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Coordinate and facilitate distance-based learning

Unit Descriptor This unit specifies the competency required to coordinate, organise and facilitate a distancebased learning process.

1 . Prepare for distancebased learning
  1. The learning strategy and/or learning program is accessed, read and interpreted to determine, learning outcomes or objectives to be met and any distance-based learning delivery requirements

  2. Initial knowledge of group, individual learner styles and learner characteristics is developed to support effective planning for distance-based learning using available information

  3. The suitability of distance-based learning as a delivery mode for learners is considered and appropriate recommendations made, where required

  4. Learning resources are selected and evaluated for appropriateness, and where required are contextualised for distance-based learning

  5. Additional learning materials appropriate to distance-based learning are developed

  6. A distance delivery managementplan is developed, using knowledge of learning principles, to ensure logical progression of learner progress and continuity of distance learning content

  7. Support mechanisms are identified and organised and means of communicating with learners and providing feedback are determined and organised

  8. Prior to commencement identified information is sent to learners outlining objectives, learner requirements and expectations

2 . Manage distancebased learners
  1. Expectations and requirements are confirmed through direct contact and any issues/questions are clarified

  2. Distance-based learning relationships are established between trainer/facilitator and learners using appropriate communication tools and skills

  3. Learning resources and learning materials are progressively distributed in accordance with the plan and learner needs

3 . Monitor learner progress
  1. Learner progress is monitored and documented to ensure outcomes are being achieved and the needs of individual learners are being met

  2. Strategies are developed and implemented to address learner difficulties, where required and techniques for maintaining motivation and commitment are developed and implemented

  3. Support and guidance are provided outside the formal communication process, where appropriate

  4. Learner records are maintained, stored and secured in accordance with legal/organisational requirements

4 . Review the distancebased learning process
  1. Feedback is gathered to review the management of the distance-based process

  2. Feedback is analysed to determine the success of the distance-based learning in meeting learners' needs and expectations

  3. Time is taken to reflect on personal skills in the coordination and facilitation role

  4. Options for improving the distance-based learning process are documented, discussed with relevant personnel, and changes made as appropriate

Key CompetencyExamples of ApplicationPerformance
How can information be collected, analysed and organised?
How are ideas and information communicated within this competency?
How are activities planned and organised?
How are problem solving skills applied?
How are mathematical ideas and techniques used?
How is use of technology applied?
How is team work used within this competency?

Range Statement

The learning strategy provides:

The learning program provides:

Learner styles may include:

Learner characteristics may include:

Available information may include:

The suitability of distance-based learning may include:

Learners may include:

Learning resources may include:

Contextualised means to:

Learning materials may include:

A distance delivery management plan may include:

Learning principles include:

Support mechanisms may include:

Means of communicating with learners may include:

Objectives may include:

Learner requirements may include:

Expectations may include:

Direct contact may include:

Communication tools and skills may include:

Strategies may include:

Techniques may include:

Feedback may include:

Evidence Guide

Overview of assessment

To demonstrate competency against this unit candidates must be able to provide evidence that they can coordinate a number of learners who are participating in distance -based learning.

This involves planning and organising relevant learning resources; developing a distance delivery management plan; managing the learners; setting up and providing support mechanisms; providing appropriate feedback on progress and formative assessment; and ensuring that learning outcomes are reached.

Products that could be used as evidence include:

Processes that could be used as evidence include:

Resource implications for assessment include:

The collection of quality evidence requires that:

Specific evidence requirements must include:

Integrated assessment means that: