-57150318770 Project Portfolio
991748285115
-57150318770 Project Portfolio
TAELED803 Implement improved learning practice
0 Project Portfolio
TAELED803 Implement improved learning practice
Contents
TOC o "1-3" h z t "RTO Works Heading 1,1" Section 1: Evaluation and planning PAGEREF _Toc84418707 h 6Section 2: Testing and advocating PAGEREF _Toc84418708 h 10
Student name: Assessor: Date: Organisation you are basing this project on: Relevant qualification, skill set or unit:
Section 1: Evaluation and planningDescribe the organisation and the course you are basing this project on. Describe the cohort of learners you are basing this project on. Provide an overview of current training and assessment practices.
What learning materials are being used?
What training techniques are being used?
What assessment methods are being used?
What other resources and equipment are being used?
How is technology currently being used?
You will need to attach the current Training and Assessment Strategy (TAS) as part of your evidence. How are you going to conduct observations and an analysis of your learner cohort?
This must include:
Their interests, abilities, relationships and any contextual needs.
Their unique learner styles and how appropriate the current learning methods are for them.
This will involve data collection and building learner profiles.
Attach your evidence once you have completed your observations and evaluations. Evaluation of advances in learning practices
What advances in practice have you researched?
How do these advances specifically apply to the course you are basing this project on?
How these are being implemented by other organisations.
List your sources. Evaluation of technology
What is the role of technology in this industry area?
What is the impact of new technologies on learners and training techniques and how this could be incorporated into your learning environment? Provide an evaluation for how new learning practices can be introduced for your chosen course and cohort in a way that will ensure learning practice still reflects the qualification requirements.
What are the requirements that must be met and how can you ensure this when introducing changes? Why should changes be incorporated?
When was the strategy last reviewed and why is there a need to review and challenge existing practices? Planning
Summarise the changes you are going to make to learning practice for the current course along with your reasons why you have chosen to this.
Include details of how you have considered:
Learner styles, needs and preferences
Technology
Advances in contemporary practice
Qualification requirements.
Make a copy of the TAS and work your changes into the copy.
Attach as evidence. 61859414351000 Attach: Current Training and Assessment Strategy (TAS)
Evidence of observations and data collection analysis of learners and their needs (videos, surveys, learner profiles you have developed etc.)
Revised Training and Assessment Strategy (TAS)
Section 2: Testing and advocatingTesting approaches used
Outline how you tested changes to learning practice based on your planning in Section 1.
Include details of testing and trials that took place, participants, timeframes, successes and failures.
Attach evidence of testing conducted (videos, documentation, modified resources etc.) Discuss the resources you used during this phase.
How did you source them and how did you ensure they were available? Results
Summarise the results of your testing and what youve learned.
How was the learning improved? What were the comments of the trial participants?
Attach evidence (surveys / feedback forms / data collection) Advocacy
Outline how you advocated for improved learning practice and acted as a mentor to your colleagues.
How did you share your knowledge and experience with others to develop improved practice?
Attach evidence. 61859414351000 Attach: Evidence of testing (videos, documentation, modified resources etc.)
Evidence of results (surveys/data/graphs/feedback)
Evidence of advocacy and mentoring (article, blog, vlog, video, presentation etc).
ABC College
BSB80120 Graduate Diploma of Management (Learning)
BSB80120 Graduate Diploma of Management (Learning)
38354011430
TRAINING AND ASSESSMENT STRATEGY
This document is an explanation of the course design and delivery at ABC College. It is used by our internal departments and trainers and assessors to understand how the course is delivered at our College.
RTO Name ABC International College
RTO Code 4000
Training Package Code BSB
Training Package Title Business Services Training Package
Version (Release) of Training Package Status Current X
Release 1 (October 2020) Superseded
Qualification Code BSB80120
Qualification Title Graduate Diploma of Management (Learning)
Delivery Period 78 weeks delivery / 54 teaching weeks
Contents
DOCUMENT MANAGEMENT AND APPROVAL3QUALIFICATION RULES4397827522415500BSB80120 GRADUATE DIPLOMA OF MANAGEMENT (LEARNING) PACKAGING RULES4BUSINESS SERVICES TRAINING PACKAGE BSB V7.05CONSULTATION51017059149779INTERNATIONAL STUDENT PROFILE7ENTRY REQUIREMENTS7RECOGNITION OF PRIOR LEARNING (RPL) & CREDIT TRANSFER (CT)7COURSE DESIGN AND STRUCTURE8DELIVERY SCHEDULE8COURSE DURATION, AMOUNT OF TRAINING AND VOLUME OF LEARNING8ENROLMENT PERIODS (COURSE DURATION FOR OVERSEAS STUDENTS)10RATIONALE FOR THE VOLUME OF LEARNING AND AMOUNT OF TRAINING10DELIVERY STRATEGY11LOCATION OF COURSE DOCUMENTS11THE BLENDED DELIVERY APPROACH11RESOURCES14COLLEGE FACILITIES AND EQUIPMENT14LEARNING AND ASSESSMENT MATERIALS14ASSESSMENT STRATEGY15ASSESSMENT APPROACH15ASSESSMENT METHODS AT QUALIFICATION LEVEL15RETENTION OF ASSESSMENTS AND RECORDING OF RESULTS16EDUCATION SUPPORT AND ADJUSTMENTS FOR COVID-1917ASSESSMENT VALIDATION18A CONTROLLED ASSESSMENT SYSTEM18TRAINERS AND ASSESSORS19PATHWAYS19QUALITY ASSURANCE COURSE MONITORING AND EVALUATION201017059-2867720Document management and approval
The document is maintained by the Academic Manager. This document is approved by the CEO.
Version Control History
Date Changes Version
January 2021 Updated training package release 1 BSB7.0 V3.0
May 2020 Initial document V1.0
April 2020 Draft V0.0
Qualification rules
BSB80120 Graduate Diploma of Management (Learning)
1017059730422Description: This qualification reflects the roles of individuals who apply highly specialised knowledge and skills in the field of organisational learning and capability development. Individuals in these roles generate and evaluate complex ideas. They also initiate, design and execute major learning and development functions within an organisation. Typically, they would have full responsibility and accountability for the personal output and work of others.
