Project assessmentCriteriaUnit code and name

Project assessmentCriteriaUnit code and name

CHCEDS042- Provide support for e-learning

Qualification/Course code and name

CHC30221 Certificate III in School Based Education Support

CHC40221 Certificate IV in School Based Education Support

Student detailsStudent number

Student name

Assessment declarationNote: If you are an online student, you will be required to complete this declaration on the TAFE NSW online learning platform when you upload your assessment.

This assessment is my original work and has not been:

plagiarised or copied from any source without providing due acknowledgement.

written for me by any other person except where such collaboration has been authorised by the Teacher/Assessor concerned.

Student signature and date

Version:20221007

Date created:7 October 2022

2022 TAFE NSWRTO Provider Number 90003 | CRICOS Provider Code: 00591E

This assessment can be found in the: Learning BankThe content in this document is copyright TAFE NSW 2022 and should not be reproduced without the permission of TAFE NSW. Information contained in this document is correct at the time of printing: DATE @ "d MMMM yyyy" * MERGEFORMAT 30 August 2024. For current information please refer to our website or your Teacher/Assessor as appropriate.

Contents

TOC h z t "Heading 1,2,Heading 2,3,Section name,1" Project assessment PAGEREF _Toc116333323 h 1Criteria PAGEREF _Toc116333324 h 1Student details PAGEREF _Toc116333325 h 1Assessment declaration PAGEREF _Toc116333326 h 1Assessment instructions PAGEREF _Toc116333327 h 4Specific task instructions PAGEREF _Toc116333328 h 6Part 1: Research and short answer questions PAGEREF _Toc116333329 h 7Part 2: Scenarios PAGEREF _Toc116333330 h 13Part 3: Case studies PAGEREF _Toc116333331 h 17Assessment checklist PAGEREF _Toc116333332 h 20Appendix 1 e-learning management system PAGEREF _Toc116333333 h 25Assessment feedback PAGEREF _Toc116333334 h 26

Assessment instructionsTable 1 Assessment instructions

Assessment details Instructions

Assessment overview The objective of this assessment is to assess your knowledge and performance in preparing for, implementing and reviewing student e-learning in the context of a pre-arranged course or program.

Assessment event number 2 of 3

Instructions for this assessment This is a project-based assessment that assesses your knowledge and performance of the unit.

This assessment is in 3 parts:

Part 1: Research and short answer questions

Part 2: Scenarios

Part 3: Case studies

And is supported by:

Assessment Checklist

Assessment feedback

Note: This assessment may contain links to external resources. If a link does not work, copy and paste the URL directly into your browser.

Submission instructions On completion of this assessment, you are required to submit it to your Teacher/Assessor for marking. Where possible, submission and upload of all required assessment files should be via the TAFE NSW online learning platform.

It is important that you keep a copy of all electronic and hardcopy assessments submitted to TAFE and complete the assessment declaration when submitting the assessment.

What do I need to do to achieve a satisfactory result? To achieve a satisfactory result for this assessment you must answer all the questions correctly.

If a resit is required to achieve a satisfactory result it will be conducted at an agreed time after a suitable revision period.

What do I need to provide? TAFE NSW student account username and password. If you do not know your username and password, contact your campus or service centre on 131601.

Computer or other device with word processing software and internet access.

What the Teacher/Assessor will provide Access to this assessment and learning resources, including the student workbook and any supporting documents or links.

Due date

Time allowed

Location Refer to training plan

4 hours (indicative only)

Assessment is to be taken out of class.

Assessment feedback, review or appeals In accordance with the TAFE NSW policy Manage Assessment Appeals, all students have the right to appeal an assessment decision in relation to how the assessment was conducted and the outcome of the assessment. Appeals must be lodged within 14 working days of the formal notification of the result of the assessment.

If you would like to request a review of your results or if you have any concerns about your results, contact your Teacher/Assessor or Head Teacher. If they are unavailable, contact the Student Administration Officer.

Contact your Head Teacher/Assessor for the assessment appeals procedures at your college/campus.

Specific task instructionsThe 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

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)

How it is allowed to teacher

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)

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)

In relation to the 4 policies, you described in Q3, list at least 3 benefits 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)

Policy Benefits Limitations/adaptations

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

Topic 2: Tools and technologies to support e-learningRead each question carefully. Each answer must be completed satisfactorily to be assessed as competent on this part of the task.

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 SEQ Table * ARABIC2 Research task

Research: Response:

Course content Online whiteboard Chat room/Chat tools Break-out room/s Message board Navigation Quiz Progress bar or record Student outcomes Videoconference Email Course structure Describe how the internet can be used to support e-learning. Include at least 5 different uses outside the LMS or e-learning program. (100 words)

- research

- connecting to people

-

-

-

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 5 elements that should be integrated into an e-learning program for student (K-12) 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.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.

