DES_T03_1_Instructions_v4
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Central Queensland University *
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Course
TAE40116
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Information Systems
Date
Apr 3, 2024
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docx
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Participant instructions
DES Task 03: Design and develop a learning program
Assessment document
Covering:
●
TAEDES401 Design and develop learning programs
From TAE40116 Certificate IV in Training and Assessment
Instructions ● DES Task 03: Design and develop a learning program
Copyright
© 2022 Blackwater Projects.
All rights reserved.
This document was developed by Blackwater Projects learning and development consultancy and is used under licence. It may only be reproduced or copied strictly in accordance with the terms of that licence.
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Version control & document history
This is version
4.0
Date released
27 January 2022
Using this document—technology requirements
This document was created using Microsoft
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Word. You will get the best results if you open and use this document:
●
with a PC or laptop
– tablet-style devices may be problematic
●
using Microsoft
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Word
(for Windows or for Mac)
Using other devices or software may cause some distortion.
2
Version 4.0 © 2022 Blackwater Projects
DES Task 03: Design and develop a learning program ● Instructions
DES Task 03: Design and develop a learning program
Introduction
This task is designed for completion on your own time.
Task overview
●
Your learning program must show a learning progression that will effectively build the skills, knowledge and attributes needed to achieve the performance benchmarks.
●
The target learner group for your learning program must be different
from the target learner groups you described in DES Tasks 01 and 02.
●
At least one person with instructional design or relevant subject matter expertise must give you input and feedback on your learning program—
they may provide feedback throughout development or after you have prepared the first draft of your learning program plan.
●
A suitable referee must oversee your work and verify foundation skills you
use to design and develop your learning program (your referee may be the same as—or different from—the person who gives you feedback on your draft learning program).
Version 4.0 © 2022 Blackwater Projects
3
Design and develop a learning program
based on any performance benchmark relevant to your workplace, industry, or
area of expertise.
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Instructions ● DES Task 03: Design and develop a learning program
Materials needed
Your TAE program leader will help you access the materials you will need, including:
1.
this document
2.
a unit of competency
(and its assessment requirements) that you will cover in your learning program
3.
templates
to help you produce your learning program plan (use the templates we provide or equivalent templates from your workplace that also meet the marking criteria)
4.
Foundation skills checklist
—your TAE program leader (or other approved person who oversees your completion of this task) will complete the foundation skills checklist, then return the completed checklist to you, to include in your portfolio.
Throughout these instructions, items marked with bold, pink font
tell you that we offer a template to help you complete this part of the task.
What to do
First, set up a secure folder where you will store all resources used or produced for this task. Save this task instruction document in your folder.
Next, begin work! Follow instructions starting on the next page.
Have more questions?
See the Appendix for answers to frequently-asked questions (FAQs) about this task or ask your TAE program leader for more information.
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Version 4.0 © 2022 Blackwater Projects
DES Task 03: Design and develop a learning program ● Instructions
1. Design and develop the learning program
Get started
:
a.
Identify a context—a real or realistic situation that requires you to design a learning
program. Your TAE program leader can help you establish a suitable context. Clarify:
●
the program aim
●
the target learners and their key characteristics relevant to the program.
b.
Identify a referee who can supervise your work and complete the Foundation skills checklist
for TAEDES401:
Guidance:
●
The completed foundation skills checklist will provide evidence of the foundation skills you use to
complete this task.
●
The foundation skills checklist is a stand-alone document—your TAE program leader will help you access it.
●
Your referee must be able to oversee your work as you complete this task and must agree to act as your referee. They must not be related to you. Your referee may be your TAE program leader,
a support person appointed by the RTO, a work supervisor, or other person who holds a responsible position in the community.
●
Speak with your TAE program leader to discuss and confirm your choice of referee.
Complete the steps that follow, based on this context.
1.
Define the parameters of your learning program
a.
Work with others as needed to clarify the program purpose and identify a suitable performance benchmark.
b.
Analyse the performance benchmark to identify the language, literacy, numeracy and other foundation skills that the target learners will need, to perform the work activity described in your performance benchmark, to the standard expected in the workplace. Document your findings using the Learning program foundation skill requirements template we provide. c.