This qualification may apply to leaders and managers in an organisation where learning is used to build organisational capability. The job roles that relate to this qualification may also include RTO Manager and RTO Director.
Occupational titles suited to our choice of electives may include:
general manager human resources
director, workforce planning and development
manager, learning and change management
manager, learning and development.
Packaging rules
To achieve BSB80120 Graduate Diploma of Management (Learning)
8 units must be completed
3 core unit plus 5 elective units
2 units must be selected from the elective units listed below
the remaining 2 units may be selected from the elective units listed below or any other currently endorsed training package or accredited course at Advanced Diploma or above.
Industry consultation has informed the unit choice
ABC has asked industry representatives about the skills requirements for these roles and done research into occupation trends. This is explained in more detail in the next section.
159575539560500The following units are the choices made by ABC College.
Unit Code Unit Title Core/Elective
BSBHRM613 Contribute to the development of learning and development
strategies Core
BSBLDR811 Lead strategic transformation Core
TAELED803 Implement improved learning practice Core
BSBSTR801 Lead innovative thinking and practice Elective
BSBINS603 Initiate and lead applied research Elective
BSBHRM611 Contribute to organisational performance development Elective
BSBCRT611 Apply critical thinking for complex problem solving Elective
BSBLDR812 Develop and cultivate collaborative partnerships and relationships Elective
Business Services Training Package BSB v7.0
The release of the Business Services Training Package v7.0 in October 2020 is a major project for the industry, and the Skills Service Organisation for the business sector - PWCs Skills for Australia.
ABC has undertaken a full review of our business and management courses to understand the changes and improvements to the qualifications we offer from the business services training package.
This review and implementation exercise is ongoing and includes:
Participation in information sessions and related professional development provided by
101705951227PWCs Skills for Australia.
Analysis of the qualification rules, unit of competency details and assessment requirements
Analysis of the implementation guides
Consultation with ABC trainers and assessors who maintain currency in industry and have in- depth knowledge of unit details.
Meetings and guidance including professional development for ABC managers, trainers and assessors from external VET consultants who are focusing on BSB v7.0 implementation matters and transition management.
Meetings and planning for the changes to resources and the Learning Management System (Moodle) that must be undertaken for each course and unit for BSB v7.0 implementation.
Specific transition management planning for courses, groups of overseas students who are our primary cohort.
After undertaking this stakeholder research and getting this input, we have then gone out to industry to confirm our course design and delivery model. We are building on the strengths of our current Graduate Diploma course, the expiration of the Graduate Certificate course and removal of that course from our program in 2021.
Consultation
This course only commenced in late 2020 and has not been delivered in full at this stage of review. The design of the course and its delivery is in initial phase and being trialled and improved.
ABC College identifies different stakeholders who provide management with informed comment on the course and industry expectations. The input we request varies depending on the type of review we are undertaking with the stakeholder and their area of expertise.
The stakeholders we consulted are:
Seek.com.au as a source of job advertising sampling that indicates skills and selection criteria expected from Australian employers
Business people in management and learning and development roles in Australian companies and in registered training organisations.
Learning and development professionals in Australia
Marketing agents who promote Australian education overseas and represent the College
VET compliance and assessment consultants engaged to review strategy and compliance against the Training Package.
Trainers/assessors who currently train in this course and also work in industry
Content experts engaged to develop, review and improve the learning and assessment content.
The ongoing consultation process involves:
Interview and written comment using the Industry Consultation form
Specific consultation through emails and surveys with industry representatives
Review of overseas marketing trends and demands for Australian qualifications
Meetings and feedback with Trainers/assessors Students??
Meetings and work with resource developers and external education experts
Meetings and internal auditing exercises between managers and VET consultants
80962514351000
Evidence of this consultation and engagement with our stakeholders
We are required to maintain evidence of this input. The location of this evidence is as follows:
Samples of job advertising for learning and development and education
management roles
Meeting records with industry representatives
Circulation of TAS to trainers and external content experts with their reports or review notes on file
Records of commercial resources research and meeting with representatives
to identify best fit
materials from external content provider.
Planning meeting minutes and records of resource research to identify best fit materials and the customization of materials from external content experts
Meeting minutes after the course and strategy has been trialed
Email communications through the Academic Manager or CEO to seek specific input or confirm feedback or review opinions.
Quality indicator learner surveys with analysis by the Academic Manager reported to management that has actions flowing from this feedback
Attendance of peak body events by CEO and Academic Manager.
International student profile
We are recruiting international students to this course. They are both offshore and onshore. This is a profile of the type of student we are anticipating will be enrolled in the course.
a student expecting, on completion, to either return to home country to work in the field of Business Management and Learning Management OR
The students undertaking a Graduate Diploma at ABC are expected to have successfully completed:
1017059107868An Australian VET qualification at Advanced Diploma level OR
An Australian or overseas Tertiary level course such as a Bachelors level degree
With previous study experience, they are expected to have learnt skills and knowledge relevant to business management and leadership study prior to entering this course.
they are expected to be a non-native English speaker with an English language level of Upper- intermediate
they will hold a student visa
Entry requirements
International students must be 18 years or older and provide evidence to demonstrate both academic and English language entry requirements as follows:
Academic Requirements:
Successful completion of Year 12 or equivalent; or other relevant school qualification/s
and
Successful completion of a VET qualification in Australia at Diploma level OR Successful completion of an Australian or overseas Tertiary level course such as a Bachelors level degree
English Language Requirements:
Academic IELTS 5.5 overall, no less than 5.0 in each band, or upper intermediate, or EAP from approved ELICOS/ESL centre
Any AQF qualification at the Diploma level or above in any discipline area delivered and assessed in English only will be deemed as meeting the English language entry requirements.
