Elements and Performance Criteria

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.
Forms of e-learning may vary with:
assessment or qualification outcomes
blending with other modes of teaching (for instance blending classroom with online delivery)
instructional design
means of access
mode of teaching
standards compliance
technology involved
Business purposes may vary with factors and issues relating to:
ability to gain and respond to customer feedback
available resources (in all their form)
business systems
changes to workflow and processes
competency, capability and skills of the workforce
culture and values
economic change
emerging technologies
executive support for innovation
external
globalisation
government regulations, policy or funding initiatives
internal
labour market and industry changes and restructures
learning culture
management practices
new business models
new markets
research and development focus and support
shift to knowledge economy or new economy
structure and design of work in the organisation
technology change and convergence
vision, core purpose and capabilities
Brief may include:
identified gap in learning product market
proposal developed for a client or supplier of products and services
tender for an organisational need
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
goals, objectives, plans, systems and processes
legal and organisational policies, guidelines and requirements
occupational health and safety policies, procedures and programs
quality and continuous improvement processes and standards
quality assurance and procedures manuals
recording and reporting procedures
International e-learning regimes such as:
Advanced Distributed Learning Co-Laboratory (ADL Co-Lab) (i.e. Sharable Content Object Reference Model - SCORM)
Aviation Industry Computer-based training Committee (AICC)
IMS Global Learning Consortium (i.e. IMS Learning design)
Institute of Electrical and Electronics Engineers (IEEE) (i.e. Learning Object Metadata - LOM)
Human resources and learning policies and procedures may include:
framework for consultation processes with industry for development of training and/or assessment services
framework under which the provision of training and assessment services is conducted
identification of roles and responsibilities of key personnel in an organisation
mechanism to facilitate continuous improvement within the training and assessment organisation
transparency of the training and assessment organisation's approach to training or assessment services
E-learning resources may include:
assessment materials
generic skills materials
industry or enterprise specific materials
information about the audience for the learning resource
learning objects, activities
professional development materials
self-paced or instructor-led materials
trainer or facilitator materials
Training Package toolboxes
E-learning systems or solutions may include:
ICT deployed as infrastructure, hardware, software, or applications to support the full range of learning activities (i.e. from design to reporting of outcomes)
Instructional design principles may include:
ensuring learning is embedded in a realistic and relevant context
how to get help
inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning
need for authenticity in learning and assessment activities
need for collaborative learning opportunities
need for learner-centred activities and interactivity
opportunities for review of material and repetition
presenting material in a logical order and sequence, and in order of increasing difficulty
structure of the information
techniques to engage the learner in learning
what happens if the learner makes a mistake (feedback)
Focus may include:
accredited course
individual units of competency, modules of accredited courses
learning program
learning resource to support introduction or implementation of new technology or equipment
non-accredited course
traineeship or apprenticeship qualification
Training Package
Training Package qualification
Constraints relating to organisation's e-learning systems and resources may include:
access to relevant technical or subject matter experts
anticipated difficulties due to language, literacy and numeracy skills of learners/end users
financial limitations to achieve proposed options
limited access of intended learners/end users to the necessary technology
limits of the technology and what types of things it can do
logistical issues
low levels of information technology skills of trainers or facilitators and intended learners/end users
Research findings may be compiled through:
evaluation of existing products
focus groups
informal discussions
internet
interviews
literature reviews
questionnaires
workshops

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:
analysis, design, implementation and evaluation of an e-learning solution to meet a business need or the needs of a specified user group
documented review and confirmation of appropriateness of e-learning resources and policies and procedures to meet organisational and individual learner needs
knowledge of e-learning resources and systems testing and evaluation strategies.
Context of and specific resources for assessment
Assessment must ensure:
competenceis consistentlydemonstrated over time, and over a range and variety of 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, for example covering e-learning system evaluations, research on trends in e-learning, review and confirmation of appropriateness of e-learning resources to organisational and individual learner needs, policies and procedures for e-learning resources, and selection of appropriate e-learning resources
direct observation of contextual application of skills
oral or written questioning to assess knowledge of range of e-learning environments and their application in designing e-learning resources.

Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
BSBINN801A Lead innovative thinking and practice
BSBITB701A Implement advanced electronic technologies
BSBLED702A Lead learning strategy implementation
BSBLED703A Implement improved learning practice
PSPHR616A Manage performance management system.