Source documents and speak with others to obtain other information about the learning program parameters—e.g.
●
learner characteristics, needs, preferences and availability in relation to your program
●
any licencing or regulatory requirements associated with your program
●
budget, timeframes and other parameters as applicable.
Guidance
: Be prepared to answer questions how and with whom you identified program parameters. Version 4.0 © 2022 Blackwater Projects
5
Instructions ● DES Task 03: Design and develop a learning program
2.
Design your program
Design the broad ‘shape’ of your program, taking your program parameters into account:
●
Select the most suitable delivery mode/s
●
Decide how and when learners will be assessed
●
Research and identify suitable options for learning and assessment materials.
3.
Develop the learning program content and structure
●
Use a process of your choice to:
–
develop learning program sessions
–
incorporate assessment activities into the program structure
–
confirm the learning and assessment materials to be accessed, modified or
developed
–
identify the safety implications posed by the learning.
●
Produce a draft Learning program plan
, including Risk control plan
.
4.
Get feedback on your draft learning program plan
Ask someone—another TAE participant who is studying with you, a subject matter expert, an instructional designer or other appropriate person—to give you feedback
on your draft learning program plan. They may provide feedback:
●
by completing the Learning program review questionnaire
that we provide, then returning the completed questionnaire to you by email,
OR
●
by adding comments to your draft learning program plan, then returning the version of your draft learning program plan to you by email,
OR
●
in the body of an email that they send to you.
Guidance
: You will need to provide the feedback, plus email correspondence that confirms who provided the feedback and when they returned the feedback to you.
5.
Produce the final version
of your learning program documentation, including:
●
the Learning program plan (final version after feedback)
●
a Risk control plan
for your learning program.
6.
Ensure your referee completes, signs, and returns to you, the Foundation skills checklist for TAEDES401.
When finished, answer the questions that begin on the next page.
6
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DES Task 03: Design and develop a learning program ● Instructions
2. Questions
Answer these questions about the learning program you designed and developed. Type your responses into the spaces provided below each question.
Unless otherwise specified, responses should be in paragraph form.
1. Program parameters
a.
What is the purpose of the learning program:
●
what will the learners achieve if they successfully complete the program, and/or
●
what will their organisations achieve?
Type your response here (and do the same for all questions)
b.
Name the unit of competency or other performance benchmark for your program.
c.
Describe the target learners—include any attributes, experience and skills that you had to consider when designing the program.
d.
(if needed) Provide any other information your assessor will need to understand the context of the learning program that you designed.
2. Licensing, regulatory or organisational requirements
Other than the performance benchmark, name and explain any licencing or other regulatory requirements that your learning program had to comply with. Consider:
●
licensing requirements—e.g. a White Card, drivers’ licence, first aid, etc
●
regulatory requirements—e.g. safety standards, union rules, workplace or industry compliance standards, etc
●
your workplace’s quality assurance policies and procedures for learning design—
e.g. record-keeping requirements for attendance or assessment, requirements for program evaluation and other relevant policies or procedures.
Guidance:
You must name and explain at least one (1) licensing or other regulatory requirement that your leaning program may have had to comply with—this applies whether you designed and developed a program for use in areal or simulated workplace.
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Instructions ● DES Task 03: Design and develop a learning program
3. How you developed the program content and structure
Outline the key steps you took to design and develop the learning program content and
structure from start-to-finish—include what you did, when and with whom.
4. Learning materials
a.
Explain how you researched suitable learning materials for the program.
b.
List three (3) criteria you used to select the most suitable learning materials for your program.
1
2
3
c.
Explain why you selected these criteria—provide at least one (1) reason.
5.
Safety
Describe at least one (1) example of how your learning program is designed to ensure healthy and safe learning (consider both physical and emotional health and safety):
6. Principles of adult learning and instructional design
Explain two (2) ways that your learning program design reflects principles of adult learning and instructional design. To do this, complete the table below.
Guidance:
We have provided an example of a satisfactory response. Use it as a guide when you prepare your own responses. You may not use this example in your own response.
Principle
How you incorporated this principle into your learning program
e.g
.
People’s ability to remember what they learned
in the long term improves if sessions are separated by space and time.