4 policies from Q3.

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.

Basic support.

Following on from Q2, 3 and 4, describe at least 2 different 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 SEQ Table * ARABIC3 Scenario

Scenario 1: Setting up for e-learning

You are the primary school SLSO and have been asked by the Year 5/6 teacher (Stage 3) teachers, to set up some independent learning materials in an e-learning program for approximately ten advanced maths students in Year 5/6. The students are in three different classes and have 3 different class teachers but work with one teacher only in maths (the classes regroup for maths). You are the only SLSO who supports the group. There is one in school IT technician.

You have been asked to investigate the use of Microsoft Teams as the school has access to this e-learning platform. Investigate the Microsoft Teams e-learning platform and answer the following questions.

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 2 goals could be met? (60-100 words)

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)

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)

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)

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)

One of the schools 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 SEQ Table * ARABIC4 Scenario

Scenario 2: Support for e-learning

The teachers have gone ahead with their plan, and you have set up five independent learning projects within the Microsoft Teams environment. The students are in a team called Year 5/6 Maths Red and the projects are only available to this group. There are currently ten students within the group.

The teachers want to introduce the students to the project and get them started. They want you to make some recommendations about how support could be provided to the students:

when they are getting started

as they are working on the maths problems

how troubleshooting (both e-learning and technical) will be managed

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):

Online teacher / facilitator

Off site

Site-based teacher or facilitator

Teacher/ slso is on site

Site based or virtual peer support group

Help desk or technical expert

User manuals, instructions and guides

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 SEQ Table * ARABIC5 Case study 1

Case Study 1 - e-learning for Gifted students

A group of schools is providing support for students who have been identified as gifted. The program is open to primary school students from Years 2-6. The program is delivered through Moodle, and the students engage with the learning materials and the group both at school, in timetabled lessons, and at home when they want to. There are goals for the program and learning outcomes articulated for each student. The support model includes an online facilitator / teacher working the equivalent of two days per week (funded by the schools the students attend), peer support and IT support (available by phone from the Education Departments IT help-desk). Individual schools provide other support to students but that varies per school as to whether it is provided through the class teacher, a support teacher, a parent or an SLSO.

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)

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)

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

Table SEQ Table * ARABIC6 Case study 2

Case study 2 Use of communication tools

You are working as an SLSO in a High school. You and the teachers have been reviewing their e-learning programs. You have collated feedback from students, teachers and parents that indicates that they are generally satisfied that most learning outcomes are being met. However, all groups have given feedback that they would like more opportunities for the students to share their work and ideas online. The teachers are therefore now looking at how they can add communication tools, both for synchronous communication, such as chat and an online interactive whiteboard, and asynchronous communication, such as a message board or noticeboard, into their e-learning programs. This must be in line with policies and procedures, including privacy guidelines. They want you to support them in this process.

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

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)

Policy or Procedure What will need to be considered

Privacy Child Protection Student use of digital devices and online services 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)

Assessment checklistThe assessment checklist will be used by the TAFE assessor/teacher to capture evidence of your performance in this project task. This checklist outlines all the required criteria you will be marked on. All criteria described in the assessment checklist must be met.

Table SEQ Table * ARABIC15 Assessment checklist

Task/Part # Instructions - The student: S U/S Assessor comments

Part 1

Topic 1 Research and short answer questions

LMS functionality and policies1.1 , 1.2 Checked and described the functional effectiveness of two e-learning management systems against requirements (Q1, Q2).

1.3 Identified 4 relevant legislation and industry codes of practice and described how each relates to the implementation of e-learning (Q3)

1.4 Describes 3 benefits of each of the four policies or pieces of legislation in relation to implementing and facilitating e-learning. Describes 2 limitations/adaptations required for e-learning for each policy (Q4).