ABC College offers the option of enrolment in a package of courses. Where a package of courses is taken up at enrolment, the student is informed that a full qualification at the lower AQF level is expected as a condition on progressing to the next course. This is a pathway model.
The majority but not all students entering the Graduate Diploma of Management (Learning) at ABC will have completed a Diploma of Leadership and Management (or other VET Business, ICT or Accounting Diploma) from ABC or another College.
Recognition of Prior Learning (RPL) & Credit Transfer (CT)
RPL and credit transfer (CT) can be applied for at the time of enrolment or during orientation and the original or certified copy must be provided. A fee is payable for assessing the RPL status or processing credit transfer. If credit is granted, international students may have their course and visa shortened.
Course design and structure
We selected the required 8 units of competency
Each unit is stand-alone and has no entry requirements or pre-requisite units
The intakes for this course are at the start of each block.
The units are delivered as follows in the table below. As adult learners, the students will build a body of knowledge about Australian management models and learning and development practice through the course. But they are not required to complete the units in the term sequence. Students can start at any intake date without disadvantage.
1017059129310See the delivery schedule that follows for the arrangement of units.
Delivery schedule
Term Weeks Units of competency Total Amount of Training (AOT)
hours F/F delivery INCLUDING
Assess F/F
15 SCH P/W Online delivery
5 SCH P/W
Term 1 Block A 1-4 BSBCRT611 Apply critical thinking for complex problem solving 80 hrs 60 hrs 20 hrs
Term 1 Block B 5-9 BSBLDR812 Develop and cultivate collaborative partnerships and relationships 100 hrs 75 hrs 25 hrs
Break 3 weeks Resubmit and re-sits Term 2 Block A 1-4 BSBHRM611 Contribute to organisational performance development 80 hrs 60 hrs 20 hrs
Term 2 Block B 5-9 BSBHRM613 Contribute to the development of learning and development strategies 100 hrs 75 hrs 25 hrs
Break 4 weeks Resubmit and re-sits Term 3 Block A 1-9 BSBINS603 Initiate and lead applied research 180 hrs 135 hrs 45 hrs
Term 3 Block B Break 3 weeks Resubmit and re-sits Term 4 Block A 1-9 BSBSTR801 Lead innovative thinking and practice 180 hrs 135 hrs 45 hrs
Term 4
Block B Break 6 weeks Resubmit and re-sits Term 5 Block A 1-9 BSBLDR811 Lead strategic transformation 180 hrs 135 hrs 45 hrs
Term 5
Block B 3 weeks Resubmit and re-sits Term 6 Block A 1-9 TAELED803 Implement improved learning practice 180 hrs 135 hrs 45 hrs
Term 6
Block B 4 weeks Resubmit and re-sits See Appendix A: Amount of Training and Volume of Learning calculation- detail table
See Appendix B: Unit of Competency Assessment Plan table for hours used face to face to conduct assessment
Course duration, amount of training and volume of learning
This is a course registered on the CRICOS for 78 weeks. The weeks include holiday breaks.
The annual calendar consists of 4 terms each (as explained earlier in this document)
Each term is 9 weeks and offers 1 or 2 units
This course is delivered across 6 terms.
Each term is followed by a term break of 3 or 4 weeks or 6 weeks at the end of year depending on the time of year. (See Intake Dates Spreadsheet)
1017059392630Calculation of hours table
Amount of training
Course 8 units across
6 terms Programmed 20 scheduled contact hours per
week 180 hours per term
Faceto-face delivery
(Scheduled contact hours) 600 hours 15 hours face to face learning or assessment
per week (54 weeks)
Faceto-face conduct of assessment
(Scheduled contact hours) 210 hours Online learning delivery in eSpace
(Scheduled contact hours) 270 hours 5 hours online learning per week (54 weeks)
Amount of training total 1080 hours These are the scheduled contact hours
Additional hours contributing to volume of learning
Self- directed study in own time. 324 hours Average 6 hours per week (term time)
Extra time self-managed by student
Assessment tasks in own time 240 hours Average 30 hours per unit (8 units)
Additional hours total 564 hours
BSB80120 Graduate Diploma of Management (Learning)
Volume of Learning TOTAL 1644 hours (1080 + 564)
AQF Volume of Learning A Graduate Diploma level qualification at AQF8 has VOL
recommended between 1200 2400 hours
CRICOS duration 1.5 Years (Up to 78 weeks)
NOTE: See the target group description and entry requirements in this strategy document.
The students are NOT new entrants commencing this AQF8 Graduate Diploma level qualification,
but Diploma or Advanced Diploma VET and higher education degree graduates.
See Appendix A: Amount of Training and Volume of Learning calculation- detail table
See Appendix B: Unit of Competency Assessment Plan table for hours used face to face to conduct assessment
Enrolment periods (course duration for overseas students)
All students enrolled in the BSB80120 Graduate Diploma of Management (Learning) will complete 8 units over 6 terms as explained above. The course is registered on the CRICOS for up to 78 weeks.
Academic Planning - Related documents that support and explain the timetabling and hours:
Appendix A: Amount of Training and Volume of Learning calculation- detail table
Terms dates
1017059207918 Advanced Diploma of Leadership and Management timetable
Intake spreadsheet Business program
RTOM timetabling set up and reports
Rationale for the Volume of Learning and Amount of Training
The AQF Volume of Learning for a Graduate Diploma level qualification is 1200-2400 hours.
Volume of learning is recommended hours for a new learner coming into an AQF level of study. Skyline International College is guided by the ASQA Fact Sheet on Amount of Training and Volume of Learning in its explanation and calculation of hours.
The overall volume of learning for this course and this target group is 1644 hours.
The rationale for these hours is as follows:
The target cohort has completed relevant Diploma and/or Advanced Diploma level VET study or a Graduate Certificate in Management area and/ or Tertiary study at a higher education institution at Bachelors degree level prior to commencing this Graduate Diploma. This is an entry requirement.
The target cohort may be entering this course in a pathway packaged program at ABC prior to commencing the Graduate Diploma.
