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

Some dimensions of competency become especially relevant when designing eLearning programs compared to traditional print-based resources. Here’s a breakdown:

  • Task Skills: Both eLearning and print resources require learners to understand and perform specific tasks. However, eLearning can go beyond static instructions by offering:

    • Interactive simulations or branching scenarios to practice tasks in a safe, virtual environment.
    • Embedded tutorials or video demonstrations for visual learners.
  • Task Management Skills: While print materials can outline steps for a task, eLearning can provide a more structured learning experience:

    • Progress bars, checklists, and adaptive learning paths can help learners manage their learning journey and track progress.
    • Gamification elements like points and badges can incentivize completing tasks and managing time effectively.
  • Contingency Management Skills: Print materials typically offer limited options for handling unexpected situations. eLearning offers unique advantages:

    • Branching scenarios can simulate real-world challenges and allow learners to practice decision-making and problem-solving in different situations.
    • Embedded resources like FAQs, glossaries, or pop-up explanations can offer on-demand support for learners encountering difficulties.
  • Job/Role Environment Skills: While print materials might describe workplace expectations, eLearning can offer a more immersive experience:

    • Video case studies or simulations can expose learners to realistic workplace scenarios and common challenges.
    • Collaboration tools within the eLearning platform can allow learners to practice communication and teamwork skills in an online setting.

 

Overall, eLearning’s interactive nature allows for a more dynamic and engaging approach to developing competency across all dimensions. It provides opportunities for practice, on-demand support, and real-world simulation, enhancing learner preparedness for the actual job or role.