Course Content
Preparing to design eLearning resources
1.1 Identify and clarify purpose, target group and mode of delivery relevant to learning resource design 1.2 Analyse target group characteristics and identify their foundation skill and learning support needs relevant to e-learning resource design 1.3 Access and analyse nationally recognised training products to identify the skills and knowledge requirements 1.4 Identify organisational procedures for designing and developing e-learning resources
Plan & design e-learning resources
2.1 Review own skills and knowledge and plan to address identified gaps in subject matter expertise, industry relevance and industry currency according to organisational procedures 2.2 Determine steps and estimate time needed for the design and development of e-learning resources 2.3 Document and confirm the e-learning resource development plan 3.1 Review and select options for e-learning resource design appropriate for purpose, target group, mode of delivery and required skills and knowledge 3.2 Experiment with traditional and digital methods to create required visual learning opportunities 3.3 Analyse and break required skills and knowledge into manageable sessions and arrange and sequence the sessions to support learner progression 3.4 Document and confirm the e-learning resource design approach
Developing eLearning materials
4.1 Develop course content shell, interactive media components, sequences, interactivity and content templates 4.2 Develop e-learning material content and activities to progress, support and engage learners 4.3 Embed digital e-learning tools for asynchronous learning 4.4 Use classification techniques to develop content inventory and detail levels of hierarchy 4.5 Develop e-learning training material content to guide VET teachers, trainers and assessors 4.6 Document e-learning resources and maintain an amount of training register according to organisational procedures
Trialling and finalising your eLearning resources
5.1 Plan for trial of e-learning resources with potential users 5.2 Trial e-learning resource and collect and record trial feedback 5.3 Analyse and use trial feedback to improve e-learning resources 6.1 Check and confirm e-learning resources are industry relevant and industry current 6.2 Check and confirm e-learning resources are clear and tailored to target group 6.3 Map e-learning resources to nationally recognised training products to confirm validity 6.4 Check and confirm resources comply with legislative and regulatory requirements and are accurate and free of spelling, grammar and formatting errors 6.5 Check and confirm third-party content is attributed according to organisational procedures 6.6 Check and confirm content, links and interactive media components are displayed and error free
TAEDES513 – Design and develop e-learning resources
About Lesson

In addition to creating an interactive presentation resource for use in a synchronous eLearning environment, the assessment also requires that you create a resource that supports a synchronous learning activity. Now, it can be argued that they can be the same thing, which is true, however, we will look at a learning activity more specifically, by applying a little bit of learning theory to our recourse development. 

The key difference between a learning resource that supports a synchronous facilitated learning activity and an interactive presentation for synchronous learning lies in the level of learner control and facilitator involvement.

Learning Resource Supporting Synchronous Facilitated Learning:

  • This resource acts as a springboard for a facilitator-led synchronous session. It provides the foundation but requires active guidance and interaction from the facilitator.
  • Learners have limited control over the learning pace and direction. The facilitator guides them through the resource and facilitates discussions or activities.
  • Facilitator is highly involved and uses the resource as a starting point for discussions, problem-solving activities, role-plays, or group work.




  • Topic: Negotiation Skills (Unit: BSBINN502 – Manage business risk)
  • Resource: A case study outlining a complex negotiation scenario. Learners can review the case study beforehand. During a synchronous session, the facilitator guides learners through analysing the scenario, identifying key negotiation points, and role-playing different approaches.