TAEDEL405 — Plan, organise and facilitate online learning

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What an assessment for TAEDEL405 must cover

61 assessable components: 5 elements (19 performance criteria), 10 performance evidence and 26 knowledge evidence requirements, plus 6 foundation skills. An audit-defensible tool maps every question and task back to these — that mapping is the coverage matrix Auditori generates alongside the assessment.

Elements & performance criteria

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

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

2 Introduce and establish online learning

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

3 Facilitate online learning

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

4 Support online learning

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

5 Review online learning processes

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

Performance evidence

plan, organise and facilitate two synchronous sessions of online learning to a group of three or more learners; each session should:
be of at least 30 minutes duration
involve interaction between facilitator and learners, and between learners
use an electronic application that suits session objectives and learning outcomes
plan, organise and facilitate two different asynchronous activities for learners who form part of the above group.
In the course of the above, the candidate must ensure that:
online learning delivery plan is followed
learner support needs are identified and addressed as required, including technical and foundation skill needs
suitable electronic applications are used to communicate with and engage learners in the learning sessions and activities
online learning processes are reviewed to identify opportunities for improvement.

Knowledge evidence

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

Foundation skills

Learning: Develops strategies to improve own practice
Numeracy: Identifies numeracy demands embedded in online content; Analyses information relating to learner progress
Oral communication: Uses appropriate language and structure when providing instructions; Elicits the views and opinions of learners through strategic listening and questioning
Reading: Interprets a range of information to guide facilitation of online learning
Initiative and enterprise: Acts proactively and demonstrates flexibility in responding to learner needs and preferences and to any technical issues experienced during delivery of training; Maintains safe, positive and supportive learning environment
Digital literacy: Uses main features and functions of digital tools and electronic applications in a range of familiar and some unfamiliar contexts

Unit content sourced from training.gov.au — © Commonwealth of Australia, licensed under CC BY 4.0. Auditori is not affiliated with the Department of Employment and Workplace Relations.

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Questions about assessing TAEDEL405

What does an assessment tool for TAEDEL405 need to cover?

To satisfy the Principles of Assessment and Rules of Evidence, an assessment for TAEDEL405 needs to address all 61 unit components: 5 elements with 19 performance criteria, 10 performance evidence requirements, 26 knowledge evidence requirements, and the foundation skills. A coverage matrix mapping each question and task to these components is what an auditor looks for.

How does Auditori generate an assessment tool for TAEDEL405?

Auditori pulls the current release of TAEDEL405 from training.gov.au and generates a complete package: candidate assessment, assessor guide with model answers and observation criteria, and a coverage matrix mapping every component. A suitably qualified person then reviews and approves the draft in a built-in workflow — consistent with ASQA's guidance on AI use in VET — before export as branded PDF and editable Word.

Is the first assessment tool really free?

Yes. Every new account includes one free credit — enough to generate the complete assessment tool for TAEDEL405 — with no card and no subscription required. After that it's pay-as-you-go per unit.

Can I check my existing TAEDEL405 assessment instead of generating a new one?

Yes — upload your existing assessment or learner guide and Auditori maps it against every element, performance criterion, PE and KE of TAEDEL405, showing exactly what's covered and what's missing. Mapping costs a quarter of a credit.

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