Part 1

Topic 2 Research and short answer questions

Tools and technologies to support e-learning 2.1 Identified and described some of the core features of an e-learning system or LMS (all those listed) (Q1)

2.2 Identified and described some of the basic operations of the internet and how it might be used in e-learning (Q2)

2.3 Described some considerations when using an e-learning system, including some recommendations in relation to best practice. Sources of data are identified and referenced. (Q3)

Part 1

Topic 3 Research and short answer questions

e-learning support 3.1 Described how to assist students using at least 4 different personal learning support mechanisms/strategies. (Q1)

3.2 Described how to assist students using at least 3 different technical support mechanisms/strategies. (Q2)

3.3 Described at least two different ways to confirm student learning outcomes and expectations with teachers and communicate these to students. (Q3)

Part 2: Scenarios

Scenario 1 2.1 Described how they accessed an LMS and checked the functional effectiveness of the course structure and course content against the outcomes of the organisation. (Q1)

2.2 Described how they accessed an LMS and checked the functional effectiveness of download and upload features and presentation of content / materials against the outcomes of the organisation. (Q2)

2.3 Described how they checked the functional effectiveness of communication features of an LMS against the outcomes of the organisation. (Q3)

2.4 Described how they checked the functional effectiveness of technologies using that LMS against the outcomes of the organisation. (Q4)

2.5 Described how they accessed an LMS and checked the functional effectiveness of the tracking features of the LMS (progress and outcomes). (Q5)

2.6 Described the capacity of the LMS to make e-learning accessible (Q6)

Part 2: Scenarios

Scenario 2 1 Described the benefits and weaknesses of the identified support models in providing support to students within the context of the e-learning scenario. (1a-1e)

2 Provided a description of the ways in which work could be managed within the context of the e-learning scenario. (Q2)

Part 3: Case studies

Case Study 1 3.1 Describes how a group of schools might review an e-learning program for its applicability to meeting students needs and the organisations capacity to provide support for it. (Q1)

3.2 Describes who would be included in a review of e-learning within the context of the case study. (Q2)

3.3 Describes how feedback might be gathered in an e-learning review. (Q2)

3.4 Provides examples of questions that might be used in a review in relation to motivation, communication and levels of support. (Q2)

3.5 Describes what should be done with feedback from an e-learning review. (Q3)

Part 3: Case studies

Case Study 2 3.6 In the context of the e-learning case study, describes how communication tools might be investigated and recommendations made to improve e-learning. (Q1)

3.7 Describes how to consider and apply 5 relevant policies and procedures when implementing communication tools in e-learning. (Q2)

3.8 Identified and described some technical issues that might effect the functionality of an e-learning system. Describes how to manage contingencies as issues arise. (Q3)

Appendix 1 e-learning management systemThere may be situations where you are unable to set-up e-learning within existing school LMS due to access, organisational protocols and procedures etc.

If this is the case, there are e-learning systems that you might set up and use for school students for the purpose of these Assessment Tasks. You should check that whichever system you are going to use meets all appropriate policies of the school.

The systems that could be used include:

Microsoft Teams, access and use a free version using your TAFE user account.

(Long URL: https://support.microsoft.com/en-us/office/how-do-i-get-microsoft-teams-fc7f1634-abd3-4f26-a597-9df16e4ca65b#:~:text=Get%20a%20free%20version%20of,need%20is%20a%20Microsoft%20account.)

Use a combination of Microsoft tools such as Microsoft 365 (online), Microsoft Sway, Microsoft Forms using your TAFE user account (TAFE email address).

Use a combination of Google tools such as Google Meet, Google Jamboard, Google Docs, Google Sites and Google Slides using your own Gmail account.

Kahoot, sign up for a free account

(Long URL: https://kahoot.com/)

Quizlet, sign up for a free account

(Long URL: https://quizlet.com/)

Scootle, Register for a free account as a TAFE student using your TAFE email address or if working at a school, use your school system login.

(Long URL: https://www.scootle.edu.au/ec/p/home)

Google Classroom (through Google Workspace for Education) if you work at a school

Long URL: https://edu.google.com/intl/ALL_au/workspace-for-education/classroom/

MoodleCloud trial Moodle free for 45 days

(Long URL: https://moodlecloud.com/app/en/login)

HYPERLINK "https://www.instructure.com/en-au/canvas/try-canvas" Canvas (Long URL: https://www.instructure.com/en-au/canvas/try-canvas)

There are a range of other free LMS available such as EdApp and ATutor, however you would need to check at the school to determine whether these meet appropriate privacy and other policies and procedures.

Assessment feedbackNOTE: This section must have the Teacher/Assessor and student signature to complete the feedback. If you are submitting through the TAFE NSW online learning platform, your Teacher/Assessor will give you feedback via the platform.

Assessment outcome

Satisfactory

Unsatisfactory

Assessor feedback

Has the assessment declaration for this assessment event been signed and dated by the student?

Are you assured that the evidence presented for assessment is the students own work?

Was reasonable adjustment in place for this assessment event?

If yes, ensure it is detailed on the assessment document.

Comments:

Assessor name, signature and date

Student acknowledgement of assessment outcome

Would you like to make any comments about this assessment?

Student name, signature and date