We assume that they will:
Have recent experience studying full time in a VET or tertiary environment in Australia
Have experience and the ability to do individual study outside of class hours
Have underpinning knowledge and practical skills in business relevant subjects and theory that contributes to their capacity to study at Graduate Diploma level with some assumed knowledge.
Be able and prepared to study in a blended learning delivery model at this Graduate Diploma which involves classroom learning and online learning and self-study then project work.
Have recent experience or be able to learn to use an online learning platform to study each unit, submit assessments and communicate with the trainer.
This assumes the students have the capacity to:
supplement their study in their own time for 6 hours per week
work on the project-based assessments in their own time for an indicative 30 hours per unit
The total amount of training is 1080 hours.
This is calculated as follows:
There are 54 weeks of full-time study.
Each week has a structured program of learning scheduled for 20 contact hours.
The 20 hours per week is a blend of face to face and online learning using ESpace
The face-to-face learning is scheduled for 15 hours per week
The online learning is scheduled for 5 hours per week
The delivery section that follows explains more about how the units are delivered.
The assessment section that follows explains more about how and when assessment is conducted. This is not counted in amount of training hours.
Delivery Strategy
In this section of the strategy document, we describe the teaching and learning approach at a high level which is why it is called a strategy, then refer the reader and, in particular, our trainers and assessors to the practices and practice documents.
101705943098The practice documents are set out in a systematic design that supports the trainer, the assessor and the student. Managers working on compliance and how the course will meet the training package requirements will also use the practice documents.
Location of course documents
The Academic Manager manages the folders and files on the ABC server.
The Moodle a learning platform is the primary source of the teaching and assessment documents.
Trainers may have their own folders of documents that are used to teach units using supplementary materials.
Textbooks and other reference materials Are kept on the server and in the Trainers room.
The blended delivery approach
SIC uses Moodle as the primary source location of all teaching materials and assessment materials.
Moodle
Moodle is the primary source of learning content for trainers
Each unit is set up in the Moodle platform with a trainer area (access limited) The trainer access includes documents that can be edited by the trainer:
The unit description information
Unit introduction
Unit outline
Unit learner guide and powerpoint slides (master files)
Unit activities with model responses for trainers to use as guidance in teaching
Assessment tasks
Assessment task model answers or guidance for marking
Recording templates
Every trainer teaching and assessing at SIC must complete the following:
Skyline International College general staff induction (for the College operations, policy and VET courses)
Moodle User Guide reading and discussions with the VET coordinator.
This is a customised manual for trainers explaining how to use the platform for teaching, conduct and marking of assessments.
Moodle at Unit level Trainer section for specific guides and resources for teaching and assessment marking.
Microsoft Office 365 tutorial videos for team leaders and facilitators using TEAMS for groups and collaboration.
The following explanations of the delivery and assessment strategy for this qualification must be read by the trainer.
When a trainer commences the course with students, he/she explains that units are planned to provide 20 hours which are their schedule contact hours per week in the course during term time.
The trainers explain that the delivery is called structured blended delivery of training and that most of the content is housed in Moodle. A unit outline is provided that sets out how the unit will be delivered and completed by the student over the allocated weeks/hours. This is a guide and reference for both trainer and student.
15 hours per week is scheduled contact hours in face-to-face delivery
15 hours per week is offered as face-to-face learning led by the trainer. This is conducted as follows:
101705929383DAY -2 days a week for 7.5 hours face to face on campus in a classroom lead by the trainer.
OR EVENING -3 evenings a week 5 hours face to face on campus in a classroom lead by the trainer.
The trainer accesses the central repository of learning content in the Moodle platform and extra resources including equipment when required,
The trainer will teach the unit and deepen the students knowledge of topics through a range of teaching and learning methods. The materials are supplied or can be additional material preferred by the trainer. Referring to Moodle, the trainer directs students to the readings, PowerPoint slides, and learner workbook references that cover the unit.
There is more content in each unit than can be covered in class time. So, the trainer will guide the student and expect the student to use Moodle to deepen their understanding of knowledge requirements and practice through revision and learning activities.
Using Moodle in classroom time
During the 15 hours of classroom time each week, it is expected that student will be active in Moodle under direction of the trainer. This is where the teaching and content is housed and where the trainer will go to access the PowerPoint slides and video etc. used in class. By using Moodle in class, the trainer is guiding the students to the resources and the students are gaining confidence in the navigation of the site and location of specific tasks set by the trainer. If not completed in class, student can complete in their own self-study time which is about 2 hours per week and the students will know what to do and save within Moodle
Face to face classroom hours provide opportunities for practice
Depending on the unit, trainers will set up time during face-to-face hours for students to practice. Practice can mean a range of activities such as:
Group work and oral work simulation work situations
Discussion exercises around scenarios and case studies
5 hours per week is scheduled contact hours in Moodle It is structured online delivery
The trainer explains the learning activities that must be completed each week in the 5 hours allocated to self-directed learning in this blended mode through Moodle. Students complete the study in Moodle on their own outside of the set classroom hours. Students will be expected to have completed this online learning to keep up with the class work.
Checking for progress and completion of the 5 hours per week online learning
The trainer checks Moodle for activity and this confirms participation in the platform.
The trainer uses the start of each classroom day and relevant points in topic teaching within session time to check Moodle activities have been done and understood.
This is tracked as follows:
Students will log in and complete readings and activities.
Trainers access the activity logs for a report on each students completion of learning activities and tasks in Moodle.
Trainers and Administration staff access the activity logs for a report on student time spent in the Moodle.
Students complete their 25% or 5 hours per week of structured learning in Moodle individually but as this is learning, they can collaborate with other students prior to individual assessment. Case studies are expected to be discussed as follow up in class.
101705931542The trainer will use probing questions that draw out the topics covered in the online learning for that unit
/ week/ day/ topics (whatever is relevant) to also verify completed online learning.
Conduct of assessments tasks in the face-to-face hours by the trainer
Once theory and learning is completed, the trainer/assessor will use some face-to-face time for assessment. Some components of the assessment tasks will be completed in class because simulated business environments must be used and observations may be required. The in-class assessments may include setting up and presenting business scenario role plays or communications and giving presentations based on the project tasks.
