TAEDES513 — Design and develop e-learning resources

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What an assessment for TAEDES513 must cover

99 assessable components: 7 elements (28 performance criteria), 8 performance evidence and 56 knowledge evidence requirements, plus 7 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 Prepare to design and develop e-learning resources for synchronous and asynchronous learning

1.1Identify and clarify purpose, target group and mode of delivery relevant to learning resource design
1.2Analyse target group characteristics and identify their foundation skill and learning support needs relevant to e-learning resource design
1.3Access and analyse nationally recognised training products to identify the skills and knowledge requirements
1.4Identify organisational procedures for designing and developing e-learning resources

2 Plan design and development of e-learning resources

2.1Review own skills and knowledge and plan to address identified gaps in subject matter expertise, industry relevance and industry currency according to organisational procedures
2.2Determine steps and estimate time needed for the design and development of e-learning resources
2.3Document and confirm the e-learning resource development plan

3 Design e-learning resources

3.1Review and select options for e-learning resource design appropriate for purpose, target group, mode of delivery and required skills and knowledge
3.2Experiment with traditional and digital methods to create required visual learning opportunities
3.3Analyse and break required skills and knowledge into manageable sessions and arrange and sequence the sessions to support learner progression
3.4Document and confirm the e-learning resource design approach

4 Develop e-learning learning materials and training materials

4.1Develop course content shell, interactive media components, sequences, interactivity and content templates
4.2Develop e-learning material content and activities to progress, support and engage learners
4.3Embed digital e-learning tools for asynchronous learning
4.4Use classification techniques to develop content inventory and detail levels of hierarchy
4.5Develop e-learning training material content to guide VET teachers, trainers and assessors
4.6Document e-learning resources and maintain an amount of training register according to organisational procedures

5 Trial e-learning resources

5.1Plan for trial of e-learning resources with potential users
5.2Trial e-learning resource and collect and record trial feedback
5.3Analyse and use trial feedback to improve e-learning resources

6 Finalise e-learning resources

6.1Check and confirm e-learning resources are industry relevant and industry current
6.2Check and confirm e-learning resources are clear and tailored to target group
6.3Map e-learning resources to nationally recognised training products to confirm validity
6.4Check and confirm resources comply with legislative and regulatory requirements and are accurate and free of spelling, grammar and formatting errors
6.5Check and confirm third-party content is attributed according to organisational procedures
6.6Check and confirm content, links and interactive media components are displayed and error free

7 Review e-learning resource development

7.1Review the e-learning resource development process and identify areas for improving the process
7.2Review own e-learning resource development practice and identify areas for improving own practice

Performance evidence

design and develop at least 3 different e-learning resources selected from the list below that partially meets the requirements of 1 unit of competency from a nationally recognised training package, accredited course, or other recognised framework:
1 learning resource that supports a synchronous facilitated learning activity
1 interactive presentation for synchronous learning
1 learning resource with embedded interactive activities for use in asynchronous learning
1 training video (audio visual resource) to support asynchronous learning
1 content learning object using a content creation tool or e-learning tool for asynchronous learning.
In addition to the above, the individual must:
design 1 course shell for a unit of competency for a learning management system (LMS) or alternative e-learning platform used to deliver training.

Knowledge evidence

legislative and vocational education and training (VET) regulatory requirements relevant to designing and developing e-learning resources, including:
requirements in nationally recognised training products
requirements of the Australian Qualifications Framework (AQF)
intellectual property, copyright, attribution and licensing requirements, including creative commons and image libraries, and the implications for the design and development of e-learning resources
compliance requirements of the Statutory Education Licence for the online use of text and images
tailoring to target groups
engaging with industry and ensuring industry relevance
organisational procedures relating to designing and developing e-learning resources, including:
branding
copyright
intellectual property rights and their management in e-learning resource development
privacy and confidentiality
security protocols
resource formatting requirements
plagiarism and attribution
arranging subject matter expertise
reviewing development process and practices
accessing industry information to ensure industry relevance and industry currency
leading e-learning resource projects
using digital tools and technology
features and application of instructional design models
key content of e-learning resources, including:
e-learning content and activities that engage learners and promote safe and inclusive learning environments
guidance for VET teachers, trainers and assessors and technical support
current and emerging digital technologies and tools available for e-learning resources, including their strengths and limitations
purpose, features and structure of industry-standard learning management systems
target group’s characteristics and implications for design and development of e-learning resources, including:
foundation skill levels
previous learning and work experience
advanced and other complex learning needs
types of e-learning tools and technology and their capabilities, limitations, constraints and design requirements, including:
e-learning delivery platforms
industry standard LMS
plug-in options
learning objects
media assets
designs
images
artwork
visual design options
interactive learning and assessment activities
methods for:
checking links and media assets
updating text, media assets and pages
preparing and editing video recordings for e-learning resources
developing course content shells
developing content templates
developing interactive media components
developing content inventories using classification techniques to detail levels of hierarchy, including taxonomy and folksonomy
determining sequences and interactivity
clustering units of competency
universal design principles relevant to the design and development of e-learning resources
processes for interpreting nationally recognised units of competency to identify the standard of performance required, including for identifying:
requirements in the products relating to foundation skills: language, literacy, numeracy, digital literacy and employability skills
structure, content and application of products relevant to learning, and how they are addressed in training
dimensions of competency, how they guide training practices in e-learning, and processes for addressing the dimensions of competency in e-learning resources.

Foundation skills

Digital literacy: Uses main features and functions of digital tools and electronic applications required in own role in a range of contexts to access and exchange information, conduct research, assess specifications and complete work tasks
Reading: Sources, analyses and interprets text-based information to identify relevance to requirements
Writing: Produces texts in a format and structure appropriate for e-learning audience and context
Oral communication: Uses appropriate communication to clarify requirements, elicit information and review materials
Initiative and enterprise: Uses creative thinking to generate ideas and innovative solutions when designing e-learning resources Experiments with traditional and digital methods to create required visual learning opportunities
Self-management: Identifies, confirms and takes responsibility for adherence to regulatory requirements Seeks feedback, identifies and responds to problems and opportunities for improvement, and considers options for different or improved approaches
Planning and organising: Plans, organises and completes work according to defined requirements, taking responsibility for decisions Sequences tasks to achieve efficient outcomes and monitors progress

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 TAEDES513

What does an assessment tool for TAEDES513 need to cover?

To satisfy the Principles of Assessment and Rules of Evidence, an assessment for TAEDES513 needs to address all 99 unit components: 7 elements with 28 performance criteria, 8 performance evidence requirements, 56 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 TAEDES513?

Auditori pulls the current release of TAEDES513 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 TAEDES513 — with no card and no subscription required. After that it's pay-as-you-go per unit.

Can I check my existing TAEDES513 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 TAEDES513, showing exactly what's covered and what's missing. Mapping costs a quarter of a credit.

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