Course Title: Plan, organise and facilitate online learning
Part B: Course Detail
Teaching Period: Term1 2024
Course Code: TCHE5959C
Course Title: Plan, organise and facilitate online learning
School: 525T Business & Enterprise
Campus: City Campus
Program: C4436 - Certificate IV in Training and Assessment
Course Contact: Jeremy Glover
Course Contact Phone: +61 3 99251485
Course Contact Email: jeremy.glover@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Course Contact: Nathan Wilkinson
Contact Details: nathan.wilkinson@rmit.edu.au
Nominal Hours: 40
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
Nil
Course Description
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.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
TAEDEL405 Plan, organise and facilitate online learning |
Element: |
1. Plan and organise online learning environment for delivery of synchronous and asynchronous learning activities |
Performance Criteria: |
1.1 Establish learning objectives and determine online learning activities that meet them 1.2 Identify individual learner characteristics to inform effective planning 1.3 Identify and organise required support for foundation skill, learning and technical needs within scope of own role; and make necessary reasonable adjustments and/or access specialist support where required 1.4 Develop or customise delivery plan for online learning activities to reflect learning theories and principles and suit learning needs 1.5 Access and confirm technical requirements for online learning environment according to organisational policies and procedures 1.6 Access and confirm communication channels and online learning resources and materials are suitable for learner |
Element: |
2. Introduce and establish online learning |
Performance Criteria: |
2.1 Introduce learner to online learning environment and discuss and clarify learning objectives and protocols 2.2 Establish online relationship with learner and confirm learner access to and engagement with online environment, delivery strategies and communication methods, and scheduled synchronous learning events 2.3 Identify and establish practices and methods that provide a safe and inclusive environment for learners undertaking online learning activities |
Element: |
3. Facilitate online learning |
Performance Criteria: |
3.1 Use digital tools and communication channels to facilitate learning according to delivery plan and learner needs 3.2 Select and use facilitation practices and methods that support learner engagement and progress 3.3 Use or access support mechanisms to address any technological challenges or issues 3.4 Provide opportunities for interaction, collaboration, feedback, and practice in the online learning experience |
Element: |
4. Support online learning |
Performance Criteria: |
4.1 Review and document learner participation and progress according to delivery plan and organisational processes, policies and procedures 4.2 Provide input, support and guidance relating to online learning environment as required to meet learner needs and ensure a safe and inclusive environment 4.3 Maintain, store and secure learner records according to organisational policies and procedures and regulatory requirements |
Element: |
5. Review online learning processes |
Performance Criteria: |
5.1 Seek learner feedback on online learning experience and outcomes according to organisational procedures 5.2 Review own performance as an online learning facilitator and effectiveness of online facilitation, and record review outcomes 5.3 Discuss identified improvement opportunities and needs with required personnel, and action agreed changes according to organisational procedures |
Learning Outcomes
Details of Learning Activities
This unit within the Certificate IV in Training and Assessment is clustered and co-delivered with TAEASS404 - Assess competence in an online environment. Within this program you will learn the skills and knowledge required to to plan, organise, facilitate and review learning that is delivered online, using suitable delivery methods, digital tools and existing learning resources and materials.
Throughout the session times; there will be an opportunity to participate and collaborate as a group; You will participate in learning activities such as: analysis of case studies and scenarios, role plays, developing learning programs, developing lesson strategies group discussions and working in groups. Other activities will include: online research, and reading articles provided by your trainer.
At RMIT Work Integrated Learning (WIL) refers to opportunities for you to experience either real or simulated workplaces within your program. WIL activities in this program include:
• Simulations of training and assessment work environments
• Work based projects completed within your own workplace.
Many students who undertake this program are already employed in a training and assessment role. Some assessment activities are conducted in a workplace and you are encouraged to use your own workplaces for this. If you do not have a workplace please consult your trainer about alternative arrangements.
Teaching Schedule
This unit is co-delivered with TAEASS404 - Assess competence in an online environment. Please refer to your timetable for class times and room allocation. It is expected that you attend all classes to get the best learning experience, and be assessed as competent for the unit. Please notify your teacher of an expected absence. While all course content will be delivered, the order and mode of delivery may change depending on the availability of specialist facilities and equipment. Please check Canvas regularly as any updates will be communicated by your teacher.
