Course Title: Facilitate e-learning

Part B: Course Detail

Teaching Period: Term2 2015

Course Code: TCHE5779C

Course Title: Facilitate e-learning

School: 360T Education

Campus: City Campus

Program: C5307 - Diploma of Vocational Education and Training

Course Contact: Program Administrative Officer

Course Contact Phone: 9925 4933

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

All enquiries:
Course coordinator
Mark Mossuto
ph 99254929

Peter Murphy
ph 99254343

Nominal Hours: 30

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.

Pre-requisites and Co-requisites


Course Description

This course covers the performance outcomes, skills and knowledge required to facilitate learning delivered via electronic media.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

TAEDEL501A Facilitate e-learning


1. Establish the e-learning environment

Performance Criteria:

1.1. Access, read and interpret learning strategy and learning program to determine learning outcomes and objectives to be met
1.2. Develop knowledge of group and individual learner styles and learner characteristics to support effective planning
1.3. Develop e -learning delivery plan to manage and sequence e-learning activities and events to ensure logical progression of learning content and continuity of e-learner progress
1.4. Confirm technical requirements for the e-learning environment
1.5. Trial and check e-learning resources and materials for technical glitches
1.6. Develop and document protocols for the e -learning environment
1.7. Identify and organise specific technical support needs and mechanisms for e-learners


2. Introduce e-learning

Performance Criteria:

2.1. Provide effective introduction to the e-learning environment and discuss, clarify and agree upon objectives and e-learning protocols
2.2. Establish e-learning relationship with e-learners
2.3. Initiate relationships between e-learners to support inclusivity, acknowledge diversity and enable a positive e-learning environment


3. Guide and facilitate e-learning

Performance Criteria:

3.1. Use relevant electronic tools to facilitate e-learning according to the e-learning delivery plan
3.2. Demonstrate good practice in e -learning facilitation to ensure an effective learning experience
3.3. Use relevant support mechanisms to address technical issues
3.4. Build opportunities for authentic learning, practice and formative assessment into the e-learning experience


4. Monitor e-learning

Performance Criteria:

4.1. Monitor and document e-learner progress to ensure outcomes are being achieved and individual learner needs are being met
4.2. Provide support and guidance inside and outside the e-learning environment as appropriate
4.3. Continuously monitor e-learner interaction with others and participation in e-learning activities, and intervene where necessary to maintain momentum and engagement
4.4. Maintain, store and secure learner records according to organisational and legal requirements


5. Review e-learning processes

Performance Criteria:

5.1. Conduct a review to evaluate effectiveness of e-learning delivery and facilitation
5.2. Reflect on own performance as an e-learning facilitator and document improvement plans
5.3. Identify and document recommendations for improvements in facilitating e-learning and appropriateness of e-learning systems, tools and resources, and discuss with relevant personnel for future action

Learning Outcomes

Upon successful completion of this course you will be able to:
. establish e-learning environments
. introduce e-learning
. guide and facilitate e-learning
. monitor e-learning
. review e-learning processes

Details of Learning Activities


This course is online. Activities include:

 • blog/wiki discussion and participation
• participation in online discussion boards/threads and Collaborate sessions or other webinar-type activities
• keeping an online reflective journal
• analysis/critique of relevant reading material
• individual or group projects conducted through electronic media
• peer teaching and workshop presentations
• online research

Teaching Schedule

For students who commenced February or July 2015

This course is taught over 14 sessions across semester 1 and 2. The course forms part of a cluster of 4 courses which together are referred to as the "Delivery" cluster; the other 3 units of the Delivery cluster are TAEDEL501A Facilitate e-learning, TAEPDD501A Maintain and enhance professional practice and TAELLN401A Address adult language, literacy and numeracy skills. In every session various elements will be covered from each unit in the cluster.

Note: While your teacher will cover all the material in this schedule, the order is subject to change depending on class needs.

SessionContentTAEDEL502A (Facil)TAEDEL501A (E-learning)TAEPDD501A(Maintain PP)TAELLN401A(LLN)


Overview of course content and assessment requirements. The overview will summarise and define what is meant by advanced facilitation practice, which includes the facilitation of e-learning, and advanced assessment practice and how, in both practices, language, literacy and numeracy issues are addressed.


 E1,E2,E3,E4,E5 E1,E2,E3,E4,E5 E1,E2,E3,E4,E5 E1,E2,E3

Facil: update knowledge

E-learning: understanding program and learners

Maintain PP: prepare personal work plans

LLN: identify core LLN requirements using ACSF

 E1 E1 E1 E1

Facil: remain flexible and responsive

E-learning: delivery plan

Maintain PP: model professional behaviours

LLN: identify core LLN requirements using ACSF, continued

 E1 E1 E1 E1

Facil: reflective practice

E-learning: technical requirements

Maintain PP: self-assess your skills

LLN: identify core LLN requirements using ACSF, continued

 E1 E1 E2 E1

Facil: identify environmental conditions

E-learning: protocols for online behaviour

Maintain PP: seeking input from others

LLN: determine core LLN within the training context


 E2 E1 E2 E1

Facil: consult relevant personnel

E-learning: introducing the e-learning environment

Maintain PP: create PD plan for currency as both an educator and VET practitioner

