CHCEDS042- Provide support for e-learning Assessment

Specific task instructions

The instructions and the criteria in the tasks and activities will be used by your Teacher/Assessor to determine if you have satisfactorily completed this assessment event. Use these instructions as a guide to ensure you demonstrate the required knowledge and skills.

Important Self-awareness warning

Please note there is specific content in this resource that relate to different aspects of diversity and identity. If you find any of the content upsetting or distressing, please talk to your teacher or contact the relevant support service:

• Aboriginal Student Support Services(Email -aboriginalstudentsupport@tafensw.edu.au)
• Accessibility and disability services(Long URL - https://www.tafensw.edu.au/student-services/disability-services)
• Personal counselling(Long URL - https://www.tafensw.edu.au/counselling-career-development-services/personal-counselling-wellbeing)
• International students(Long URL - https://www.tafensw.edu.au/counselling-career-development-services/personal-counselling-wellbeing)
• Multicultural support(Long URL - https://www.tafensw.edu.au/student-services/multicultural-student-support) 

Part 1: Research and short answer questions 

For each topic, you must refer to the resources provided and read each question carefully. You will need to ensure you take note of the volume of response requirement where indicated.

To complete this part of the assessment task you must complete all answers in each topic:

• Topic 1: LMS functionality and policies
• Topic 2:Tools and technologies to support e-learning
• Topic 3:E-learning support

Topic 1: LMS functionality and policies

Read each question carefully. Each answer must be completed satisfactorily to be assessed as competent on this part of the task.

You may refer to any the following LMS or e-learning programs when completing the questions below. You may also select another LMS or e-learning program instead of those listed.

LMS or e-learning programs suggested (see Appendix 1 for access instructions):

• Microsoft Teams
• Google Classroom and Google Workspace for Education
• Kahoot!
• Scootle
• Canvas
• Moodle

1. Your class teacher wants to provide some learning resources for students to use at home and in independent study at school. Choose one of the listed LMS or e-learning programs above (or another),which would provide access to resources, and explain how its functionality would support the purpose described. (100-150 words) 

2. Your high school has only 4 students who want to study a Year 10 Science unit on Earth and Space. Two other nearby schools have 5 and 6 students respectively. Choose a different LMS to that you described in Q1 and describe how the LMS could be used by a teacher at one of the schools, and an SLSO at each school, to support these students.  (100-150 words)

3. Your school decides to begin using an LMS to provide learning materials to students. Describe how Copyright and Cyber-bulling policies will impact on the implementation of an LMS and identify two more policies or procedures which might impact. Describe how the school might manage the requirements of each policy as they implement the LMS. You can use policies from the site below or from any other school, educational institution or organisation within Australia that provides education to students aged 5-17. You must name the policy and provide a link to it or a copy of it with this assessment. Date of access must be included with links. (150-300 words)

NSW Education Policy Library (Long URL: https://education.nsw.gov.au/policy-library)

Copyright  (Long URL: https://education.nsw.gov.au/teaching-and-learning/learning-from-home/celebration-toolkit/getting-started/copyright)

4. In relation to the 4 policies, you described in Q3, list at least 3benefits of using each policy and 2 limitations on what can occur or what needs to be adapted to be included in the online course because of that policy. Identify the policy then list the benefits and limitations/adaptations.(5-15 words per item listed)

(Provide references where required, using either the Harvard or APA reference style.)

Topic 2: Tools and technologies to support e-learning

Read each question carefully. Each answer must be completed satisfactorily to be assessed as competent on this part of the task.

1. Research each of the terms or tools below and complete the following table. Describe what each is and how it might be used in e-learning with students. (20-80 words per term)

Table 2 Research task

2. Describe how the internet can be used to support e-learning. Include at least 5different uses outside the LMS or e-learning program. (100 words)  
3. There have been many reviews on e-learning, both in Australia and overseas, and many articles written about it. Conduct some research on e-learning and identify at least 5elements that should be integrated into an e-learning program for student learning outcomes to improve. Your research should be about the provision of e-learning to students in the 5-17 years age group and identify the sources of the data. Provide references for each site from which you use information. (200 words)

(Provide references where required, using either the Harvard or APA reference style.)

Topic 3: e-learning support

Read each question carefully. Each response should be a minimum of 80 words but no longer than 100 words. Each answer must be completed satisfactorily to be assessed as competent on this part of the task.

1. Following on from Q3 in Part 1, describe how the teacher and SLSOs might provide support to the students undertaking the Science course. Briefly describe at least 4 learning or e-learning support strategies an SLSO might use to ensure all students can undertake the learning in this e-learning course.

2. Following on from Q2 and Q3, describe how the teacher and SLSOs might provide support to the students undertaking the Science course. Briefly describe at least 3 technical support strategies an SLSO might use to ensure all students can access and use the e-learning course.   
3. Following on from Q2, 3 and 4, describe at least 2different ways that you and the other SLSOs could confirm the student learning outcomes and expectations with the teacher, and communicate these to students.

 Part 2: Scenarios 

To complete this part of the assessment, you are required to read the scenarios and each question carefully. Once you have read the information, you must complete the responses to the questions in the spaces provided.  

You must take note of the volume of response requirement where indicated.

Note: If Microsoft Teams is not available through your TAFE logon you may answer these questions about another LMS. All questions must be answered about the same LMS. You must get permission from your teacher/assessor to use another LMS.

Table 3 Scenario

1. The teachers want the maths students to be in a group within the Microsoft Teams environment.
   Within that group they want the assignments or projects to be visible to all students and for the students to be able to undertake them in any order. What advice would you give re the use of Microsoft Teams and how these 2goals could be met?  (60-100 words) 

2. The teachers want to be able to upload documents to Teams, having created them elsewhere. They want the students to be able to download copies to work on if they want to and upload them back to Teams for teacher and peer review. Each document would have the student outcomes for the learning session and be presented in Calibri size 12, and need to display consistently whether a Word.docx, Google.doc or pdf. What advice would you give the teachers in relation to what they want to do on Microsoft Teams? (50-80 words)

3. The teachers would also like the students to be able to chat to each other and discuss problems together, face to face and online using synchronous and asynchronous tools. What advice would you give about this and the tools within Microsoft Teams that could be used by the students. Describe each briefly for the teachers. (40-80 words)

4. The teachers want the students to be able to access Microsoft Teams on the class laptops (Windows machines), at home (Windows/Mac) or on personal devices (iPad, iPhone, Android tablets and phones). What advice would you give the teachers about this goal? (20-60 words)

5. The teachers want you to give them information on how much information they will be able to obtain from Microsoft Teams on student learning outcomes and student progress through the independent learning tasks. Investigate Microsoft Teams and describe the possible ways teachers will be able to obtain this information. (80-120 words)

6. One of the school’s goals is to make learning more accessible for students. Comment on how this project might assist the school in working towards the achievement of this goal. (70-120 words)

Table 4 Scenario

1. In the context of this scenario (age and number of students, number of teachers, goals of program) describe the benefits and weaknesses of using the following support models in each of those stages, and make recommendations about the best model to trial (each answer 50-100 words):
   1. Online teacher / facilitator
   2. Site-based teacher or facilitator
   3. Site based or virtual peer support group
   4. Help desk or technical expert
   5. User manuals, instructions and guides

2. The teachers want some advice on how work might be managed within the group of teachers, yourself and the IT technician. What advice will you give them, if they decide to go with the site-based teacher, an SLSO during class time, a site based/virtual peer support group and an IT/technical expert as their support model? (100-200 words)

Part 3: Case studies 

To complete this part of the assessment, you are required to read the Case Study and each question carefully. Once you have read the information, you must complete your responses to the questions in the spaces provided.  

You will need to ensure you take note of the volume of response requirement where indicated.  

Table 5 Case study 1

1. Describe how the group of schools might review the program to determine whether it is meeting student needs and organisational goals and whether the schools can continue to provide support for it. (100-150 words)

2. Which groups of people would you get feedback from in undertaking the review? How would you gather the feedback?
   Give examples of at least 3 questions that you might ask. (40-80 words)

3. After you have gathered feedback from all groups, what should be done with the feedback? (40-100 words)

Table 6 Case study 2

1. Describe what the teachers might get you to investigate to help them decide which communication tools might be used.  (100-150 words)

2. Describe how the following NSW policies and procedures will need to be considered as you implement communication tools into the programs. Identify at least 2 more which you will need to consider and add a brief statement about what each might cover. (80-150 words)

3. What hardware, software and bandwidth issues might students encounter when using communication tools and how will you suggest these issues be dealt with? (50-80 word count)