There is considerable instruction for both student ad assessor on the conduct of assessment within the assessment tasks.
This blended delivery model affirms that students:
Use the trainer as a facilitator and guide
Access consistent topic content and theory
Reinforce the learning through class based and online activities
Complete learning activities in Moodle that are captured in gradebook records
Apply theory and skills in class through a range of learning activities such as role plays, group work, practical demonstration managed and noted by the trainer
Move to assessments in a planned and structured approach
Trainers confirm and report on their preparation for teaching every unit using classroom then Moodle To ensure that ABC trainers understand the Moodle course design and the suite of resources including assessments that are in available in Moodle, ABC has introduced a unit preparation check. ABC requires each trainer to complete the Term/unit Readiness Report. This must be done prior to the term or unit start date.
The Term/unit Readiness Report is submitted to the Academic Manager and retained on file. Trainers will have this input to the course and be responsible and aware of their responsibilities to deliver the required amount of training and the conduct of the assessment following our systems and using our documents.
Self-directed study in students own time:
The students are presented with a large volume of learning material and extension learning in class then in Moodle. As the units are completed within two or three weeks, it is expected at least in the early terms of study as confidence builds, that students will do further study in their own time to understand the topics and prepare for the assessment projects.
Resources
College facilities and equipment
Classrooms with data projectors, related resources and equipment
Multimedia enabled classrooms with computers and student laptops
Moodle platform
Microsoft TEAMS for synchronous streaming of classes
1017059-77103The administration staff and trainers and assessors require access to technology and software to conduct and manage the course. This includes:
Computer (PC or Macintosh) with current operating systems
Access to the Moodle platform
Access to TEAMS as administrators
Web browsers recommended Google Chrome or Firefox
Printer
Scanner
Software programs to support the online learning such as:
Messaging programs for communication with groups
Office 365 including Microsoft teams
Onedrive
Linkedin Learning
Learning and assessment materials
Trainers completes the Term/unit Reediness Report. This must be done prior to the term starts.
All trainers/assessors have access to Moodle to use:
Training package information on www.training.gov.auLearning materials in master folders on server and cloud storage including:
Training and Assessment Strategy
Course textbook and related in eSpace resources
PowerPoint presentation
Assessor Kits (Assessor Guide)
Student Assessment Kit (Student assessment Guide and Student Assessment Workbook)
Templates
External resources for teaching and library research
Computers in classrooms.
All students have access Moodle to use:
Unit outline
PowerPoint presentation
Learning material for each unit
Learner activities
Extra reading / extension references
Student Assessment Kit (Student assessment Guide and Student Assessment Workbook)
Links to external resources for research
Students will have access to College computers in classrooms.
Assessment strategy
Assessment approach
The College provides assessment for each unit of competency in Moodle. This contains detailed information at commencement of each unit on the specific assessments tasks to be completed by students. The assessment tasks documents are controlled documents in the server and in the online learning platform and accessible at all times by students, trainers and administrators in Moodle.
101705923678Assessment
The assessments make up 100% of the course formal assessment and consist of a range of assessment methods and tasks.
Assessment methods at qualification level
In this qualification, assessment relies on the following methods with supporting assessment process documents to ensure the principles of assessment are met and the rules of evidence are addressed. There are two main assessments methods:
Knowledge questions/tests
Projects.
Report
Within the Projects there may be a number of tasks and methods used to gather evidence of competency such as:
Web based research and reports
Scenarios and case studies
Practical demonstrations observed by the Assessor
Business simulations
Presentations observed by the Assessor
Students understanding of the assessments
Students have received the unit outline for each unit at the start of a unit. This contains information about the assessment methods and assessment tasks.
Students have been informed of separate policy and procedure and guidelines for students in their handbooks on the conduct of assessment, plagiarism, cheating and other policies around conduct of assessment.
Moodle also has instructions to students using standardised wording so that the student will understand the procedures around assessment submission, marking, feedback and more from the beginning of a course.
Conduct of assessments tasks in the face-to-face hours
Within the 15 hours per week face to face and at the relevant point in time, assessment tasks will be conducted. The assessment is undertaken by the students and supervised by the trainer.
Assessments are advised in advance, and preparation is done before the assessment due date.
Students at Advanced Diploma level must be undertaking assessment tasks in their own time outside of face-to-face hours to get the work completed. However, some components of the assessment tasks will be completed in scheduled face to face sessions. This includes setting up and presenting business scenario role plays or communications and giving presentations based on the project tasks.
Assessment is managed through the Moodle platform.
There is considerable instruction for both student and assessor on the conduct of assessment within the assessment tasks.
reference to the Appendix B Unit of competency Assessment plan table
Work on assessment tasks in own time:
1017059370758Students in a Graduate Diploma level course should expect to allocate an average of 30 hours per unit working independently on their assessments outside of classroom time.
Retention of assessments and recording of results
Assessments are uploaded and saved in the learning management system eSpace or stored hard copies in storage as per retention policy.
Assessors are required to mark completed assessments within one three weeks after the end of the timetabled period.
Marking is likely to occur at the end of each block.
Assessment tasks results and feedback are captured in eSpace and gradebook and available for students to view by student portal in Moodle or provided to students in class.
The final unit of competency results will be entered into RTOM and is available for students in RTOM student portal.
Student services staff can provide results information.
Completed assessments are retained for 6 months from the end of the term.
Assessment results are retained in the database for 30 years as per ASQA data provision and retention of assessment requirements.
Education support and adjustments for COVID-19
10170591180003The Student services staff and Trainers will provide regular contact with the student including:
Administration /
Student Services Trainer
Recording attendance in scheduled face to face
hours/ sessions ( classroom)
Under reasonable adjustments conditions for approved students and sessions- the recording of attendance in scheduled face to face hours/
sessions (TEAMS )
Recording attendance and completion progress in Moodle online learning activity as per the
scheduled contact hours /sessions
Monitoring submission due dates and uploading of assessments and marking of assessments
through class and through Moodle
Communication by messages, email, phone and
in person
Answering administrative queries Answering learning or content queries in person or by messaging or email
We offer education support and allow for flexibility and fairness in both teaching and assessment.
