Elements and Performance Criteria

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.

ICT resources may include:
application:
commercial
database
internet browser
spreadsheet
word-processing
customised
development tools
cloud-based solutions
in-house
laptop
mobile communications
notebook
other mobile devices
peripheral devices
personal computer (Mac or PC)
personal digital assistant (PDA)
server
smartphone
system:
computer security
device drivers
operating system
tablet (iPad or similar)
virtual private network (VPN)
voice network
wide area network (WAN)
wireless solution
workstation.
Virtual environments may include:
collaborative virtual environments (CVEs)
immersive virtual environments (IVEs)
massively multiplayer online games (MMOGs)
massively multiplayer online role-playing games (MMORPGs)
MUD object oriented (MOOs)
multi-user domains (MUDs)
multi-user virtual environments (MUVEs).
Knowledge-building environments may include:
community, collaboration, content management systems (C3MS)
computer supported intentional learning environments (CSILE)
learning management systems (LMS)
wikis.
Analysing and reporting risks may involve:
budgetary considerations
contract variations
licensing
term contracts.
Organisational requirements may include:
access and equity principles and practices
business and performance plans
collaborative or partnership arrangements
confidentiality requirements
defined resource parameters
ethical standards
existing technology and systems
goals, objectives, plans, systems and processes
legal and organisational policies and guidelines for ICT-based educational platforms
workplace health and safety (WHS) policies, procedures and programs
quality assurance or procedures manuals
recording and reporting procedures
team and business unit structures and focus.
Communication and collaboration technologies may include:
asynchronous conferencing
synchronous conferencing
application sharing
data conferencing
electronic calendars
electronic meeting systems (EMS)
email
enterprise bookmarking
faxing
instant messaging
internet forums
knowledge management systems
online chat
online proofing
project management systems
revision control
SMS
social software systems
telephony
videoconferencing
voice mail
web publishing
wikis
workflow systems.

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 contemporary ICT in an educational environment
documented review of ICT solutions for an educational environment, collaboration, and communication technologies
research on theory and practice in relation to advanced learning practice, especially where these are enabled by new content solutions; and vocational education and training approaches or technologies
creation of working pilot using relevant ICT solutions.
Context of and specific resources for assessment
A range of e-assessment methods should be used to assess practical skills and knowledge.
Effective e-assessment methods should achieve one of more of the following criteria:
promote active learning, engaging learners actively in the learning process
provide opportunities to construct meaning by assisting learners to build their own cognitive structures, based on previous knowledge, to integrate new skills and knowledge
encourage collaboration by providing environments in which people learn from each other and solve problems together
support intentional learning by linking learning to the learner’s goals
address real problems, engaging learners in solving the complex and ill-structured problems they will encounter in the real world
contextualise learning by situating it in some meaningful real world task, or by using simulated, case-based or problem-based learning
promote conversation by involving learners in dialogue so that they can appreciate multiple perspectives
promote reflection by providing opportunities for learners to reflect on the learning process and how they can apply what they have learnt to new situations.
Assessment must ensure:
competence is consistently demonstrated over time, and over a range and variety of complex situations.
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
direct observation of contextual application of skills
oral or written questioning to assess knowledge of constructing and implementing advanced earning practice.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
TAEDEL802A Use e-learning with social media
TAELED704A Review enterprise e-learning systems and solutions implementation
TAELED802A Investigate the application of ICT knowledge.