Unit of competency Outline
Date retreived
22/07/2026 1:07 AM AWST
22/07/2026 1:07 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Design pedagogy for e-learning
Design pedagogy for e-learning
Unit of competency
National Code
TAELED801A
TAELED801A
State Code
WE630
WE630
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
15/09/2014
Field of Education
070199 - Teacher Education, N.e.c.
Original Release Date
15/09/2014
Nominal Hours
80
Description
This unit describes the performance outcomes, skills and knowledge required to evaluate how current pedagogical practices can be transformed to capitalise on the increasing options for learning based on the immediacy, mobility and portability of technology.The unit develops the advanced theoretical and technical knowledge required to respond to the implications associated with learning now occurring any time, any place, on a range of digital devices, from a variety of digital sources, and with anyone from around the globe.It develops the skills required to examine highly effective pedagogies based on the increasing use and availability of a wide range of e-learning options.
Notes
Elements and Performance Criteria
1. Evaluate the pedagogical effects of e-learning
- 1.1 Analyse recent research into the results of a range of e-learning programs
- 1.2 Evaluate existing learning practices without technology and compare their effectiveness to e-learning
- 1.3 Use well-developed judgement to identify the most effective current e-learning options
- 1.4 Use independent judgement to develop learning criteria to apply to these approaches
- 1.5 Evaluate the effectiveness of these approaches based on these criteria
2. Generate e-learning options to cater for diversity
- 2.1 Assess and evaluate e-learning options to cater for the unique learning needs of each learner
- 2.2 Design an e-learning program that will enable leaners to effectively use technologies that suit their learning needs
- 2.3 Evaluate the effectiveness of a range of readily available technology devices
- 2.4 Evaluate the effectiveness of a range of readily available e-learning software options
3. Initiate self-directed learning using technology
- 3.1 Plan learning programs that address different learning styles and increasingly enable learners to direct their own learning through the use of technology
- 3.2 Implement learning that uses technology to take advantage of global access to like-minded learners
- 3.3 Design learning that will enable learners to be co-creators of their own learning
- 3.4 Use technologies and software that enable learners to get instant and accurate feedback on their learning
4. Use technology to personalise learning
- 4.1 Implement a program to allow learners to use a range of web services to create their own online learning environment
- 4.2 Use online analytical tools and data to understand and evaluate learning in an organisation
- 4.3 Design constructive procedures for learners to access, interpret and effectively use their own analytical learning data
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Recent research may be compiled through:
evaluation of existing products
focus groups
ICT reports
informal discussions
internet
interviews
literature reviews
questionnaires
workshops.
E-learning programs may include:
all online - no face-to-face learning sessions
synchronous and asynchronous
blended learning - combination of online and face-to-face
cloud-based
computer-based
face-to-face programs
instructor-led group
self-directed study
self-directed study with subject matter expert
web-based.
Existing learning practices may include:
class-focussed instruction
classroom teaching
direct instruction
group learning
independent learning
summative assessment
teacher-controlled assessment
teacher-developed curriculum
teacher-directed learning.
Learning criteria may focus on:
commitment to achievement
extending personal limits
high levels of motivation
learner engagement
learning essential skills
personal skill development
positive attitudes to self and others.
Readily available technology devices may include:
games consoles
GPS devices
iPods
laptop computers
MP3/4 players
personal computers
personal digital assistants
smartphones
tablets
web-enabled televisions.
E-learning software options may include:
blogging tools
cloud-based options
content authoring tools
dynamic learning objects and activities
online collaborative networks
online learning resources
organisational tools
proprietary learning software
survey tools.
Learning styles may include:
activist learners
audio learners
kinaesthetic learners
pragmatic learners
reflective learners
self-directed learners
tactile learners
theoretical learners
visual learners.
Global access to like-minded learners may be:
blogs
collaborative online networks
online expert groups
online forum groups
social networks
wikis.
Co-creators of their own learning may involve:
communication and collaboration
ICT-enabled research and content creation
use of content authoring tools
web publishing.
Online learning environment may mean:
content management system
game-based learning
ICT-enabled access to knowledge
learning management system
simulated learning
virtual learning environments.
Online analytical tools and data may be:
adaptive software
data mining tools
direct assessment tools
learning analysis software
software delivering instant feedback.
Recent research may be compiled through:
evaluation of existing products
focus groups
ICT reports
informal discussions
internet
interviews
literature reviews
questionnaires
workshops.
E-learning programs may include:
all online - no face-to-face learning sessions
synchronous and asynchronous
blended learning - combination of online and face-to-face
cloud-based
computer-based
face-to-face programs
instructor-led group
self-directed study
self-directed study with subject matter expert
web-based.
Existing learning practices may include:
class-focussed instruction
classroom teaching
direct instruction
group learning
independent learning
summative assessment
teacher-controlled assessment
teacher-developed curriculum
teacher-directed learning.
Learning criteria may focus on:
commitment to achievement
extending personal limits
high levels of motivation
learner engagement
learning essential skills
personal skill development
positive attitudes to self and others.
Readily available technology devices may include:
games consoles
GPS devices
iPods
laptop computers
MP3/4 players
personal computers
personal digital assistants
smartphones
tablets
web-enabled televisions.
E-learning software options may include:
blogging tools
cloud-based options
content authoring tools
dynamic learning objects and activities
online collaborative networks
online learning resources
organisational tools
proprietary learning software
survey tools.
Learning styles may include:
activist learners
audio learners
kinaesthetic learners
pragmatic learners
reflective learners
self-directed learners
tactile learners
theoretical learners
visual learners.
Global access to like-minded learners may be:
blogs
collaborative online networks
online expert groups
online forum groups
social networks
wikis.
Co-creators of their own learning may involve:
communication and collaboration
ICT-enabled research and content creation
use of content authoring tools
web publishing.
Online learning environment may mean:
content management system
game-based learning
ICT-enabled access to knowledge
learning management system
simulated learning
virtual learning environments.
Online analytical tools and data may be:
adaptive software
data mining tools
direct assessment tools
learning analysis software
software delivering instant feedback.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
knowledge of effective learning principles
construction of pedagogically sound, contextually relevant e-learning strategies and improved learning practice
research on theory and practice in relation to advanced e-learning practice, especially where these are enabled by new content solutions; and vocational education and training approaches or technologies.
Context of and specific resources for assessment
Assessment must ensure:
competence is consistently demonstrated over time, and over a range and variety of complex situations
access to required assessment facilities and resources.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate
review of applied projects or learning activities, relating to the research, construction and testing of advanced learning practice for a specific target audience and learning content in a given vocational education and training context
direct observation of contextual application of skills
oral or written questioning to assess knowledge of constructing and implementing advanced vocational education and training learning practice.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
TAEASS801A Analyse, implement and evaluate e-assessment
TAEDEL801A Evaluate, implement and use ICT-based educational platforms
TAEDEL802A Use e-learning with social media
TAELED703A Implement improved learning practice.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
knowledge of effective learning principles
construction of pedagogically sound, contextually relevant e-learning strategies and improved learning practice
research on theory and practice in relation to advanced e-learning practice, especially where these are enabled by new content solutions; and vocational education and training approaches or technologies.
Context of and specific resources for assessment
Assessment must ensure:
competence is consistently demonstrated over time, and over a range and variety of complex situations
access to required assessment facilities and resources.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate
review of applied projects or learning activities, relating to the research, construction and testing of advanced learning practice for a specific target audience and learning content in a given vocational education and training context
direct observation of contextual application of skills
oral or written questioning to assess knowledge of constructing and implementing advanced vocational education and training learning practice.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
TAEASS801A Analyse, implement and evaluate e-assessment
TAEDEL801A Evaluate, implement and use ICT-based educational platforms
TAEDEL802A Use e-learning with social media
TAELED703A Implement improved learning practice.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWY66 | TAELED801 | Design pedagogy for e-learning | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J268 | TAE80312 | Graduate Certificate In Digital Education | Qualification |