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
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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
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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
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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
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TAEDES513 – Design and develop e-learning resources
About Lesson

When a trainer or teacher conducts a synchronous eLearning session, they will have access to all the functionality of the particular platform they’re using. For example, if they’re using a standard Zoom account, that will include the use of Polls, interactive whiteboards, breakout rooms, student ‘reactions’, live chat (both private and group), and wide variety of third-party applications like Kahoot, Miro and Prezi. 

To create a resource that they can use, you, the designer, can set up a poll in the account before the session, create a Kahoot quiz for them to use, create a whiteboard template, or even an interactive PPT presentation. As for which of these you would choose will depend on the target audience, the topic of the content, and the level of access you have to the platform in advance. The choices are virtually endless (pun intended!). 

In the exercise files, we’ve provided a PPTX  file – this is an editable PowerPoint show that you can study, however, you can save it as a PPSX file for student use.. We’ll also link to a Youtube session on creating interactions in PowerPoint HERE.

 

Below is a clear description of this particular assessment item, along with the theories that apply and an example. The next lesson explains the other synchronous activity you will need to develop.

 

Interactive Presentation for Synchronous Learning:

  • Focus: This is a self-contained, interactive presentation that actively engages learners during a synchronous session.
  • Learner Control: Learners have more control over the learning pace. They can navigate through the presentation at their own speed, interact with embedded features, and potentially choose learning pathways.
  • Facilitator Role: Can be more flexible. The facilitator might introduce the presentation, answer questions, and moderate discussions arising from the interactive elements.

 

 

Example:

  • Topic: Financial Literacy (Unit: BSBFIN301 – Understand financial products and services)
  • Resource: An interactive presentation using a platform like Prezi. It includes embedded quizzes, polls, and branching scenarios. Learners can answer questions about financial products, vote on investment strategies in different situations, and explore the consequences of their choices within the presentation itself. The facilitator can then lead a discussion based on the class’s interaction with the presentation.

 

Exercise Files
Sample PowerPoint – Basic.pptx
Size: 5.91 MB