BSBLDR812 - Task 3(1)
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Unicom College of Business Studies, Rustam, Mardam *
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Course
BSB41419
Subject
Information Systems
Date
Nov 24, 2024
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docx
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5
Uploaded by hnyguri
Assessment Task Cover Sheet – Assessment Task 3 Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work. Name: Date of submission: STUDENT DECLARATION I __________________________________________________ declare that these tasks are my own work. 🗹 None of this work has been completed by any other person. 🗹 I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work. 🗹 I have correctly referenced all resources and reference texts throughout these assessment tasks. 🗹 I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken against me.
Student Signature: ______________________________________________Date: _______________
Assessor to complete Assessment Task
Number and Title Satisfactory/ Not satisfactory Date Is this a reassessment? Y/N If yes, what attempt? Assessment Task 3: : Projects – Cultivate partnership performance
1st attempt __
2nd attempt __
Re-assessment __
Assessor’s Signature: _______________________________________________ Date: _______________
BSBLDR812 Develop and cultivate collaborative partnerships and relationships Student Assessment Booklet Version 2.0 August 2022, Approved Quality assurance & Compliance Manager Pan Bird Pty Ltd t/a Tr4in Right l RTO Code 22281 l CRICOS Code 03618G Page 32 of 35 Copyright © 2022 Tr4in Right Assessment Task 3: Projects – Cultivate partnership performance
1.
Analyse your reporting system data (as established in the partnership activity) against the key indicators. (Word limit: 100 words)
a.
Use any appropriate method, tool or technique to analyze your reporting system data against the key indicators established in Assessment Task 1
.
When the reporting system data is compared to the chosen key performance indicators, important
new information about the partnership's development emerges. It is made clear through the use of
data analysis tools and techniques that, while there are advantages in terms of more enrolment and
enhanced engagement, there are disadvantages in terms of resource distribution and staff eLearning
adaptation. Strengths include a noticeable increase in student enrolment and improved student
engagement, which are in line with partnership goals. To fully realise the potential of the cooperation,
additional attention is needed to resource allocation and personnel transition to eLearning techniques.
In order to maintain the partnership's long-term success, this analysis emphasises the significance of
continual modifications and changes.
eLearning Trends and Practices
:
Here are some important trends and practices from the time:
1. applications and Mobile Learning: Mobile devices and instructional applications were becoming
more and more incorporated into eLearning systems. Mobile learning provided students with on-the-
go access to course materials, interactive information, and collaborative tools.
2. Augmented Reality (AR) and Virtual Reality (VR): Several universities in Victoria were implementing
VR and AR technologies to promote engagement and provide immersive learning experiences. These
resources were particularly beneficial in science, geography, and history lessons.
3. Gamification: To boost student engagement and motivation, gamification components such as
badges, leaderboards, and interactive quizzes have been integrated into eLearning systems.
4 Personalised Learning Routes
eLearning systems were increasingly using data analytics and artificial intelligence (AI) to develop
learning paths for individual students. This strategy ensured that learners received information and
activities that were tailored to their learning styles and performance levels.
PARTNERSHIP REPORT OF JAMES KING COLLEGE AND MOODLE SWOT ANALYSIS
A SWOT analysis of the cooperation between James King College and Moodle, concentrating on e-
learning implementation, can give insights into the collaboration's strengths, weaknesses,
opportunities, and threats.
Moodle provides a comprehensive and customizable e-learning platform with a range of features,
allowing students to have a personalised and effective learning experience.
Moodle's scalability aligns nicely with James King College's expansion potential, enabling for
extension and adaptation to changing educational demands.
Cost-Effective Solution: Using Moodle rather than building a custom e-learning platform may result in
cost savings for James King College, boosting the cost-effectiveness of the relationship.
Community Support: Moodle has a large and active community that may provide important insights,
support, and suggestions for continuous improvement, all of which contribute to the success of the
relationship.
Weakness: - Learning Curve: Implementing Moodle may need extensive training and familiarisation,
which may be challenging for academics and workers inexperienced with the platform.
Integration Complexity: Effectively integrating Moodle with present systems and procedures at James
King College may be technically difficult and time-consuming, potentially leading to deployment
delays.
Customization Restrictions: Despite its adaptability, Moodle may have restrictions in adapting to
specific, unique James King College requirements, possibly necessitating workarounds or
compromises.