Adjustments can be made for students under the following conditions:
Where the student is impacted by health issues or medical circumstance, including COVID-19 and cannot attend face to face classroom sessions
Where studying in English as a second language is proving difficult and the student requests more support.
Where the student meets entry requirements but needs additional support for specific identified physical or intellectual disabilities
Scheduled face-to-face sessions will be offered through TEAMS streaming
For individual students circumstances, the trainer can approve and provide the following:
Individual can be invited to groups and classes in TEAMS
The face-to-face sessions at the regular timetable and led by the trainer are opened for viewing through TEAMS in synchronous sessions
The Trainer will acknowledge the students participating in sessions through TEAMS and
The Trainer will record their attendance in scheduled sessions
The students login and participation will be captured in the TEAMS data
This education support model has been established to allow for the COVID-19 pandemic conditions in 2020 and will continue if required to allow for unforeseen circumstances and student education support.
Education support including LL&N support and adjustments for learning
LLN support and reasonable adjustments may include:
Extra time to complete learning activities
Use of second language dictionaries in class
Oral interviews that can substitute for some written work
Technology adjustments
Support around technology skills may include:
1017059177661Allowing use of adaptive technology supplied by the student
Allow extra training on technology in practice environment
LL&N support and adjustments for assessment
LLN support and reasonable adjustments may include:
Extra time to complete some assessment activities (due date extensions)
Access to tutoring and re-sits in term break if approved under course progress & intervention policy by the Academic Manager
Oral instructions for an assessment where the language may be complex
Oral conduct of assessment where appropriate and valid
Re-submit and re-assessment as explained in student handbook
Related policies and procedures
See also the Training and Assessment Policy
Student Orientation (for the students, presented by the Academic Manager or student services staff)
Assessment validation
The College has assessment validation policy and procedures across the RTO. Quality in assessment is managed through the following processes:
A controlled assessment system
There is a validation schedule for the qualification
We use consistent learning materials and assessment tools
All assessments are on Moodle and controlled documents
We have reviewed the mapping of the assessments to the units of competency.
We have assessor guides with instructions and model answers at task level.
We retain all assessment items submitted by students on file and the server as per ASQA general direction and use these samples for validation.
Related policies and procedures and evidence
Validation Policy
Validation schedule
Validation records
This validation is recorded as part of our quality assurance system
Trainers and assessors
The trainers/assessors for the course are listed on the Trainer and Assessor Register. Each completes and maintains their details in the Skills Matrix.
All trainers are required to have the qualification TAE40116 Certificate IV in Training and Assessment
or its successor or
TAE40110 Certificate IV in Training and Assessment plus the following units:
1017059151175TAELLN411 (or its successor) or TAELLN401A, and
TAEASS502 (or its successor) or TAEASS502A or TAEASS502B or
a diploma or higher-level qualification in adult education.
Trainers will have relevant tertiary, VET and specific industry qualifications that in combination will demonstrate qualifications to teach and assess at the unit of competency level in competency mapping tables on file.
Trainers are required to demonstrate a work history and current experience in industry in their teaching area of expertise. This experience is confirmed in a resume and references.
Trainers must maintain their currency with industry and knowledge of the VET system in professional development logs. Individual professional development plans will be maintained in the Human Resources staffing folders and updated annually.
The College will offer internal professional development opportunities in relevant topics.
Related policies and procedures and evidence
Human resources policy
Trainer matrix
Human resources individual files
Trainer professional development logs and plans
Records of trainer meetings and communications through the Academic Manager
Pathways
Pathways into this qualification have been explained in the sections:
Entry requirements
RPL and Credit Transfer
Pathways from BSB80120 Graduate Diploma of Management (Learning) are on a case-by-case basis as this is already a postgraduate course.
Under mutual recognition, the Qualification or Statement of Attainment awarded by ABC College will be recognized by other RTOs Australia wide
Quality assurance course monitoring and evaluation
The course is evaluated on an ongoing basis through information gathered using:
results of assessments
informal feedback/complaints and assessment appeals from students
Based on the data collected, adjustments are made to the course and this Training and Assessment Strategy and practice documents to improve the experience and outcomes for our students.
