Assessment Cover Sheet:
\nStudent Details
\nStudent Name
\nStudent ID:
\nAssessment Details
\nUnit of Competency
\nAssessment task ? Assessment Task 1 – _____________________
\n? Assessment Task 2 – _____________________
\n? Assessment Task 3 – _____________________
\n? Assessment Task 4 – _____________________
\nDate of Submission
\nStudent Declaration: (Tick)
\n? Plagiarism: By submitting this assessment to RGIT, I declare that this assessment task is original and has not been copied or taken from another source except where this work has been correctly acknowledged. I have made a photocopy or electronic copy or photograph of my assessment task, which I can produce if the original is lost.
\n? Submission: This is to declare that I have submitted this assessment via LMS (Moodle).
\nAssessment outcome: ? Satisfactory ? Not Satisfactory ? Not Assessed
\nAssessor name:
\nFeedback:
\nAssessor: I declare that I have conducted a fair, valid, reliable and flexible assessment of this student, and I have provided appropriate feedback. I also declare that I have undertaken the indicated assessment integrity checks
\nPlagiarism check ? Yes ? No ? NA
\nCheck for copying\/collusion ? Yes ? No
\nCheck for authenticity (own work) ? Yes ? No
\nCheating or use of model answers ? Yes ? No
\nResult and comments provided on RTOM ? Yes ? No
\nSignature: …………………………………………….
\nDate: …………………………………………………… Student: I understand that may result and comments will be provided on RTOM for this assessment, and I am aware of my appeal rights.
\nSignature: …………………………………………….
\nDate: ……………………………………………………
\nAssessment Task 3: Project 2 \u2013 Manage and monitor improvements to learning practice
\nStudent Name: _________________________ Date: _______________
\nAssessment task description
\n\u2022 This is the third (3rd ) of four assessment tasks that student has to successfully complete to be deemed competent in this unit of competency.
\n\u2022 There are five parts to this assessment as follows:
\no Part A \u2013 Observe and report on learning styles
\no Part B \u2013 Assess learners\u2019 background, personal traits\/interests and learning styles
\no Part C \u2013 Role play: Explore requirements and discuss improvements to practice – Role Play
\no Part D \u2013 Evaluate the role and impact of new technologies
\no Part E \u2013 Develop a plan for implementing improved learning practice
\n\u2022 Student must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the performance checklist to be deemed satisfactory in this task.
\n\u2022 Student must complete this task by following all given instructions, for the trainer\/assessor to assess competency in this assessment task.
\nApplicable conditions
\n\u2022 This project ( help with nursing paper writing from experts with MSN & DNP degrees) is untimed and conducted as an open book assignment (this means student can refer to textbooks or other learner materials during the test).
\n\u2022 Electronic devices are allowed during this assessment task.
\n\u2022 Student must complete the task independently.
\n\u2022 Time limit for role play is 15 minutes unless otherwise specified.
\n\u2022 No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
\n\u2022 Trainer \/Assessor must assess student\u2019s practical skills, technique and knowledge as he\/she complete this assessment task.
\n\u2022 The trainer\/assessor may ask student relevant questions on this assessment task to ensure that this is their own work.
\n\u2022 You will need to complete this project ( help with nursing paper writing from experts with MSN & DNP degrees) in your own time and submit it to as per the RTO\u2019s requirements.
\n\u2022 You can refer to the textbook, learning materials or your research of external resources in completing this task.
\n\u2022 Your response may be submitted handwritten or typed form.
\n\u2022 You must express all answers\/responses in your own words or acknowledge the sources of reference materials used.
\n\u2022 If you are found to have plagiarised or copied another student\u2019s work, your assessment submission will not be accepted (please refer to the RTO Plagiarism Policy).
\nResource requirements:
\n\u2022 You will need the following materials\/ resources for this task:
\n\u2022 Textbook\/ Online learning resources
\n\u2022 Computer with Internet access for research purposes and word processing
\n\u2022 Pen and paper as required
\n\u2022 Video links \u2013 Learning Styles
\n\u2022 Appendix A: Readings
\n\u2022 Appendix D: Improved Learning Practice Implementation Plan Template
\nPart A \u2013 Observe and report on learning styles
\nAccess and watch at least two(2) videos on learning styles in educational settings and write a report based on your observations of the learners\u2019 preferred learning styles as seen in the two videos.
\nYour report must address the 6 points below and should be not less than 500 words;
\n1. identify at least three learning styles from the two clips where applications of learning styles are demonstrated, including description of scenarios, names of characters in the video clips or animations
\n2. provide a brief description of the characteristics of learning styles
\n3. provide an analysis of the learners\u2019 preferences
\n4. identify learning methods that may be best suited for these learners
\n5. provide reference links for the two video clips observed
\n6. use formal language, reporting style and format that is appropriate for the audience
\nSome video links have been provided to you below, however, you may research and select any two short videos where applications of learning styles are demonstrated, to observe and report on.
