Course Title: Plan, organise and facilitate online learning

Part B: Course Detail

Teaching Period: VE 2025

Class Number: 1100

Class Section: TAEH

For flexible terms and optional semesters, a Part B course guide may have been published for the entire teaching period, or for the specific class number in which you are enrolled. If there is no Part B course guide published for your specific class number, please refer to the guide for the teaching period in which you are enrolled. Enrolment Online is the definitive source for details regarding your class enrolment.

Course Code: TCHE5959C

Course Title: Plan, organise and facilitate online learning

School: 525T Business & Enterprise

Campus: City Campus

Program: C4436 - Certificate IV in Training and Assessment

Course Contact: Jeremy Glover

Course Contact Phone: +61 3 99251485

Course Contact Email: jeremy.glover@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Nominal Hours: 40

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

Nil

Course Description

This unit describes the skills and knowledge required to plan, organise, facilitate and review learning that is delivered online, using suitable delivery methods, digital tools and existing learning resources and materials.

The unit applies to individuals who use a range of technical and training competencies to facilitate synchronous and asynchronous individual or group learning in online environments. These learners may be participating in training remotely and interacting with teachers, peers and other industry professionals by means of various electronic applications and communication channels.

No licensing, legislative or certification requirements apply to this unit at the time of publication.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

TAEDEL405 Plan, organise and facilitate online learning

Element:

1. Plan and organise online learning environment for delivery of synchronous and asynchronous learning activities

Performance Criteria:

  • 1.1 Establish learning objectives and determine online learning activities that meet them
  • 1.2 Identify individual learner characteristics to inform effective planning
  • 1.3 Identify and organise required support for foundation skill, learning and technical needs within scope of own role; and make necessary reasonable adjustments and/or access specialist support where required
  • 1.4 Develop or customise delivery plan for online learning activities to reflect learning theories and principles and suit learning needs
  • 1.5 Access and confirm technical requirements for online learning environment according to organisational policies and procedures
  • 1.6 Access and confirm communication channels and online learning resources and materials are suitable for learner

Element:

2. Introduce and establish online learning

Performance Criteria:

  • 2.1 Introduce learner to online learning environment and discuss and clarify learning objectives and protocols
  • 2.2 Establish online relationship with learner and confirm learner access to and engagement with online environment, delivery strategies and communication methods, and scheduled synchronous learning events
  • 2.3 Identify and establish practices and methods that provide a safe and inclusive environment for learners undertaking online learning activities

Element:

3. Facilitate online learning

Performance Criteria:


  • 3.1 Use digital tools and communication channels to facilitate learning according to delivery plan and learner needs
  • 3.2 Select and use facilitation practices and methods that support learner engagement and progress
  • 3.3 Use or access support mechanisms to address any technological challenges or issues
  • 3.4 Provide opportunities for interaction, collaboration, feedback, and practice in the online learning experience

Element:

4. Support online learning

Performance Criteria:

  • 4.1 Review and document learner participation and progress according to delivery plan and organisational processes, policies and procedures
  • 4.2 Provide input, support and guidance relating to online learning environment as required to meet learner needs and ensure a safe and inclusive environment
  • 4.3 Maintain, store and secure learner records according to organisational policies and procedures and regulatory requirements

Element:

5. Review online learning processes

Performance Criteria:

  • 5.1 Seek learner feedback on online learning experience and outcomes according to organisational procedures
  • 5.2 Review own performance as an online learning facilitator and effectiveness of online facilitation, and record review outcomes
  • 5.3 Discuss identified improvement opportunities and needs with required personnel, and action agreed changes according to organisational procedures

Learning Outcomes



Details of Learning Activities

Learning activities include discussions, quizzes, peer presentations, small group work, online research tasks, simulations and creating workplace documents. These activities and the participant manual form a core component of the course and many of the relevant activities will need to be completed prior to the live session each week, whereas others are done during class-time.

The learning resources and activities listed above are all accessed via "Modules" from the Canvas Course Menu


Teaching Schedule

Course Schedule. Your Trainer may need to adjust this schedule if needs be.

WeekDateTopicAssessment / Learning activities

Week 1

DAY ONE - MONDAY

F2F Intensive Workshop

(03/02/2025)

Course introduction

Introduction to online learning

  • use technology
  • Learning theories and principles
  • Trainer's role

Plan, organise and facilitate online learning

  • Identify learning requirements
  • Plan and organise online learning
  • Facilitate and support online learning
  • Review online learning

Outline, discuss and commence DEL AT01, Assessment Task 01 (online delivery)

Delivery Task 01: Plan, organise and facilitate online learning

DAY TWO - TUESDAY

F2F Intensive Workshop

(04/02/2025)

Introduction to online competency-based assessment

  • Use of technology and digital skills
  • Quality considerations
  • Assessment methods
  • Challenges and approaches

Conduct online competency-based assessment

  • Prepare to assess
  • Administer assessment
  • Make assessment decision
  • Finalise and review assessment

Outline, discuss and commence ASSM AT01, Assessment Task 01 (Online Assessment)

Delivery Task 01: Plan, organise and facilitate online learning

Assessment Task 01: Assess competence in an online environment

Week 2

Wednesday Night - Online Support Session

(12/02/2025)

Thursday Night - Online Presentation Session

(13/02/2025)

Online Support Sessions for ELA Cluster Assessments:

  • DEL Task 1 (Knowledge Questions)
  • ASSM Task 1 (Package an AQF Qualification)

DEL Assessment Task 1
Week 3

Wednesday Night - Online Support Session

(19/02/2025)

Thursday Night - Online Presentation Session

(20/02/2025)

ASSM Assessment Task 1


Learning Resources

Prescribed Texts


References


Other Resources


Overview of Assessment

Performance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

  • plan, organise and facilitate two synchronous sessions of online learning to a group of three or more learners; each session should:
  • be of at least 30 minutes duration
  • involve interaction between facilitator and learners, and between learners
  • use an electronic application that suits session objectives and learning outcomes
  • plan, organise and facilitate two different asynchronous activities for learners who form part of the above group.

