.

By leveraging these technologies and tools, trainers can create a dynamic and interactive e-learning environment, effectively deliver content, assess learner performance, and closely monitor learner engagement and progress. This comprehensive monitoring capability is crucial for identifying learners who might need additional support and for continually improving the course based on learner interactions and feedback.

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