TAEDES502A Design and develop learning resources Chapter 2 TAEDES502A Design and develop learning resources

Clarifying the brief and purpose of the resource The brief should include information on: exact organisational needs outcomes to be achieved timelines for completing the resource (including any milestones) the format the resource should take financial information.

Type of learning resource Print-based material (textbook/handouts) Electronic material (PowerPoint) Technology-dependent materials Activities and assessments Resources produced in other languages Student and/or facilitator versions

Target audience Table 2.1 AQF learning levels Certificate I Certificate II Certificate III Certificate IV Diploma Advanced Diploma Very basic, entry-level training for those with no business or industry experience. Workers at this level would require supervision. Also entry-level training but assumes some basic knowledge in the relevant business or industry. Workers at this level may require supervision. This level of training assumes a moderate amount of knowledge and experience. Workers at this level could work unsupervised. Courses at this level require an entry level of at least Certificate III qualifications or relevant work experience. Workers at this level could supervise and train other staff and function as middle managers. To enter a diploma course, learners need to show evidence of knowledge and skills at a Certificate IV level qualification or relevant workplace and industry experience. Staff at this level could be middle to senior managers. An advanced diploma assumes thorough knowledge of the relevant industry and role. Evidence of a diploma or work experience is needed to commence an advanced diploma course. Staff at this level could function as senior managers. The next step on the education pathway would be a graduate diploma or bachelor degree.

The learning environment The learning environment will also influence the type of resource to be produced. Materials that will be used on the job or for distance (or online) learners may be very different from those being used in a full-time college course.

Sources of existing materials Industry best-practice models and culture Existing learning resources and learning materials such as published text books on similar subjects Relevant Training Packages, accredited courses or units of competency Workplace procedures, documentation and requirements Information from industry experts and advisers   Any or all of this information can be incorporated into the resources you produce for the learning program you are delivering.

Ethical and legal considerations Copyright is the right of ownership that resides with the creator of any work, be it artistic, musical, written or other. Intellectual property (IP) The term IP is more usually used when talking about created works owned by an organisation or business. (Copyright is usually applied to the rights of an individual.) A citation provides an authoritative source of a fact or idea, such as a journal article. A source is simply where information comes from, and it may be authoritative or not. A permission is where the copyright owner has agreed to material, written or illustrative, being reproduced in your work.  An acknowledgement is generally the wording used in your work stating that reproduction is with permission of the copyright owner.

The development work plan Should include: timelines and milestone dates scheduled meetings to consult on progress handover requirements equipment and resource requirements industry-based information budget for the project identified risks to the project access to subject experts where necessary.

Framing the resource The first step in creating the initial draft of the learning resource should be a consultation with the client to double-check the format and content that is required.   The next step would be to outline the resource. This might include developing headings, sub-headings and a rough outline of what each section is to contain.

Framing the resource (cont.) If producing a learning resource based on organisation or industry codes of practice, you would: analyse the contents and the specification of the information you need to provide sequence the information into a logical flow or series of events and tasks develop headings and sub-headings based on the sequence you have designed provide an overview of the contents to be included under each heading.

Analysing and mapping content It is very important to ensure that the information to be included is relevant, up to date and in line with the project guidelines and outcomes.   Whatever the content requirements are, you can ensure that all necessary topics and aspects are covered by mapping them back to the unit specifications or organisational procedure manuals.

Writing the content Developing the content involves the relatively simple process of looking at the topic you are going to deliver and putting the steps to be accomplished in to a logical sequence. Using BSBCUS301B—Deliver and Monitor a Service to Customers as an example:

Writing the content (cont.) The resource framework could look like this: (Main heading) Chapter 1 – Identifying Customer Needs (same as element 1: Identify customer needs) Learning outcomes (from the performance criteria): 1.1. Use appropriate interpersonal skills to accurately identify and clarify customer needs and expectations 1.2. Assess customer needs for urgency to determine priorities for service delivery in accordance with organisational requirements 1.3. Use effective communication to inform customers about available choices for meeting their needs and assist in the selection of preferred options 1.4. Identify limitations in addressing customer needs and seek appropriate assistance from designated individuals (Sub heading) Using Interpersonal Skills Content: (from ‘Required skills & knowledge’) communication skills to monitor and advise on customer service strategies problem-solving skills to deal with customer enquiries or complaints public relations and product promotion Content: (from ‘Critical aspects for assessment and evidence’) identifying needs and priorities of customers distinguishing between different levels of customer satisfaction treating customers with courtesy and respect Content: (from ‘Range statement’) Appropriate interpersonal skills may include: listening actively to what the customer is communicating providing an opportunity for the customer to confirm their request questioning to clarify and confirm customer needs seeking feedback from the customer to confirm understanding of needs All of these sub headings would then be fleshed out and detailed.

Considerations when writing Appropriate AQF level Learning theories Instructional design principles Language, literacy and numeracy issues

Clear, concise language Keep sentences short and concise Watch your word count Regularly check criteria to ensure you are covering what is needed Keep to the point Make sure activities and assessments are written to fully test the subject Don’t get too friendly in your writing style Follow a logical sequence

Working with visuals Photos and graphics – where pictures or visual representations of processes can help the learner understand those processes and the correct methods to employ in their tasks.   Tables – can be used very effectively to demonstrate; correlation between specified values, numeric data or comparisons. Videos – Visuals can also include the use of videos, either specifically designed for the resource or clips posted on YouTube that fit the purpose of the unit. PowerPoint presentations – can also be created to present information during workshops or face-to-face classes.

Use of white space White space refers to space on a page not covered by print or graphic matter. It is used to break up the blocks of text and make the printed page more pleasing to the eye. White space can be made up of wide margins and/or spaces between paragraphs.

Checking your work When you are finally ready to publish the resource and make it available to learners, there are a few more actions you should take as a final check: Make sure the resource meets the agreed-upon specifications and that the content is relevant and accurate. Make sure that your information is accurate, up to date and has authorised and verifiable sources.

Validation and moderation Learners from within the specified target group should be chosen to work with the new resource, reading through the material and undertaking any tasks or assessments. Employers should view the prototype to ensure that they are satisfied with the content and quality and are happy that it will deliver expected outcomes. They should also view the resource with an eye to industry appropriateness: will learners using this resource glean useful ready-to-hit-the-ground knowledge? Trainers who will be delivering the program need to review the resource to ensure that it covers all topics adequately and that they can be mapped back to the unit’s competencies. They also need to ensure that any tasks or assessments included adhere to the principles of assessment and the rules of evidence.

Reviewing the development process Evaluation criteria for resource development processes could include the following questions: Did the resource fulfil its purpose? Did the resource provide sufficient information? Was the resource provided in the best possible format for the program, environment and learner cohort? How long did it take to produce the resource? Was the process of developing the resource efficient? Did you consult the right stakeholders? Was the process cost-effective?

Documenting the review process Records to be kept could include: Agendas and minutes of stakeholder meetings Moderation and validation forms Trainers’ reports Continuous Improvement Log