\nYou must provide the links of the videos you are reporting on, for the assessor\u2019s reference.
\nSuggested video clips:
\n\u2022 Sage. 2016. Learning Styles. YouTube.
\nAvailable at: https:\/\/youtu.be\/StqA4msmE20
\nAccessed on: 7 April 2022
\n\u2022 free2care. 2010. Learning Styles. YouTube.
\nAvailable at: https:\/\/youtu.be\/fQYW6vYSGXs
\nAccessed on: 7 April 2022
\n\u2022 Dubois, Paul. 2020. Learning Styles. YouTube
\nAvailable at: https:\/\/youtu.be\/2N3VjCzMYZY
\nAccessed on: 7 April 2022
\nYour report should be no longer than 400 words.
\nSubmission requirements:
\nAt the end of this part, submit your report to your assessor as a separate word-processed document.<\/p>\n
Performance Checklist \u2013 Assessment 3, Part A
\nDid the student prepare a brief observation report that includes: Tick Yes\/ No
\nbrief details of the two video clips observed ? Yes? No
\nidentification of at least three learning styles of learners as observed in the video clips and a brief description of their characteristics ? Yes? No
\n? analysis of the selected learners\u2019 preferences ? Yes? No
\n? identification of learning methods that may be best suited for them ? Yes? No
\nreference links for the two video clips observed ? Yes? No
\nappropriate language, style and format, appropriate for the audience ? Yes? No
\nFeedback \/ Comments:
\nResult: ? Satisfactory ? Not Satisfactory ? Not Assessed
\nAssessor Declaration:
\nI declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.
\nAssessor Name:
\nAssessor Signature: Date: _______\/_______\/_______<\/p>\n
Part B \u2013 Assess learners\u2019 background, interests and learning styles
\nThis is a continuation of the scenario in Assessment Task 2, Project 1.
\nOne of the ways to enhance the quality of teaching and learning is to use a VARK questionnaire to recognise preferred learning styles of students.
\nUnderstanding their own distinctions and learning styles leads each learner to individually choose appropriate study techniques.
\nAt the same time, understanding learners\u2019 learning styles will help trainers in improving their teaching methods by including learning activities using the learning styles preferred. It will also help the training provider to make decisions about selecting modes of delivery to better meet the students\u2019 needs and preferences.
\nThe CEO of AWS has asked you to use this approach to improve the teaching\/learning process.
\nYou are to assume that the following is the result of a study aimed to assess the diversity of learning styles, personal interests and experience amongst a representative group of learners currently studying at AWS.
\nThese learners currently study in a face-to-face onsite training mode. However, since many of them are working full or part-time, they have requested for the following improvements to the teaching and learning practice at AWS:
\n\u2022 provide online learning\/blended or distance mode as it will help them balance their work and study
\n\u2022 provide a good balance of direct teaching and self-paced learning activities which engage students
\n\u2022 provide technology support
\n\u2022 provide LLN support and study skills training, including referencing skills
\nIn this task, you are to study the following information and discuss the findings with the CEO to:
\n\u2022 identify if learning strategies currently used by AWS support learners preferred learning styles and personal interests and experiences
\n\u2022 identify improvements to learning strategies required for learner preferences for modes of learning (Online\/ Distance Learning)<\/p>\n
Task
\n1. Assess the information about the learners given in Table 1 and 2 and prepare a brief summary in not less than 200 words. Your summary should include:
\n\u2022 your conclusions about the learners\u2019 background
\n\u2022 your assessment regarding the readiness of these learners to undertake distance\/online delivery mode.
\nTable 1: Key statistics on the backgrounds of the cohort of learners surveyed
\nLearner background Number of students
\n(Total 141) Percentage of students
\nRecent secondary education 32 22.7%
\nPrevious vocational education and training (VET) study 45 31.9%
\nWork and life experience of one year or more 80 56.7%
\nPrevious experience with distance\/online learning 93 66%
\nAccess to computer\/laptop\/internet 86 61%
\nStudents with language, numeracy and literacy support requirements (LLN levels below required ACSF level 4) 29 20.5%
\nStudents from diverse cultural backgrounds 39 26.7%
\nTable 2: Extract of the results of the distance\/ online-readiness questionnaire survey to assesses the readiness of the cohort of learners to undertake online learning.
\nSelf-directedness Agree Not sure Disagree
\nI am good at setting goals and deadlines for myself. 89 40 12
\nI have a really good reason for taking an online\/blended course. 109 20 2
\nI finish the project ( help with nursing paper writing from experts with MSN & DNP degrees)s I start. 121 10 10
\nI do not quit just because things get difficult. 110 20 11
\nI can keep myself on track and on time. 113 18 10<\/p>\n
2. Assess the results of the learner styles survey in Table 3 and prepare a brief summary in not less than 200 words. Your summary should include:
\n\u2022 your conclusions about the learning styles of learners based on the results
\n\u2022 your assessment regarding the suitability of these styles to the proposed distance\/online delivery mode.