This monitoring and review is recorded as part of our quality assurance system
Related policies and procedures and evidence
Quality assurance policy and procedures and QA compliance records
Training and assessment policy
Validation policy and schedule and records
Complaints and appeals policy and procedures and register
Trainer and assessor meeting records
Feedback policy and procedures, templates and outcomes reported to management
Changes to strategy (TAS) course implementation, changed to Moodle- the online learning platform
10170591727266Appendix A: Amount of Training and Volume of Learning calculation- detail table
BSB80120 GRADUATE DIPLOMA OF MANAGEMENT ( LEARNING)
Delivery Schedule and detail calculation of unit hours (AOT and VOL)-Detail
BSB80120 Term Weeks Units of competency Number weeks Total Amount of Training (AOT)
hours F/F delivery Online delivery F/F Assess Self study extra own Assess tasks own time TOTAL (VOL)
15 SCH
P/W 5 SCH
P/W Hrs/unit 6 Hrs week Hrs /unit Per unit
Term 1 Block A 1-4 BSBCRT611 Apply critical thinking for complex problem solving 4 80 45 20 15 24 30 134
Term 1 Block B 5-9 BSBLDR812 Develop and cultivate collaborative partnerships and relationships 5 100 55 25 20 30 30 160
Break 3 weeks Resubmit and re-sits Term 2 Block A 1-4 BSBHRM611 Contribute to organisational performance development 4 80 45 20 15 24 30 134
Term 2 Block B 5-9 BSBHRM613 Contribute to the development of learning and development strategies 5 100 55 25 20 30 30 160
Break 4 weeks Resubmit and re-sits Term 3 Block A 1-9 BSBINS603 Initiate and lead applied research 9 180 100 45 35 54 30 264
Term 3 Block B Break 3 weeks Resubmit and re-sits Term 4 Block A 1-9 BSBSTR801 Lead innovative thinking and practice 9 180 100 45 35 54 30 264
Term 4 Block B Break 6 weeks Resubmit and re-sits Term 5
Block A 1-9 BSBLDR811 Lead strategic transformation 9 180 100 45 35 54 30 264
Term 5
Block B 3 weeks Resubmit and re-sits Term 6
Block A 1-9 TAELED803 Implement improved learning practice 9 180 100 45 35 54 30 264
Term 6
Block B 4 weeks Resubmit and re-sits TOTALS 54 1080 600 270 210 324 240 1644
Total (AOT)
hours F/F delivery hours Online delivery hours F/F Assess hours Self study extra own time Assess tasks own time TOTAL (VOL)
Appendix B Unit of Competency Assessment Plan table
10170591446723Hours used face to face to conduct assessment
Term Weeks Units of competency Number weeks F/F Assess
Hrs/unit
Term 1
Block A 1-4 BSBCRT611 Apply critical thinking for
complex problem solving 4 15
Term 1 Block B 5-9 BSBLDR812 Develop and cultivate collaborative partnerships and relationships 5 20
Break 3 weeks Resubmit and re-sits Term 2 Block A 1-4 BSBHRM611 Contribute to organisational performance development 4 15
Term 2
Block B 5-9 BSBHRM613 Contribute to the development of
learning and development strategies 5 20
Break 4 weeks Resubmit and re-sits Term 3
Block A 1-9 BSBINS603 Initiate and lead applied research 9 35
Term 3
Block B Break 3 weeks Resubmit and re-sits Term 4
Block A 1-9 BSBSTR801 Lead innovative thinking and practice 9 35
Term 4
Block B Break 6 weeks Resubmit and re-sits Term 5
Block A 1-9 BSBLDR811 Lead strategic transformation 9 35
Term 5
Block B 3 weeks Resubmit and re-sits Term 6
Block A 1-9 TAELED803 Implement improved learning practice 9 35
Term 6
Block B 4 weeks Resubmit and re-sits TOTALS 54 240
ASSESSMENT COVER SHEET
Assessment Details
Qualification Code and Title BSB80120 Graduate Diploma of Management (Learning) Block/ Term/ Year Unit Code and Title TAELED803 Implement improved learning practice
Assessment Type A2 - Project Re-assessment -69851841500 YES -69851841500 NO
Due Date Student Details
Student Name Student ID Instructions to Students: Please read the following instructions carefully.
The purpose of this assessment is to assess your knowledge and skills.
This assessment is to be completed according to the instructions given by your assessor.
To be deemed satisfactory in this assessment, you must write the answers to all written questions correctly or meet all the performance criteria for activity based assessments by the due date.
Submission after the due date will result in a penalty fee.
Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be entitled to one (1) resubmission in showing your competence with this unit.
If you feel the decision made by your assessor was incorrect please refer to your Student Handbook for information on assessment appeal for the required steps to appeal the decision.
If you are not sure about any aspect of this assessment, please ask for clarification from your assessor.
Please refer to the College re-submission and re-sit policy for more information.
If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor immediately.
Please read the tasks carefully then complete all tasks.
To be deemed competent for this unit you must achieve a satisfactory result with tasks of this Assessment along with a satisfactory result for another Assessment.
Remember, that it must be your own work and if you use other sources then you must reference these appropriately.
Submitted document should follow the given criteria. Font should be Times New Roman, Font size need to be 12, line spacing has to be Single line and Footer of submitted document must include Student ID, Student Name and Page Number. Document should be printed double sided.
This is individual Assessment. Once you have completed the assessment, please provide the hard copy of the Assessments to your Trainer/ Assessor.
Plagiarism is copying someone elses work and submitting it as your own. Any plagiarism will result in NYC.
For Assessor Use Only
Assessors Name Assessment Decision: To be accessed as satisfactory in this assessment task, the student must address ALL assessment items/questions satisfactorily.
All individual assessment tasks of this unit must be completed satisfactorily for a student to achieve an overall grade of competent for this unit.
The Students Performance is 6351587500 SATISFACTORY -31751587500 NOT SATISFACTORY
Student Declaration: I declare that I have read and agreed to the instructions mentioned above and declare that the work submitted is my own and has not been copied or plagiarized from any person or source. I have been assessed in this unit and advised of my result. I am aware of my appeal rights.
594995182245Signature:
3575051320808528051416051329055151130Date: / / Assessor Declaration: I declare that I have conducted a fair, valid and flexible assessment with this student and I provided appropriate feedback.
613410185420Signature:
1337310154940375285145415842010154940Date: / /
ASSESSMENT INFORMATION
Assessment Task 2: Project PortfolioInformation for students
In this task, you are required to demonstrate your skills and knowledge by working through a number of activities and completing and submitting a project portfolio.
You will need access to:
a suitable place to complete activities that replicates a business environment including a meeting space and computer and internet access
your learning resources and other information for reference
Project Portfolio template.
Ensure that you:
review the advice to students regarding responding to written tasks in the Business Works Student User Guide
comply with the due date for assessment which your assessor will provide
adhere with your RTOs submission guidelines
answer all questions completely and correctly
submit work which is original and, where necessary, properly referenced
submit a completed cover sheet with your work
avoid sharing your answers with other students.
i
i Assessment information
Information about how you should complete this assessment can be found in Appendix A of the Business Works Student User Guide. Refer to the appendix for information on:
where this task should be completed
how your assessment should be submitted.
Note: You must complete and submit an assessment cover sheet with your work. A template is provided in Appendix B of the Student User Guide. However, if your RTO has provided you with an assessment cover sheet, please ensure that you use that.
Activities
Complete the following activities:
Carefully read the following:
This project requires you to implement improved learning practice in an organisational context within a given vocational area.
