Unit of competency Outline
Date retreived
22/07/2026 10:55 AM AWST
22/07/2026 10:55 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 e-learning resources
Design e-learning resources
Unit of competency
National Code
CUFDIG503A
CUFDIG503A
State Code
D1117
D1117
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
10/09/2014
Field of Education
100799 - Communication And Media Studies, N.e.c.
Original Release Date
10/09/2014
Nominal Hours
40
Description
This unit describes the performance outcomes, skills and knowledge required to design an e-learning resource.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Notes
Elements and Performance Criteria
Identify project requirements
- 1. With reference to project briefs, identify target learner characteristics and their impact on the way resources are designed
- 2. Identify content to be incorporated or generated and how this content is to be accessed or delivered
- 3. Identify delivery platforms and implications that these will have on selection of media assets
- 4. Consult with clients to clarify project requirements
Research and select instructional design model
- 5. Analyse content to clearly establish learning outcomes and assessment strategies
- 6. Research a range of instructional design models, considering their characteristics, differences and ability to meet briefs
- 7. Identify standards that may apply for a range of delivery platforms
- 8. Identify learning styles of target learners and consider how these may impact on the design
- 9. Consider a range of learning activities that best meet learning objectives and needs of target learners
- 10. Consult with relevant personnel to ensure that a full range of instructional design models has been identified and sourced
- 11. Select the instructional design model that best meets learning needs and project requirements
Draft design specifications
- 12. Use selected instructional design model to design the overall architecture of an e-learning resource
- 13. Design sequences and interactivity based on content and project requirements
- 14. Develop content templates for content experts if required
- 15. Specify media assets as required
- 16. Specify communication and collaborative tools as required
- 17. Specify user interface of the e-learning resource
- 18. Specify production requirements, including appropriate testing strategies
- 19. Write draft design specifications to include relevant advice to design and development teams
- 20. Discuss draft design specifications with clients to ensure designs are consistent with project briefs
Finalise design specifications
- 21. Review designs against required project outcomes and target learner needs
- 22. Review designs to ensure they meet creative and technical requirements
- 23. Adjust designs as necessary after discussions with relevant personnel
- 24. Clarify legislative or ownership issues to comply with production and organisational requirements
- 25. Confirm with clients acceptance of design specifications, including deliverables, milestones and timelines
RANGE STATEMENT
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.
Target learner characteristics may include:
computer literacy
demographics, such as:
age
gender
education
occupation
location
cultural background
hobbies
interests
internet literacy
language, literacy and numeracy levels
learning environment, such as:
workplace
classroom
home
community
mobile
personas
preferred learning styles
skills level
specific needs - physical or psychological.
Content may include:
audio/visual materials
curriculum documents, such as:
Training Packages and their units of competency
modules
guides
manuals
PowerPoint presentations
pre-existing learning materials
printed materials
reference texts
training handouts.
Delivery platform may include:
CD/DVD
digital television set
internet, including:
websites
blogs
wikis
database repositories
learning management systems, such as:
Blackboard
WebCT
Janeson
Moodle
virtual classrooms
conferencing
discussion forums
flash-based
chat
podcasting
video streaming
audio streaming
other online collaboration tools
mobile phone
personal digital assistant (PDA)
other wireless/mobile devices.
Media assets may include:
animations
audio
audio/visual files, such as PowerPoint
graphics
images
text documents, such as PDF and Word
video.
Project requirements may include:
access to facilities and resources
assessment strategies
budget
deliverables
learner characteristics
milestones
personnel, including:
number
availability
expertise
prototyping
technical issues, including:
delivery platform
disk space
bandwidth
testing plan
timelines.
Instructional design models include:
exploration
game
instructional
lock step
mentoring
problem-solving
puzzle
simulation
story-telling.
Standards may include:
AQTF
interoperability
SCORM
usability
W3C Accessibility.
Learning styles may include:
activist
learning preferences, including auditory, visual or sensory
pragmatist
reflective
theorist
Learning activities may include:
blogs
case studies
checklists
discussions and debates
games
interviews
media presentations
problems
projects
quizzes
research reports
role-plays
simulations
tasks
work-based practical activities.
Relevant personnel may include:
art director
client
content expert
educator
graphic designer
head of department
information architect
language, literacy and numeracy specialist
programmer
reference group member
technical director
technical staff
other specialist creative and administrative staff.
Communication and collaborative tools may include:
blogs
chat
discussion forums
messaging
TiVo
wikis
other social software tools.
Production requirements may include:
levels of expertise
production deadlines
production schedules
production team
testing strategies.