\nTable 3: Extract of the results of the survey conducted to assess learners\u2019 preferred learning styles.
\nBackground: Preferred learning styles of learners are different, which depend on tastes, mentality preparedness, as well as physical condition, in terms of sensory modalities. Identifying and employing appropriate learning styles could play an important role in selecting teaching styles, which can improve education ultimately.
\nAim: The present study aimed to assess the diversity of learning styles amongst a representative group of students enrolled in the business management courses at AWS.
\nMethods: During the study a VARK learning style\u2019s questionnaire was administered to 141 students enrolled in the business management courses at AWS. Data was collected with use of VARK questionnaire.
\nFigure 1 Frequency of students who preferred single, bi-modal, tri-modal and quad-modal learning styles
\nResults:
\nA total of 141 students completed the questionnaires. Out of these:
\n1. 41.6% of the samples preferred to use a single learning style, as follows:
\no 17.7% preferred the Aural style
\no 17% preferred Reading and Writing
\no 6.4% preferred Kinaesthetic style and
\no 0.7% preferred Visual styles.
\n2. 58.1 % of the samples preferred more than one style (multimodal),
\no 17% chose two modes
\no 13.4% chose three modes, and
\no 27.6% chose four modes.
\nSubmission requirements:
\nAt the end of this part, submit the assessment summaries to your assessor as a separate word-processed document.
\nRefer to the following sources and readings to complete this part:
\nFilipatali, Thadei, 2013, Learning Theories. Their Influence on Teaching Methods, GRIN Verlag,
\nAvailable at:
\nhttps:\/\/www.grin.com\/document\/293498
\nAccessed on 7 April 2022
\nPappas, Christopher, 2013, The Adult Learning Theory – Andragogy – of Malcolm Knowles, eLearning Industry, Accessed on 24 February 2021, https:\/\/elearningindustry.com\/the-adult-learning-theory-andragogy-of-malcolm-knowles
\nPashler, Harold et al, 2008, \u201cLearning Styles: Concepts and Evidence\u201d, Psychological Science in the Public Interest, vol. 9, no. 3, Accessed on 24 February 2021, https:\/\/www.psychologicalscience.org\/journals\/pspi\/PSPI_9_3.pdf
\nRMIT University Learning and Teaching Hub, 2019, Learning theories in focus: Adult learning principles, RMIT University, Accessed on 24 February 2021, https:\/\/www.learningandteachinghub.com\/blog\/2019\/10\/30\/learning-theorists-in-focus-adult-learning-principles\/
\nRosewell, Jon, 2005, Learning styles, The Open University, Accessed on 24 February 2021, https:\/\/www.open.edu\/openlearn\/ocw\/pluginfile.php\/629607\/mod_resource\/content\/1\/t175_4_3.pdf
\nPerformance Checklist \u2013 Assessment 3, Part B
\nDid the student prepare a summary that includes: Tick Yes\/ No
\nconclusions about the learners\u2019 background ? Yes ? No
\nan assessment about the readiness of learners to undertake distance\/online delivery mode ? Yes ? No
\nconclusions about the learning styles of learners based on the results ? Yes ? No
\nan assessment of the suitability of these styles to the proposed distance\/online delivery mode ? Yes ? No
\nappropriate language, style and format, appropriate for the audience ? Yes ? No
\nFeedback \/ Comments:
\nResult: ? Satisfactory ? Not Satisfactory ? Not Assessed
\nAssessor Declaration:
\nI declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.
\nAssessor Name:
\nAssessor Signature: Date: _______\/_______\/_______<\/p>\n
Part C \u2013 Role play: Explore requirements and discuss improvements to learning practice
\nScenario
\nIn Part B you have assessed the information about the learners\u2019 backgrounds, learning styles and readiness of learners to undertake online\/distance learning at AWS. You have also assessed if the learner\u2019s preferred styles are suitable for the proposed distance\/online delivery mode.
\nNow you are to discuss your assessment with the CEO to identify if the learning strategies currently used by AWS support learners preferred learning styles and personal interests and experiences, and to identify improvements to learning strategies required for learner preferences for modes of learning (Online\/ Distance Learning).
\nTask
\nParticipate in a discussion with the CEO of AWS to:
\n1. discuss your understanding of the findings of the survey of learning styles
\n2. discuss if learning strategies currently used by AWS support learners preferred learning styles and personal interests and experiences
\n3. collaboratively explore and identify improvements or solutions to learning strategies required for learner preferences for modes of learning (Online\/ Distance Learning), such as:
\no ensuring the online learning strategies cater to different learning styles
\no ensuring course requirements are clear and unambiguous
\no providing learning support to students
\no ensuring effective communication between learners and trainer, and between learners
\nThis is a role-play. Your assessor will play the role of the CEO.