LLN: determine core LLN within the training context, continued


 E2 E2 E2 E1

Facil: review training and assessment (TAS) strategy

E-learning: establishing relationships and connecting learners

Maintain PP: observe and provide feedback to others

LLN: tools for determining LLN skills of learners


 E2 E2 E3 E1

Facil: research possible barriers to learning

E-learning: use of e-learning tools

Maintain PP: interview and provide feedback to assessors/invite feedback on your own assessment practice

LLN: tools for determining LLN skills of learners, continued


 E3 E3 E3 E1

Facil: customising TAS and resources

E-learning: supporting learners

Maintain PP: identify and engage in professional development opportunities

LLN: identifying the need for LLN specialists


 E3 E3 E4 E2

Facil: enhance learner experiences

E-learning: keeping track of progress

Maintain PP: participate in professional networks

LLN: working with LLN specialists


 E4 E4 E4 E2

Facil: acknowledge and address possible barriers to learning

E-learning: managing at a distance

Maintain PP: engaging in observation and feedback opportunities

LLN: choosing existing resources


 E4 E4 E5 E3

Facil: encourage learner autonomy

E-learning: monitoring interactions

Maintain PP: research developments and trends

LLN: applying learning support strategies


 E4 E4 E5 E3

Facil: reflect on and improve practice

E-learning: reflect on and improve practice

Maintain PP: document PD activities

LLN: monitor and evaluate approaches to LLN improvements


 E5 E5 E5 E3
14 Revision of whole cluster E1,E2,E3,E4,E5 E1,E2,E3,E4,E5 E1,E2,E3,E4,E5 E1,E2,E3

Learning Resources

Prescribed Texts

"Professional Training and Assessment" by Dan Hill, Terry Hill and Lee Perlitz, McGraw-Hill, 2013 will be the prescribed text for this course.


Other Resources

At the beginning of the course students will be directed to various web-based material and/or
electronic copies of learning resources.

Electronic resources are located on myRMIT, myStudies. 

Overview of Assessment

During the program you will complete assessment tasks which are listed, in detail, at the beginning of the course. These tasks may include :

- Professional conversation with facilitator
- Workplace based projects
- Contributions to online discussion forums

An RMIT assessment charter ( summarises your responsibilities as an RMIT student as well as those of your teachers.

Your course assessment conforms to RMIT assessment principles, regulations, policies and procedures which are described and referenced in a single document the Assessment policies and procedures manual

Assessment Tasks

To demonstrate competency in this course you will need to complete all of the following tasks to a satisfactory standard.
You will receive written feedback on all assessment tasks.

Task 1: Facilitate one complete e-learning program

Facilitate one complete e-learning program

Task 2: Two e-learning activities

Provide evidence of at least two examples of organising and facilitating at least two e-learning activities covering diverse e-learning environments.

Task 3: Online discussion boards

Contribute to online discussion boards. You will be evaluated using the following criteria:

  • frequency of reading messages and posting responses;
  • keeping to the topic with pertinent quality posts;
  • engaging in critical dialogue through responding to other student’s posts and comments

Task 4: Professional conversation

Engage in a professional conversation with your facilitator. This conversation will address the varied facilitation knowledge and skills required of you as an e-learning facilitator.

Further details of the above assessment tasks will be provided in session 1 of semester 1 via myRMIT>myStudies.

It is a requirement of the Dip VET (TAE50111) program that all assessment work be submitted electronically through the program shell in myRMIT>myStudies. You are asked to submit any workplace projects as a single Word or PDF file which must include a signed RMIT Cover Sheet; multiple project files will not be accepted.

Submission deadlines:

For students who commenced February 2015: Tasks 1-4 need to be submitted/completed by midnight Sunday June 7, 2015

For students who commenced July 2015: Tasks 1-4 need to be submitted/completed by midnight Sunday May 9, 2016

Grades used in this unit are as follows:


CA Competency Achieved
NYC Not Yet Competent
DNS Did Not Submit For Assessment

Assessment Matrix

An assessment matrix will be available in week 1 of semester 1 via myRMIT>my Studies.

Other Information

Your course involves participating in all online activities as directed by your facilitator. It is strongly advised that you do participate in order to engage in the required learning activities, ensuring the maximum opportunity to successfully complete this course.

Student Progress
Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Student program policy
You will be asked to participate in discussions with relevant teachers and your Program Co-ordinator. Such discussions may be conducted in a number of ways eg face-to-face, via telephone, using Skype or Google Hangout, etc. They are an important way of giving you feedback and supporting you by monitoring your academic progress.

Special consideration policy (Late submissions)
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension.Extension
Special consideration is an assessment adjustment for unexpected circumstances that are outside your control, which:
• have a significant adverse impact on your performance in assessment or
• prevent you from attempting or submitting the assessment. Special Consideration


RMIT appeals process is available on the Appeals webpage

Academic Integrity and Plagiarism

RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the Academic Integrity and Plagiarism policy

Course Overview: Access Course Overview