Week 12 |
7-13 October |
Topic 1: Introduction to online learning
Topic 2: Plan, organise and facilitate online learning
Commence setting up your online learning management system. Post your welcome to classroom announcement and setup assessment information for candidates. Schedule and announce times for sessions and assessment brief. Complete template TAEDEL405 1 and 2. |
|
Week 13 |
14-20 October |
Topic 1: Introduction to online competency-based assessment
Topic 2: Conduct onlinecompetency-based assessment
Continue setting up LMS with your asynchronous learning and assessment activities. Begin developing your online session plans. Complete TAEDEL405 template 3. Complete TAEASS404 template 1. |
|
Week 14 |
21-27 October |
Face 2 Face students your class will be conducted online this week Conduct online synchronous assessment
Complete template TAEASS404 2,3,4 and 5. |
|
Week 15 |
28 October - 3 November |
Face 2 Face students your class will be conducted online this week Deliver online facilitation session 1 (30min to 3 students)
Complete template TAEDEL405 4 and 5. |
Assessment Task 1 TAEASS404 Due Sunday 03/11/24 11:59PM |
Week 16 |
4-10 November |
Face 2 Face students your class will be conducted online this week Deliver online facilitation session 2 (30min to 3 students)
Complete template TAEDEL405 4 and 6. |
Assessment Task 1 TAEDEL405 Due Sunday 10/11/24 11:59PM |
| Week 17 | 11-17 November |
Assessment Support Session/Help Tutorial. This week does not include any new content - it is a chance for consolidation, questions, assistance with the aim of everyone submitting and finalising All outstanding Assessment Tasks. |
|
| Week 18 | 18-24 November | No classes resubmissions only |
Learning Resources
Prescribed Texts
References
Other Resources
Electronic resources can be found in the Canvas Shell (Learning management system).
- Powerpoint presentations
- Assessment examples
- Weekly Modules
University Library
The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through:
The Learning Lab
https://www.rmit.edu.au/students/study-support/learning-lab
The Study Support Know How workshops
https://www.rmit.edu.au/students/study-support/workshops
The Study Support Hub One on One
https://www.rmit.edu.au/students/study-support/study-support-hub
Overview of Assessment
Performance Evidence
The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including 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.
Knowledge Evidence
The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:
- 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.
Feedback
Feedback will be provided throughout the semester in class and/or online discussions. You are encouraged to ask and answer questions during class time and online sessions so that you can obtain feedback on your understanding of the concepts and issues being discussed. Finally, you can email or arrange an appointment with your teacher to gain more feedback on your progress.
You should take note of all feedback received and use this information to improve your learning outcomes and final performance in the course.
Assessment Tasks
A comprehensive assessment document with all requirements will be provided at the commencement of classes and uploaded to the Canvas shell. This section will just provide a high-level summary of the assessment tasks. The units within this program are delivered as a cluster and therefore the assessments will cover units TAEDEL405 - Plan, organise and facilitate online learning and TAEASS404 - Assess competence in an online environment.
Due dates for assessment tasks dependent on access to facilities and equipment, and therefore may change. Please check Canvas regularly as any updates will be communicated by your teacher.
TAEDEL405 - Assess competence in an online environment
| Assessment Task One: | This assessment task requires you to prepare, administer and make the assessment decision for online competency based assessment. You will prepare the assessment as per the assessment instructions attached below. You will be required to conduct 2 online assessment activities for 3 candidates: One assessment activity must be asynchronous and the other synchronous. You will then be required to complete the associated templates and questions. Please read the assessment instructions in full to gain further understanding. |
TAEDEL405 - Plan, organise and facilitate online learning
| Assessment Task two: | This assessment task requires you to establish a scenario for your online program, identify the foundation skills required, Identify learner characteristics, plan and deliver your program and then finally evaluate. This will demonstrate your skills and knowledge in facilitating online. |
Assessment Matrix
A detailed assessment matrix can be found in the Canvas shell, and provided on request by the Program Coordinator.
Other Information
Attendance
Your course involves participating in either face-to-face or online classes. It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to successfully complete this course.
Special consideration policy (Late submissions)
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension.
Special Consideration
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension; for further information see https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment/extensions-of-time-for-submission-of-assessable-work.
Special consideration is an assessment adjustment for unexpected circumstances that are outside your control, which:
• have a significant adverse impact on your performance in assessment or
• prevent you from attempting or submitting the assessment.
For further information about special consideration see https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assess
Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. For further information see https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/academic-integrity
RMIT Sustainability Commitment
In adherence with RMIT’s commitment to sustainability, trainers will seek to incorporate environmental concerns in the facilitation of this course. These include, but are not limited to:
• Conserving natural resources
• Using recycled materials wherever possible
• Minimising pollution
• Applying energy savings measures
• Reducing waste
Students are encouraged to identify and follow environmental and resource efficient ways of working whilst studying this course.
Credit Transfer and Recognition of Prior Learning:
Credit transfer is the recognition of previously completed formal learning (an officially accredited qualification).
Recognition of Prior Learning (RPL) is an assessment process that allows you to demonstrate competence using the skills you have gained through experience in the workplace, voluntary work, informal or formal training or other life experiences.
Please speak to your teacher if you wish to discuss applying for Credit Transfer or RPL for the unit(s) of competency addressed in this course.
https://www.rmit.edu.au/students/student-essentials/enrolment/apply-for-credit
Course Overview: Access Course Overview