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

Engaging eLearning Content and Safe Learning Environments:

 

Key Content:

When creating eLearning, you have the option to leverage technology to create truly engaging materials. Here, we’ll look at three, interactive activities, micro-learning modules and collaborative activities.

Interactive Activities:

  • This is when the learner has to make choices that has consequences for their learning journey. examples include:
      • Branching scenarios: Learners make choices that impact the story and learning outcomes, fostering active participation. (e.g., A customer service simulation where choices lead to different conflict resolution scenarios.) Using branching scenarios.
      • Gamification: Points, badges, and leaderboards can motivate learners by incorporating game-like elements. (e.g., A language learning app with points awarded for completing lessons and quizzes.) Lear more HERE.

 

Micro-learning Modules:

These are bite-sized learning chunks that are easier to digest and retain for learners with busy schedules. (e.g., Short video tutorials on specific software features, or pop-up boxes with quick facts displayed).

 

Collaborative Activities:

  • Examples of collaborative activities include:
      • Online forums and discussions: Learners can share knowledge, ask questions, and build a sense of community. (e.g., An online forum where students in a hospitality course discuss customer service best practices.)
      • Group projects: Collaborative projects can encourage teamwork and communication skills. (e.g., A project in a healthcare course where students work together to develop a patient education plan.)

 

Safe and Inclusive Learning:

For learning to take place, the participant has to feel safe within their learning environment, especially if it’s novel. To do this, consider the following:

  • Accessibility Features: Ensure content is accessible to learners with disabilities through features like closed captions, transcripts, and alternative text descriptions for images.
  • Respectful Communication Guidelines: Establish clear guidelines for respectful online interactions to prevent bullying and discrimination.
  • Diversity and Inclusion: Incorporate content that reflects diversity in the learner population and promotes inclusivity.

 

Guidance for VET Teachers, Trainers, and Assessors:

You and your colleagues need support too! Consider the following provisions that could help trainers and assessors navigate the eLearning environment.

  • Best Practices for eLearning Delivery:
    • Are trainers & assessors provided with instruction and processes for eLearning? Formal and informal learning (such as this program) and informal opportunities (such as peer instruction/coaching) can bring the follow to life. Some examples include:
      • Strategies for facilitating online discussions and activities.
      • Techniques for providing effective online feedback and guidance.
      • Methods for integrating eLearning content with traditional classroom teaching.
  • Assessment Strategies in eLearning:
    • Again, formal and informal learning for the following will assist trainers and assessors in their roles. Examples include:
      • Developing online quizzes and assessments aligned with learning objectives.
      • Providing clear instructions and rubrics for online assessments.
      • Utilising eLearning tools to track learner progress and performance data.

 

Technical Support:

This is a key feature for both practical implications (such as issues with operation or function of the technology) and psychological implications (trainers & assessors having the comfort of knowing there are experts to assist when needed). Examples of support actions include:

  • Troubleshooting Guides: Provide clear and step-by-step instructions for resolving common technical issues learners may encounter with the eLearning platform or content.
  • Technical Support Contact Information: Offer multiple channels for learners to get technical assistance (e.g., FAQs, email support, phone hotline).
  • Live Chat Support: Consider offering online chat support options for real-time assistance.