If you are currently working within an adult vocational learning environment, base this assessment on your workplace organisation. If you are not working then use the context of the Registered Training Organisation (RTO) that you are studying this course with. If using your RTO, then the fellow students in your class group will be your learning cohort.
You will be required to:
Select a current course to base your project on. This can be any Vocational Education and Training (VET) course (qualification, skill set or unit) and will be the course you are currently studying if you are not currently employed in the industry
Select a cohort of learners (this will be your student group you are studying with if not currently employed)
Evaluate current practices and research ways to improve current practice using best practice and contemporary approaches (including the use of new technologies)
Manage and monitor improved learning practice based on your evaluations of a group of learners
Analyse and advance the adoption of improved learning practice by advocating for this, mentoring others and designing and testing improved practice in real world situations.
You will be collecting evidence for this unit in a Project Portfolio and will need to submit a number of attachments as evidence. The steps you need to take are outlined below. Before you begin, complete page 4 of your Project Portfolio.
Conduct an evaluation and complete planning
Within in the context of your learning environment in your organisation, you will need to evaluate ways to improve learning practice.
Complete the following:
Select a group of learners to base this assessment on (at least three).
Access and analyse the current Training and Assessment Strategy (TAS) for your nominated course.
Conduct observations and use other relevant methods (such as surveys, interviews or focus groups) to analyse the following:
Learners interests, abilities, relationships and any contextual needs that need to be considered
Their unique learner styles and how appropriate the current learning methods are for them.
Conduct research using the Internet into advances in learning practice which includes:
Advances in learning practices and how these are being implemented by other organisations.
An evaluation of the role and impact of new technologies on learners and training techniques and how this could be incorporated into your learning environment.
Ways new learning practices can be introduced for your chosen course and cohort in a way that will ensure learning practice still reflects the qualification requirements.
Plan for and develop changes based on your research and evaluations by deciding on the changes you are going to make and the reasons why (ensuring integrity of the course) and update the Training and Assessment Strategy accordingly. As part of this step you need to have a discussion with your assessor where you clearly outline your proposed changes and reasons for this. Your assessor will be looking to see that you can lead the verbal change based on your research and ideas and that your ideas can practically be implemented.
i
i Observations can either be viewed in person by your assessor, viewed online or you may like to video record any discussions you hold for your assessor to watch later. Your assessor can provide you with more details at this step.
Your assessor will be looking to see that you can lead the conversations so you can effectively gather the information needed from your learners and explore their ideas and requirements related to the course they are studying.
Complete Section 1 of your Project Portfolio. Remember to attach all necessary evidence attachments as indicated.
Advocate for and test improved learning practice
Now that you have completed the steps above it is time to test your improved approaches in real world situations and advocate for improved practice. You can do this either in your place of employment, if you based this project on your own workplace or organisation, or you can do this with your group of fellow students acting as real trial participants as they will be trialling this based on their own real world learning characteristics.
You must provide evidence that you have:
Tested changes to learning practice you have made in your revised TAS (this could include adapting or modifying resources, trialling new technology, adjusting learning styles, mediums or equipment). Evidence can include videos, submission of adapted resources or other documentation such as meeting notes, data collected from the trial and reports.
Advocated for improved learning practice amongst your peers and colleagues using mentoring techniques to improve their learning practice. Evidence must be provided of this (see below).
i
i If completing this step with your classmates rather than your workplace, here are some ideas for ways to advocate for improved learning practice in the role of mentor:
Develop an article, blog or short video that advocates for improved learning practice and share it on social media with your networks and classmates. As part of the mentoring aspect, you will need to initiate or encourage comments and discussions about how they can incorporate this improved practice into their industry or profession and submit evidence of this.
Develop a presentation about your improved learning practice that can be given in class or online with time for discussion afterwards where you can share tips and ideas about how they can incorporate this improved practice into their industry or profession and submit evidence of this. Your presentation is to be a minimum of 30 minutes including time for discussion.
Complete Section 2 of your Project Portfolio. Remember to attach all necessary evidence attachments as indicated.
Submit to your assessor.
task outcome Sheet
The Feedback Evaluation Sheet below is the assessment questions and tasks for each of the assessment events that the student is required to complete. Assessors, tick S if the student achieved a satisfactory outcome for an assessment task and NYS if the student does not meet these requirements. Also, you are required to write comments on the quality of this evidence under the Comments column. For your judgement on the students overall performance, tick Satisfactory if the student achieves a satisfactory outcome for all of the tasks or Not-Yet-Satisfactory.
Task Outcome Sheet
Assessment Event 2 Project S NYS Comments
Evaluate ways that current learning practices can be improved by:
conducting research using the Internet into advances in learning practice relevant to the context of their learning environment
analysing advances in learning practices and how these are being implemented by other organisations
evaluating the role and impact of new technologies on learners and training techniques and how this could be incorporated into their learning environment
exploring ways new learning practices can be introduced for their chosen course and cohort in a way that will ensure learning practice still reflects the qualification requirements? Conduct observations and use other relevant methods (such as surveys, interviews or focus groups) to:
analyse learners interests, abilities, relationships and any contextual needs that need to be considered
assess unique learner styles and how appropriate the current learning methods are for them
lead verbal discussions to gather information and explore requirements of learners? Plan, design and develop improved learning practice by updating the TAS to incorporate their findings from their research, observations and evaluations which includes:
learner styles, needs and preferences
technology
advances in contemporary practice
qualification requirements? Lead verbal discussions when discussing their proposed changes and making recommendations to you? Develop, test and trial improved VET learning practice and test in real world situations? Advocate for improved learning practice and mentor colleagues to promote improved learning practice, collaborate and share their knowledge? Implement improved learning practice in at least one learning environment and provide documentation to show they have:
evaluated ways to improve it
managed and monitored the process of improving it
how the learning was improved
how improved learning practice was advocated for?
Feedback to Students:
Assessment Outcome Satisfactory Not Yet Satisfactory
Assessors Signature: Date:
