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

As you know, Training and Assessment Strategies (TAS) outline how training and assessment is to be delivered and assessed. When it comes to facilitating e-learning, specific information relevant to this mode of delivery can be found in various sections of the TAS. Here’s where you would typically find such information:

  1. Delivery Mode:
    • This section explicitly states the modes of delivery for the training, including face-to-face, online (e-learning), blended learning, or workplace-based training. It should detail how e-learning will be implemented, the platforms used, and the blend between online and other delivery modes.
  2. Resources Required for Delivery:
    • Information about the technological resources and infrastructure needed for e-learning, such as Learning Management Systems (LMS), digital tools, software, and hardware requirements, would be outlined here.
  3. Learner Support Services:
    • Details about support available for e-learners, including  This section should also address how learners with special needs are supported in an online environment.
  4. Assessment Methods:
    • This part of the TAS will specify how assessments are conducted in an e-learning context. It should cover the types of online assessments (like quizzes, assignments, online discussions, practical demonstrations via video, etc.), as well as the methods for ensuring the integrity and authenticity of online assessments.
  5. Strategies for Ensuring Quality and Compliance:
    • Information on how the RTO ensures that the e-learning delivery meets regulatory standards and quality benchmarks. This may include details on regular reviews of the e-learning content, feedback mechanisms, and continuous improvement processes.
  6. Staff Qualifications and Professional Development:
    • Details about the qualifications and expertise required for trainers and assessors delivering e-learning, as well as ongoing professional development activities to keep them updated with e-learning methodologies and technologies.
  7. Access and Equity Considerations:
    • This section should address how the e-learning delivery considers and accommodates diverse learner groups, including strategies to ensure equitable access to learning resources and support.
  8. Technological Competence Requirements for Learners:
    • Information on the digital literacy skills required for learners to successfully engage in e-learning, and any support or training provided to develop these skills.
  9. Communication Strategies:
    • Details on how communication is facilitated in an e-learning environment, including interaction between learners and trainers, and among learners themselves.

By thoroughly detailing these aspects in the Training and Assessment Strategy, an RTO ensures that all facets of e-learning are considered, planned, and implemented effectively, meeting both educational and compliance needs