\nYou must make notes of your discussion, which will help you in the subsequent tasks.
\nYour assessor will use the Role Play Observation Checklist to assess your performance during the role-play.
\nYou must familiarise yourself with the criteria in the Role Play Observation Checklist prior to the assessment.
\nSubmission requirements:
\n1- Meeting minutes (should include key discussion points 1-3)
\n2- PPT slides \/notes
\nYou must submit Role Play Observation Checklist completed by your assessor and signed by you and your assessor.<\/p>\n
Role Play Observation Checklist \u2013 Assessment 3, Part C
\nStudent name
\nUnit and Task being assessed TAELED803 – Implement improved learning practice
\nCourse name and title BSB80120 – Graduate Diploma of Management (Learning)
\nAssessor name
\nThe student demonstrated the following actions and behaviours during the meeting: Check (X) Comments
\nYes
\nNo How did the student demonstrate this?
\nFormally greet the CEO and identify the purpose of the meeting.
\nExplain the findings of survey about the learning styles of students
\nDiscuss if learning strategies currently used by AWS support learners preferred learning styles, personal interests and experiences
\nCollaboratively explore and identify requirements in terms of improvements to learning strategies required for learner preferences for modes of learning (Online\/ Distance Learning)
\nUse appropriate language to provide information and encourage discussions
\nLead verbal exchanges and invite inputs from the CEO about requirements and improvements
\nUse listening and questioning techniques to check and confirm understanding
\nUse specialised vocabulary appropriate to context and audience to discuss and confirm proposal
\nUse appropriate non-verbal communication
\nMade notes of any inputs of CEO
\nConclude the meeting appropriately
\nAdditional comments about the student\u2019s overall performance:
\nASSESSOR I have confirmed the responses given in this report.
\nName and signature \/ \/
\nDate
\nSTUDENT I have read and agree with this report.
\nName and signature \/ \/
\nDate<\/p>\n
Part D\u2013 Evaluate the role and impact of new technologies
\nScenario
\nAssume that during your discussions with the CEO, the requirement for AWS to adopt new technology for teaching\/learning emerged as one of the top priorities. The CEO would like to examine different types of new technologies that could be used, the role and impact of new technologies on learners and training techniques.
\nTask
\nYou must prepare a report in not less than 400 words for the CEO evaluating the role and impact of new technologies on learners and the training techniques used in delivery. Your report must address the 4 points below
\n1-Research and identify the most commonly used technologies employed in distance learning
\n2-Identify four ways in which new technologies positively impact on learners and four ways in which it negatively impacts on learners
\n\u2022 3-Identify how new technologies will impact on the way the following training techniques are used:
\no group, pair and team activities
\no instruction and explanation
\n\u2022 4-Summarise your Assessment of the impact of new technologies on learners and training techniques.
\nYou must use a simple report format and ensure that the language of your report is simple and clear, and readable by a wide audience.
\nSubmission requirements:
\nAt the end of this part, submit your report to your assessor.
\nRefer to the following sources and readings to complete this part:
\nCozzi, Bruno, 2020, RTO Tools for better Student Engagement, bluegem,
\nAvailable at: https:\/\/blog.bluegem.com.au\/rto-tools-for-better-student-engagement
\nAccessed on 24 February 2021
\nGuthrie, Hugh, Jones, Anne, How can VET teacher education and development be improved?, LH Martin Institute, Available at: https:\/\/melbourne-cshe.unimelb.edu.au\/__data\/assets\/pdf_file\/0009\/2854287\/VET-teaching-paper_Guthrie_Jones.pdf
\nAccessed on 24 February 2021
\nHager, Paul, Towards a New Paradigm of Vocational Learning, UTS Sydney,
\nAvailable at: https:\/\/opus.lib.uts.edu.au\/bitstream\/10453\/7948\/1\/2007000770.pdf
\nAccessed on 24 February 2021
\nJones, Anne, 2018, Vocational education for the twenty-first century, The University of Melbourne,
\nAvailable at: https:\/\/melbourne-cshe.unimelb.edu.au\/__data\/assets\/pdf_file\/0011\/2845775\/Final-Anne-Jones-paper1.pdf
\nAccessed on 24 February 2021
\nMorrison, Debbie, 2015, \u201cHow Course Design Puts the Focus on Learning Not Teaching\u201d, Online Learning Insights,
\nAvailable at: https:\/\/onlinelearninginsights.wordpress.com\/2013\/05\/15\/how-couse-design-puts-the-focus-on-learning-not-teaching\/
\nAccessed on 24 February 2021
\nStevens D, Deschepper A, 2018, Good Practice in Teaching and Learning \u2013 a guide to practitioner perspectives, VET Development Centre,
\nAvailable at: https:\/\/vdc.edu.au\/wp-content\/uploads\/2018\/07\/Final_User_Guide-April-2018.pdf
\nAccessed on 24 February 2021
\nVictoria University Blended Learning Strategy, Victoria University,
\nAvailable at:
\nhttps:\/\/vucollaboratehelp.vu.edu.au\/docs\/victoria_university_blended_learning_strategy.pdf
\nAccessed on 11 April 2022<\/p>\n
Performance Checklist \u2013 Assessment 3, Part D
\nDid the student prepare a report that:
\nTick Yes\/ No
\nevaluates the role and impact of new technologies on learners and the training techniques ? Yes ? No
\nidentifies the most commonly used technologies employed in distance learning ? Yes ? No
\nidentifies four ways in which new technologies positively impact on learners and four ways in which it negatively impacts on learners ? Yes ? No
\nidentifies how new technologies will impact on the way the following training techniques are used:
\n\u2022 group, pair and team activities
\n\u2022 instruction and explanation ? Yes ? No
\nuses appropriate language, style and format, appropriate for the audience ? Yes ? No
\nFeedback \/ Comments:
\nResult: ? Satisfactory ? Not Satisfactory ? Not Assessed
\nAssessor Declaration:
\nI declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.
