Part A: Course Overview

Program: C4436 Certificate IV in Training and Assessment

Course Title: Plan, organise and facilitate online learning

Portfolio: Vocational Education

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.

Terms

Course Code

Campus

Career

School

Learning Mode

Teaching Period(s)

TCHE5959C

City Campus

TAFE

525T Business & Enterprise

Face-to-Face or Internet

 Term1 2024,
Term2 2024,
Term1 2025

Course Contact: Jeremy Glover

Course Contact Phone: +61 3 99251485

Course Contact Email: jeremy.glover@rmit.edu.au



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.

Pre-requisite Courses and Assumed Knowledge and Capabilities

Nil



National Competency Codes and Titles

National Element Code & Title:

TAEDEL405 Plan, organise and facilitate online learning

Elements:

1. Plan and organise online learning environment for delivery of synchronous and asynchronous learning activities

2. Introduce and establish online learning

3. Facilitate online learning

4. Support online learning

5. Review online learning processes

Learning Outcomes


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.