I scheduled my five-day training program to take place one day per week for five weeks.
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DES Task 03: Design and develop a learning program ● Instructions
I scheduled time for a 30-minute review activity
at the start of each new training day.
1
2
end of questions
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Instructions ● DES Task 03: Design and develop a learning program
3. Organise and submit your work
First, check this task instruction document
●
Complete and sign the assessment cover sheet.
●
Make sure you have completed all sections and answered all questions.
Next, compile your portfolio of evidence
Compile the following into a Zip folder:
1.
This document
, with all sections completed—soft copy or scanned hard copy.
2.
Learning program foundation skill requirements
template, completed to show the LLN and other foundation skills needed to perform the work activity covered in the learning program.
3.
Evidence of review
—evidence that someone reviewed your draft learning program plan, including:
●
documented feedback from your reviewer—
completed Learning program review questionnaire or equivalent, plus
●
email correspondence between you and your reviewer, confirming that the review took place, or equivalent.
4.
Final versions of your learning program documentation
, including:
●
Learning program plan
●
Risk control plan
for your learning program.
5.
TAEDES401 foundation skills checklist for this task
Make sure your referee has completed all sections of the foundation skills checklist
and signed and dated where indicated.
●
Give each piece of supporting evidence a file name that references
its item number and names
its contents – e.g. give the evidence of review that
you provide a file name of, 02_EvidenceOfReview.
●
Name the folder containing your portfolio with your name, name of the task and submission number
– e.g. ChrisCandidate_DES_Task03_1
In this example
, the candidate is Chris Candidate, the assessment task is DES Task 03, and the number one (1) means this is the first time Chris has submitted a portfolio for this task.
Then, send us your portfolio!
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Version 4.0 © 2022 Blackwater Projects
DES Task 03: Design and develop a learning program ● Instructions
Appendix—
Frequently-asked questions
Here are some answers to questions people often ask about this task:
1
What marking criteria will my assessor apply when reviewing my portfolio of evidence?
To clarify what criteria your assessor will apply when they review your portfolio:
●
look at the guidance notes
throughout the task instructions in this document
●
ask your TAE program leader—where appropriate, they show you the assessment report (with marking checklist) that your assessor will complete when reviewing your portfolio.
2
Must the program be based on a unit of competency from a nationally-recognised training
package?
Not necessarily. For this task, the learning program you design and develop may be based on any suitable performance benchmark that is within your area of expertise. Suitable performance benchmarks include but are not limited to:
●
a unit of competency from a nationally-recognised training package
●
a standard operating procedure (SOP)
●
an industry standard other than a unit of competency
●
program outcomes you write, that describe the desired performance.
3
How long must the learning program be?
There is no specified duration of the learning program that you design for this task, but it must be
comprehensive enough to:
●
cover all skills, knowledge and attributes required to meet the performance benchmark
●
allow your assessor to see your ability to ‘chunk’ program content and sequence these ‘chunks’ to ensure a safe and effective learning progression.
4
Must my learning program cover the entire competency standard (unit
of competency and
its assessment requirements
), or may it cover part of the competency standard?
Your learning program must cover the entire competency standard. You may not cover just one part of it.
By ‘cover’ we mean that the program must help learners ultimately attain demonstrate competence and meet in learners being able to meet all
requirements for competency by the end of the program. You should take learners’ existing skills and knowledge into account when you design the program content and activities.
5
I notice that for some parts of this task I must provide information or answer questions. Is there a word count for these items?
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Instructions ● DES Task 03: Design and develop a learning program
We have not specified a word count because we value quality responses over ‘quantity’ (i.e. unnecessarily lengthy ones). Follow these guidelines:
●
Do exactly what you are asked to do—e.g. if you are asked to name
something, a name will
suffice, but if asked to describe
or explain
something, a more detailed response is required.
●
Responses at Certificate IV level should demonstrate your “…broad factual, technical and theoretical knowledge in [your] specialised field of work and learning” (AQF 2013, p.36). Therefore, a one-word, or one-statement response is usually inadequate. We recommend at least one paragraph response for each question asked. This is a general guide only.
●
Remember to cover all parts of each question.
end of document
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