\nAssessor Name:
\nAssessor Signature: Date: _______\/_______\/_______<\/p>\n
Part E \u2013 Develop a plan for implementing improved learning practice
\nThe CEO has asked you to develop a plan for implementing improved learning practice for AWS based on your understanding of the findings, cohort\/learner profile and your discussions in Task C.
\nWhile developing the plan you must include information about:
\n\u2022 one improvement each for the following:
\no course-based strategies to support learner participation and completion
\no trainer\/assessor development strategies
\no learner-level support strategies
\n\u2022 resources required for the implementation \u2013 e.g. equipment, financial resources,
\n\u2022 responsibility for implementation of strategy
\n\u2022 timeframe for implementation
\n\u2022 key outcomes\u2013a description of what success looks like
\n\u2022 progress review details \u2013 frequency, persons responsible
\nYou may use the Improved Learning Practice Implementation Plan Template provided in Appendix D for this part.
\nSubmission requirements
\nAt the end of this part, submit your plan to your assessor.
\nRefer to the following sources and readings to complete this part:
\nAuto Skills Australia, 2015, AUR Release 2.0 Learning Strategy Guide, ASA Companion Volumes
\nAvailable at:, https:\/\/vetnet.gov.au\/Pages\/TrainingDocs.aspx?q=b4278d82-d487-4070-a8c4-78045ec695b1
\nAccessed on 24 February 2021
\nFilipatali, Thadei, 2013, Learning Theories. Their Influence on Teaching Methods, GRIN Verlag,
\nAvailable at:
\nhttps:\/\/www.grin.com\/document\/293498
\nAccessed on 7 April 2022
\nJones, Anne, 2018, Vocational education for the twenty-first century, The University of Melbourne
\nAvailable at: https:\/\/melbourne-cshe.unimelb.edu.au\/__data\/assets\/pdf_file\/0011\/2845775\/Final-Anne-Jones-paper1.pdf
\nAccessed on 24 February 2021
\nMorrison, Debbie, 2015, \u201cHow Course Design Puts the Focus on Learning Not Teaching\u201d, Online Learning Insights,
\nAvailable at: https:\/\/onlinelearninginsights.wordpress.com\/2013\/05\/15\/how-couse-design-puts-the-focus-on-learning-not-teaching\/
\nAccessed on 24 February 2021
\nPappas, Christopher, 2013, The Adult Learning Theory – Andragogy – of Malcolm Knowles, eLearning Industry
\nAvailable at: https:\/\/elearningindustry.com\/the-adult-learning-theory-andragogy-of-malcolm-knowles
\nAccessed on 24 February 2021
\nPashler, Harold et al, 2008, \u201cLearning Styles: Concepts and Evidence\u201d, Psychological Science in the Public Interest, vol. 9, no. 3
\nAvailable on: https:\/\/www.psychologicalscience.org\/journals\/pspi\/PSPI_9_3.pdf
\nAccessed on 24 February 2021
\nPWC, 2020, Business Services Training Package Companion Volume Implementation Guide (Version 8)
\nAvailable at: https:\/\/vetnet.gov.au\/pages\/trainingdocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10
\nAccessed on 7 April 2022
\nRinaldi, Damian, Learning theories comp-chart, Instructional Design & Technology: Learning Theories,
\nAvailable at: https:\/\/idtlearningtheories.files.wordpress.com\/2017\/10\/comp-chart-new.pdf
\nAccessed on 24 February 2021
\nRMIT University Learning and Teaching Hub, 2019, Learning theories in focus: Adult learning principles, RMIT University,
\nAvailable at: https:\/\/www.learningandteachinghub.com\/blog\/2019\/10\/30\/learning-theorists-in-focus-adult-learning-principles\/
\nAccessed on 24 February 2021
\nRosewell, Jon, 2005, Learning styles, The Open University,
\nAvailable at: https:\/\/www.open.edu\/openlearn\/ocw\/pluginfile.php\/629607\/mod_resource\/content\/1\/t175_4_3.pdf
\nAccessed on 24 February 2021
\nStevens D, Deschepper A, 2018, Good Practice in Teaching and Learning \u2013 a guide to practitioner perspectives, VET Development Centre,
\nAvailable at: https:\/\/vdc.edu.au\/wp-content\/uploads\/2018\/07\/Final_User_Guide-April-2018.pdf
\nAccessed on 24 February 2021
\nVictoria University Blended Learning Strategy, Victoria University,
\nAvailable at:
\nhttps:\/\/vucollaboratehelp.vu.edu.au\/docs\/victoria_university_blended_learning_strategy.pdf