Opportunities:
better Learning Outcomes and Student Happiness: Using Moodle's interactive features may
significantly increase student engagement, resulting in higher learning outcomes and student
happiness.
Threats:
Concurrent E-Learning Platforms: Other competitor e-learning systems may pose a challenge if they
provide more capabilities or are less expensive, thereby impacting Moodle's adoption and success at
James King College.
Concerns about security: E-learning platforms like Moodle may be subject to cybersecurity threats,
putting student data and the e-learning ecosystem at risk.
2.
We started an online poll to solicit candid feedback from all partners' stakeholders in order to gain
important stakeholder input on potential improvements. This strategy made it possible to evaluate
numerous factors in detail, including:
a. Partnership: The efficacy of the cooperation as a whole was asked for input from stakeholders, who
also pointed out potential areas for improvement. Their observations ranged from the efficiency of
communication to how well partnership activities were coordinated with overarching objectives.
b. Partnership Activities: Feedback was requested regarding particular partnership activities, and
stakeholders provided ideas for streamlining procedures and improving results. For instance, trainers'
and instructional designers' feedback pointed out chances for better eLearning module alignment with
course material.
c. Related Reporting Systems: Stakeholders gave the reporting systems insightful feedback, pointing
out areas that may be improved for more usefulness and clarity. Simplifying data visualisation and
streamlining the feedback procedure were some of the suggestions.
To The faculty and staff of James King College,
Subject: Partnership Activities and Reporting Systems Feedback
I hope this email finds you all in excellent health and spirits. As James King College's Academic Manager, I value your thoughts and experience in our ongoing cooperation efforts with our excellent colleagues. Your contributions are crucial to enhancing the effectiveness and success of our collaboration. Today, I'm writing to solicit your opinions and comments on our collaborative efforts and the corresponding reporting systems. We believe that your views and comments are crucial to
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identifying areas for improvement and maintaining a smooth and productive connection. We are particularly interested in hearing your comments on the following topics:
1. Effectiveness of cooperation: Please provide your opinions on our current degree of cooperation with our partners, as well as any suggestions for boosting communication, engagement, or joint activities.
2. Reporting Systems: Please offer input on the reporting techniques we've implemented to track the progress and outcomes of our collaborative operations. Is there anything in particular that you believe should be added to improve the accuracy and relevance of our reporting?
3. Difficulties and Opportunities: If you have identified any difficulties or opportunities in our collaborative efforts, we would appreciate your thoughts and opinions on how to overcome these challenges and capitalise on the prospects for mutual advancement.
Your input will be critical in directing our strategic decisions and ensuring that our joint activities fit with
our academic goals. Please answer immediately to this email so that we can consolidate and analyse the input as soon as possible. Thank you in advance for your vital contributions to our efforts to develop continuously.
Best wishes,
Amritpal Singh
James King College Academic Manager 3.
Enhancing the integration of eLearning modules with current face-to-face courses to produce a
seamless and uniform learning experience is one of the identified improvements.
a. Implementation Strategy: The following actions will be made to put this improvement into practise:
b. Needs evaluation: Prior to developing any eLearning modules, a thorough needs analysis will be
carried out to determine which face-to-face courses would most benefit from them. This evaluation will
take into account things like course content, student preferences, and technical viability.
Curriculum Alignment: Carefully chosen courses' curricula will be examined to make sure they're in
line with the eLearning format. This involves adapting the content, the evaluation procedures, and the
teaching techniques for online delivery.
Instructional Design: Designing effective and interesting eLearning programmes will involve
collaboration between instructional designers and subject matter experts. To improve the educational
experience, these courses will include multimedia components, interactive activities, and quizzes for
self-evaluation.
Training for Faculty: Faculty and trainers who are in charge of teaching the courses will receive
instruction in eLearning pedagogy and technology. With the help of this course, they will be able to
effectively facilitate online learning.
Pilot Testing: A pilot phase will be started to test the recently created eLearning modules with a small
number of students. The feedback from this stage will be used to improve the final product.
Full Integration: The eLearning modules will be fully incorporated into the chosen courses following
the completion of the pilot testing and any necessary corrections.
c. Proof of Implementation: Reports on the needs assessment, curriculum alignment, faculty training
certificates, and reports from the pilot testing stage are all included in the implementation process
documentation that is attached. This proof reveals the thorough measures taken to improve the
partnership's operations by smoothly integrating eLearning into the current curriculum, thereby
benefiting both the partnership and the students.