TAEDEL405 - Plan, organise and facilitate online learning

Unit code: TAEDEL405 | Study level: TAFE
Nominal hours
40
Location
City Campus
Footscray Nicholson
Prerequisites
N/A
Overview
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Overview

This unit describes the skills and knowledge required to plan, organise, facilitate and review learning that is delivered online, using suitable delivery methods, digital tools and existing learning resources and materials.


The unit applies to individuals who use a range of technical and training competencies to facilitate synchronous and asynchronous individual or group learning in online environments. These learners may be participating in training remotely and interacting with teachers, peers and other industry professionals by means of various electronic applications and communication channels.

Assessment

For Melbourne campuses

Assessment tasks will be designed to reinforce & extend knowledge and skill competence within set & controlled parameters in accordance with each unit's learning outcomes & performance criteria requirements, including the setting of work-based practical application tasks designed to provide evidence of competence outcomes, within periodic and scheduled timelines.

Students will be expected to demonstrate the following required skills:
Evidence of the ability to:

  • plan, organise and facilitate two synchronous sessions of online learning to a group of three or more learners; each session should:
  • be of at least 30 minutes duration
  • involve interaction between facilitator and learners, and between learners
  • use an electronic application that suits session objectives and learning outcomes
  • plan, organise and facilitate two different asynchronous activities for learners who form part of the above group.
    In the course of the above, the candidate must ensure that:
  • online learning delivery plan is followed
  • learner support needs are identified and addressed as required, including technical and foundation skill needs
  • suitable electronic applications are used to communicate with and engage learners in the learning sessions and activities
  • online learning processes are reviewed to identify opportunities for improvement.

Students will also be expected to demonstrate the following knowledge:

  • regulatory requirements relating to planning, organising and facilitating online learning
  • key features of delivery plan for online learning, including:
  • resources and activities that support and engage learners
  • logically sequenced learning content for synchronous and asynchronous delivery that meets learning objectives
  • strategies for managing learning activities, events and communication channels
  • strategies for ensuring continuity of, and maximising, learner progress
  • organisational policies and procedures, including:
  • ethical standards and codes of conduct that apply to online learning environment
  • security protocols
  • privacy and confidentiality requirements
  • procedures for reviewing effectiveness of online facilitation
  • procedures for using required technologies and tools, including those that:

    minimise security risks
    monitor authentication, academic integrity and confidentiality
    monitor learner responses and progress during online activities
    identify and respond to technical problems that arise during delivery

  • key features, functions, uses and strengths and weaknesses of synchronous and asynchronous technology in online learning described in the performance evidence, including:
  • learning management system (LMS) or communication channel
  • electronic applications that can be embedded or used during synchronous sessions to increase engagement
  • hardware and digital tools
  • practices and methods that promote safe and inclusive learning environments, including:
  • providing learners with information that gives clear and accessible introduction to online learning environment
  • establishing strategies and protocols for inclusive and respectful peer interaction and support
  • using appropriate and inclusive language and diverse resources and methods
  • facilitation practices, including indicators of:
  • learner engagement and interaction
  • safe and inclusive online learning environments
  • learning theories and principles that apply to online contexts with vocational learners
  • strategies and processes for identifying and organising required specialist support for learners, including support relating to:
  • foundation skills, including language, literacy, numeracy, digital and employment skills
  • technical needs, including software and hardware
  • structure and content of online learning resources and materials used in training sessions and activities described in the performance evidence
  • work health and safety (WHS) requirements relating to own role.

Required reading

The qualified trainer and assessor will provide teaching and learning materials as required in the VU Learning Management System (LMS) called VU Collaborate.

As part of a course

This unit is studied as part of the following course(s):

Certificate IV in Training and Assessment
TAE40122 | Certificate iv | Duration:

Refer to the course page for information on how to apply for the course. VU takes care to ensure the accuracy of this unit information, but reserves the right to change or withdraw courses offered at any time. Please check that unit information is current with the Student Contact Centre.

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