Testing strategies may include:
alpha
beta
completion
continuous
milestone
prototype
staged.
Design specifications may include:
content inventory
diagrams
flow charts
maps
navigation charts
plans
storyboards
technical specifications
user interface mock-ups
wire frames
Legislative or ownership issues may be:
access and equity
clearances
confidentiality
copyright
intellectual property rights
non-disclosure agreements
open source licensing
ownership of assets
product licensing.
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.
Target learner characteristics may include:
computer literacy
demographics, such as:
age
gender
education
occupation
location
cultural background
hobbies
interests
internet literacy
language, literacy and numeracy levels
learning environment, such as:
workplace
classroom
home
community
mobile
personas
preferred learning styles
skills level
specific needs - physical or psychological.
Content may include:
audio/visual materials
curriculum documents, such as:
Training Packages and their units of competency
modules
guides
manuals
PowerPoint presentations
pre-existing learning materials
printed materials
reference texts
training handouts.
Delivery platform may include:
CD/DVD
digital television set
internet, including:
websites
blogs
wikis
database repositories
learning management systems, such as:
Blackboard
WebCT
Janeson
Moodle
virtual classrooms
conferencing
discussion forums
flash-based
chat
podcasting
video streaming
audio streaming
other online collaboration tools
mobile phone
personal digital assistant (PDA)
other wireless/mobile devices.
Media assets may include:
animations
audio
audio/visual files, such as PowerPoint
graphics
images
text documents, such as PDF and Word
video.
Project requirements may include:
access to facilities and resources
assessment strategies
budget
deliverables
learner characteristics
milestones
personnel, including:
number
availability
expertise
prototyping
technical issues, including:
delivery platform
disk space
bandwidth
testing plan
timelines.
Instructional design models include:
exploration
game
instructional
lock step
mentoring
problem-solving
puzzle
simulation
story-telling.
Standards may include:
AQTF
interoperability
SCORM
usability
W3C Accessibility.
Learning styles may include:
activist
learning preferences, including auditory, visual or sensory
pragmatist
reflective
theorist
Learning activities may include:
blogs
case studies
checklists
discussions and debates
games
interviews
media presentations
problems
projects
quizzes
research reports
role-plays
simulations
tasks
work-based practical activities.
Relevant personnel may include:
art director
client
content expert
educator
graphic designer
head of department
information architect
language, literacy and numeracy specialist
programmer
reference group member
technical director
technical staff
other specialist creative and administrative staff.
Communication and collaborative tools may include:
blogs
chat
discussion forums
messaging
TiVo
wikis
other social software tools.
Production requirements may include:
levels of expertise
production deadlines
production schedules
production team
testing strategies.
Testing strategies may include:
alpha
beta
completion
continuous
milestone
prototype
staged.
Design specifications may include:
content inventory
diagrams
flow charts
maps
navigation charts
plans
storyboards
technical specifications
user interface mock-ups
wire frames
Legislative or ownership issues may be:
access and equity
clearances
confidentiality
copyright
intellectual property rights
non-disclosure agreements
open source licensing
ownership of assets
product licensing.
EVIDENCE GUIDE
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:
design specifications for e-learning resources that:
are well documented and clearly presented
meet learner requirements
are technically feasible
ability to work effectively as a member of a production team.
Context of and specific resources for assessment
Assessment must ensure:
practical demonstration of skills through the design of at least two e-learning resources for delivery on different platforms
access to project briefs on which designs can be based
access to appropriate learning and assessment support when required
use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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
evaluation of designs for e-learning resources documented by the candidate and of their effectiveness in terms of meeting project requirements
role-play involving a candidate presenting his/her design for an e-learning resource to a client and explaining how it meets requirements
written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUFPPM404A Create storyboards.
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:
design specifications for e-learning resources that:
are well documented and clearly presented
meet learner requirements
are technically feasible
ability to work effectively as a member of a production team.
Context of and specific resources for assessment
Assessment must ensure:
practical demonstration of skills through the design of at least two e-learning resources for delivery on different platforms
access to project briefs on which designs can be based
access to appropriate learning and assessment support when required
use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
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
evaluation of designs for e-learning resources documented by the candidate and of their effectiveness in terms of meeting project requirements
role-play involving a candidate presenting his/her design for an e-learning resource to a client and explaining how it meets requirements
written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUFPPM404A Create storyboards.
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C4208 | CUFMEM08A | Apply principles of instructional design to a multimedia product | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWJ27 | CUADIG503 | Design e-learning resources | Unit of competency |