In the course of the above, the candidate must ensure that:

  • online learning delivery plan is followed
  • learner support needs are identified and addressed as required, including technical and foundation skill needs
  • suitable electronic applications are used to communicate with and engage learners in the learning sessions and activities
  • online learning processes are reviewed to identify opportunities for improvement.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

  • regulatory requirements relating to planning, organising and facilitating online learning
  • key features of delivery plan for online learning, including:
  • resources and activities that support and engage learners
  • logically sequenced learning content for synchronous and asynchronous delivery that meets learning objectives
  • strategies for managing learning activities, events and communication channels
  • strategies for ensuring continuity of, and maximising, learner progress
  • organisational policies and procedures, including:
  • ethical standards and codes of conduct that apply to online learning environment
  • security protocols
  • privacy and confidentiality requirements
  • procedures for reviewing effectiveness of online facilitation
  • procedures for using required technologies and tools, including those that:
  • minimise security risks
  • monitor authentication, academic integrity and confidentiality
  • monitor learner responses and progress during online activities
  • identify and respond to technical problems that arise during delivery
  • key features, functions, uses and strengths and weaknesses of synchronous and asynchronous technology in online learning described in the performance evidence, including:
  • learning management system (LMS) or communication channel
  • electronic applications that can be embedded or used during synchronous sessions to increase engagement
  • hardware and digital tools
  • practices and methods that promote safe and inclusive learning environments, including:
  • providing learners with information that gives clear and accessible introduction to online learning environment
  • establishing strategies and protocols for inclusive and respectful peer interaction and support
  • using appropriate and inclusive language and diverse resources and methods
  • facilitation practices, including indicators of:
  • learner engagement and interaction
  • safe and inclusive online learning environments
  • learning theories and principles that apply to online contexts with vocational learners
  • strategies and processes for identifying and organising required specialist support for learners, including support relating to:
  • foundation skills, including language, literacy, numeracy, digital and employment skills
  • technical needs, including software and hardware
  • structure and content of online learning resources and materials used in training sessions and activities described in the performance evidence
  • work health and safety (WHS) requirements relating to own role.


Feedback

Feedback will be provided throughout the semester in class and/or online discussions. You are encouraged to ask and answer questions during class time and online sessions so that you can obtain feedback on your understanding of the concepts and issues being discussed. Finally, you can email or arrange an appointment with your teacher to gain more feedback on your progress.

You should take note of all feedback received and use this information to improve your learning outcomes and final performance in the course.


Assessment Tasks

Students enrolled in Vocational Education and Training qualifications are assessed for Competency. To be assessed as competent means a student has consistently demonstrated the required knowledge and skills at a standard expected in the workplace.

To be assessed as Competent in this course, you will need to complete each assessment task to a satisfactory standard. You will receive feedback from the teacher at the conclusion of each assessment task.

You should refer to the assessment brief which is available through Canvas for full assessment criteria and due dates.

Due Dates are provided in both the Syllabus tab and the Assignments tab in Canvas

Results

Results that apply to courses that are delivered and assessed in accordance with competency-based assessment are:

CA: Competency Achieved
NYC: Not Yet Competent

Assessment Tasks

These two units are twinned for delivery and assessment

Plan, organise and facilitate on-line learning

Assess competence in an online environment


Assessment Matrix

The Assessment Matrix demonstrates alignment of assessment tasks with the relevant unit of competency. These mapping documents are available

through Program Administration if required.

Other Information

Attendance:

Your learning experience will involve class-based teaching, discussion, demonstration and practical exercises

It is strongly advised that you attend all timetabled sessions. This will allow you to engage in the required learning activities, ensuring you the maximum opportunity to complete this course successfully.

Information about your studies:

You can access My Studies through the RMIT website for information about timetables, important dates, assessment dates, results and progress, Canvas etc.

https://www.rmit.edu.au/students

Assessment:

Information on assessment including Special consideration, Adjustments to assessment, (eg. applying for an extension of time):

https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment

Academic Integrity and Plagiarism:

RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the website for more information on this policy.

https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/academic-integrity

Credit Transfer and Recognition of Prior Learning:

Credit transfer is the recognition of previously completed formal learning (an officially accredited qualification).

Recognition of Prior Learning (RPL) is an assessment process that allows you to demonstrate competence using the skills you have gained through experience in the workplace, voluntary work, informal or formal training or other life experiences.

Please speak to your teacher if you wish to discuss applying for Credit Transfer or RPL for the unit(s) of competency addressed in this course.

https://www.rmit.edu.au/students/student-essentials/enrolment/apply-for-credit

Course Overview: Access Course Overview