\nAccessed on 11 April 2022<\/p>\n
Performance Checklist \u2013 Assessment 3, Part E
\nDid the student prepare a plan for implementing improved learning practice that:
\nTick Yes\/ No
\nincludes one improvement for each for the following:
\n\u2022 course-based strategies to support learner participation and completion
\n\u2022 trainer\/assessor development strategies
\n\u2022 learner-level support strategies ? Yes ? No
\nresources required for the implementation of the improvements \u2013 e.g. equipment, financial resources, etc. ? Yes ? No
\nresponsibility for the improvement action\/s ? Yes ? No
\ntimeframe for implementation ? Yes ? No
\nkey outcomes\u2013a description of what success looks like ? Yes ? No
\nuses appropriate language, style and format, appropriate for the audience ? Yes ? No
\nFeedback \/ Comments:
\nResult: ? Satisfactory ? Not Satisfactory ? Not Assessed
\nAssessor Declaration:
\nI declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.
\nAssessor Name:
\nAssessor Signature: Date: _______\/_______\/_______
\nEND OF ASSESSMENT 3 of 4
\nAssessment Cover Sheet:
\nStudent Details
\nStudent Name
\nStudent ID:
\nAssessment Details
\nUnit of Competency
\nAssessment task ? Assessment Task 1 – _____________________
\n? Assessment Task 2 – _____________________
\n? Assessment Task 3 – _____________________
\n? Assessment Task 4 – _____________________
\nDate of Submission
\nStudent Declaration: (Tick)
\n? Plagiarism: By submitting this assessment to RGIT, I declare that this assessment task is original and has not been copied or taken from another source except where this work has been correctly acknowledged. I have made a photocopy or electronic copy or photograph of my assessment task, which I can produce if the original is lost.
\n? Submission: This is to declare that I have submitted this assessment via LMS (Moodle).
\nAssessment outcome: ? Satisfactory ? Not Satisfactory ? Not Assessed
\nAssessor name:
\nFeedback:
\nAssessor: I declare that I have conducted a fair, valid, reliable and flexible assessment of this student, and I have provided appropriate feedback. I also declare that I have undertaken the indicated assessment integrity checks<\/p>\n
Plagiarism check ? Yes ? No ? NA
\nCheck for copying\/collusion ? Yes ? No
\nCheck for authenticity (own work) ? Yes ? No
\nCheating or use of model answers ? Yes ? No
\nResult and comments provided on RTOM ? Yes ? No<\/p>\n
Signature: …………………………………………….
\nDate: …………………………………………………… Student: I understand that may result and comments will be provided on RTOM for this assessment, and I am aware of my appeal rights.
\nSignature: …………………………………………….
\nDate: ……………………………………………………
\nAssessment Task 4: Project 3 – Advocate the adoption of improved learning practice
\nStudent Name: _________________________ Date: _______________
\nAssessment task description
\n\u2022 This is the fourth (4th) of four assessment tasks that student has to successfully complete to be deemed competent in this unit of competency.
\n\u2022 There are five parts to this assessment as follows:
\no Part A \u2013 Advocate for improved vocational, training and educational learning practice
\no Part B \u2013 Initiate research to evaluate effectiveness of improved vocational, training and educational learning practice
\no Part C \u2013 Design pilot program to test the improved learning practice
\no Part D \u2013 Review and evaluate the improved learning practice
\no Part E \u2013 Prepare a mentoring program plan for colleagues to promote learning practice
\n\u2022 Student must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the performance checklist to be deemed satisfactory in this task.
\n\u2022 Student must complete these tasks by following all given instructions, for the trainer\/assessor to assess competency in this assessment task.
\nApplicable conditions
\n\u2022 This project ( help with nursing paper writing from experts with MSN & DNP degrees) is untimed and conducted as an open book assignment (this means student can refer to textbooks or other learner materials during the test).
\n\u2022 Electronic devices are allowed during this assessment task.
\n\u2022 Student must complete the task independently.
\n\u2022 No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
\n\u2022 Trainer \/Assessor must assess student\u2019s practical skills, technique and knowledge as he\/she complete this assessment task.
\n\u2022 The trainer\/assessor may ask student relevant questions on this assessment task to ensure that this is their own work.
\n\u2022 You will need to complete this project ( help with nursing paper writing from experts with MSN & DNP degrees) in your own time and submit it to as per the RTO\u2019s requirements.
\n\u2022 You can refer to the textbook, learning materials or your research of external resources in completing this task.
\n\u2022 Your response may be submitted handwritten or typed form.
\n\u2022 You must express all answers\/responses in your own words or acknowledge the sources of reference materials used.
\n\u2022 If you are found to have plagiarised or copied another student\u2019s work, your assessment submission will not be accepted (please refer to the RTO Plagiarism Policy).
\nResource requirements:
\nYou will need the following materials\/ resources for this task:
\n\u2022 Textbook\/ Online learning resources
\n\u2022 Computer with Internet access for research purposes and word processing
\n\u2022 Pen and paper as required
\n\u2022 Appendix A: Readings
\n\u2022 Appendix E: Team Mentoring Action Plan Template<\/p>\n
Part A \u2013 Advocate for improved vocational, training and educational learning practice
\nThis is a continuation of the scenario in Assessment Task 2 and 3.
\nScenario
\nYou have developed the implementation plan for the improved learning practice, now you will need to advocate for the plan and foster a shared understanding of the initiative as well as provide appropriate support and incentives to the team to ensure the planned outcomes are achieved.
\nFor this purpose, the CEO has asked you to consider and implement advocacy measures to gain institution wide support for the new improvement measures.
\nTask
\nYour task is to draft an email advising all managers about the implementation plan you have developed. The email should cover the pints below;
\n\u2022 communicate the purpose and importance of the improvement to learning practice
\n\u2022 outline what is expected from staff in its use
\n\u2022 clearly articulate the alignment between the intervention, student learning needs, and the organisation\u2019s broader purpose and values
\n\u2022 offer a suitable incentive or reward that can be used to acknowledge individual and team contribution to successful implementation, such a formal recognition or symbolic rewards.
\nYour email must be not less than 200 words.
\nYou must ensure that the language and layout of your email is simple and clear, and readable by a wide audience.
\nSubmission requirements
\nAt the end of this task, you must submit your email draft to your assessor as a typed document.<\/p>\n
Performance Checklist \u2013 Assessment 4, Part A
\nDid the student prepare an email to staff that:
\nTick Yes\/ No
\ncommunicates the purpose and importance of the improvement to learning practice ? Yes? No
\noutlines what is expected from staff in its use ? Yes? No
\nclearly articulate the alignment between the intervention, student learning needs, and the organisation\u2019s broader purpose and values ? Yes ?No
\noffers a suitable incentive or reward that can be used to acknowledge individual and team contribution to successful implementation ? Yes? No
\nuses appropriate language, style and format, appropriate for the audience ? Yes? No
\nFeedback \/ Comments:
\nResult: ? Satisfactory ? Not Satisfactory ? Not Assessed
\nAssessor Declaration:
\nI declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.
\nAssessor Name:
\nAssessor Signature: Date: _______\/_______\/_______<\/p>\n
Part B \u2013 Initiate research to evaluate effectiveness of improved vocational, training and educational learning practice
\nScenario
\nAs part of the continuous improvement measures at AWS, each course program undergoes a planned and systematic Assessment periodically. The process always includes feedback loops that ensure findings are made known to all stakeholders, to ensure the recommendations are considered and actioned. This results in continuous improvements to the learning program and to outcomes for learners.
\nThe CEO has asked you to prepare an Assessment plan for the program to implement the improved learning practice program.
\nTask
\nYou are to prepare an Assessment plan using ICT based tools such as MS Word or MS Excel, to compile research into the improved learning practice, and specifically identify the below 6 points:
\n1. Assessment questions to identify if KPIs have been achieved (at least four(4) Assessment questions)
\n2. Indicators of success
\n3. Source and methods of data collection
\n4. Timelines for data collection
\n5. Persons responsible for data collection
\n6. Data analysis \u2013 how the qualitative and quantitative data will be transformed and summarised into usable information
\nYou must use appropriate language, style and format, appropriate for the audience.
\nSubmission requirements:
\nAt the end of this part, submit your Assessment plan to your assessor.<\/p>\n
Performance Checklist \u2013 Assessment 4, Part B
\nDid the student prepare a program Assessment plan that:
\nTick Yes\/ No
\nincludes Assessment questions to identify if KPIs have been achieved ? Yes? No
\nidentifies indicators of success ? Yes? No
\nincludes sources and methods of data collection ? Yes? No
\nidentifies timelines for data collection ? Yes? No
\nassigns persons responsible for data collection ? Yes? No
\nprovides details of how qualitative and quantitative data will be transformed and summarised into usable information ? Yes? No
\nhas been prepared ICT based tools such as MS Word or MS Excel ? Yes? No
\nuses appropriate language, style and format, appropriate for the audience ? Yes? No
\nFeedback \/ Comments:
\nResult: ? Satisfactory ? Not Satisfactory ? Not Assessed
\nAssessor Declaration:
\nI declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.
\nAssessor Name:
\nAssessor Signature: Date: _______\/_______\/_______<\/p>\n
Part C \u2013 Design a pilot program to test the improved learning practice
\nScenario
\nThe CEO believes that before implementing the new solution or technology for AWS, it is practical to trial it first to ensure that it will be beneficial before diving in head-first. Running a pilot program will allow AWS to test things out on a small scale rather than making a large investment before knowing if the technology or solution will actually be a viable option for the team or company.
\nThe CEO has asked you to design a pilot program to test the improved learning practice in a real-world situation, before implementing it on a large scale.
\nTask
\nYou are to develop an outline of a pilot program to test the improved learning practice with a small group of target audience.
\nWrite a short report covering the 12 points below of pilot program;
\n1. at least two goals of the pilot program
\n2. at least two key performance indicators of the pilot program
\n3. duration of the pilot program
\n4. student group\/s to be part of the pilot
\n5. pre-commencement briefing
\n6. trainers to be part of the pilot
\n7. support for trainers during pilot
\n8. student support during pilot
\n9. the data to be gathered to measure success
\n10. data collection methods
\n11. data analysis methods
\n12. means to communicate the pilot programs goals to stakeholders
\n\u2022 Your outline should be brief and cover only key points.
\n\u2022 You must use appropriate language, style and format, appropriate for the audience.
\nSubmission requirements:
\nAt the end of this part, submit your pilot program outline to your assessor.<\/p>\n
Performance Checklist \u2013 Assessment 4, Part C
\nDid the student outline a pilot program that includes:
\nTick Yes\/ No
\nat least two goals of the pilot program ? Yes ? No
\nat least two key performance indicators of the pilot program ? Yes ? No
\nduration of the pilot program ? Yes ? No
\nstudent group\/s to be part of the pilot ? Yes ? No
\ndetails of pre- commencement briefing ? Yes ? No
\ntrainers that will be part of the pilot ? Yes ? No
\nsupport for trainers during pilot ? Yes ? No
\nstudent support measures during pilot program ? Yes ? No
\ndata to be gathered to measure success ? Yes ? No
\ndata collection and analysis methods ? Yes ? No
\nmeans to communicate the pilot program\u2019s goals to stakeholders and have opportunities to offer feedback ? Yes ? No
\nuses appropriate language, style and format, appropriate for the audience ? Yes ? No
\nFeedback \/ Comments:
\nResult: ? Satisfactory ? Not Satisfactory ? Not Assessed
\nAssessor Declaration:
\nI declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.
\nAssessor Name:
\nAssessor Signature: Date: _______\/_______\/_______<\/p>\n
Part D \u2013 Review and evaluate the improved learning practice
\nScenario
\nThe pilot program to trial the improved learning practice was implemented at AWS and the following is a report on the implementation of the pilot program.
\nThe CEO has asked you to read the extracts of the research report on the implementation of the pilot program with a view to evaluating the effectiveness of practice so that informed decisions can be made about implementing the program across the organisation.
\nFindings on the implementation of pilot program
\nAt the end of 2021, work commenced on building a dedicated online delivery platform and online educational material for one unit of competence included in the Diploma of Leadership and Management. The duration of the unit was 30 hours. The unit was offered in Term 1 and this experience was used to capture the students’ opinions of the online learning materials, the quality of online teaching, the level of student support and the online learning delivery method.
\nTwo groups of students who had enrolled in courses with the expectation of studying all
\nunits face-to-face, were a part of the trial. Group 1 comprised 24 part-time students who all had full-time jobs. In Group 2 there were 45 full-time students most of whom had no job. Some had part-time work of a casual nature.
\nMost learners were very receptive to the idea of trying online learning as it meant they could study at their own pace as well as from their preferred locations. A few students were apprehensive and needed further encouragement during the induction sessions.
\nBoth groups commenced with an induction program consisting of:
\n\u2022 Introduction to online learning
\n\u2022 essential internet skills; effective electronic communication skills; and independent learning skills. This was to ensure all learners had sufficient skills to cope with online learning.
\nAll the learning materials for the Unit 1 were loaded onto the AWS Information Technology web server and there were no scheduled classes. Students could access the learning materials via the Internet from home, from the workplace or from the labs provided at AWS.
\nStudent feedback was captured with a combined quantitative and qualitative questionnaire.
\nAlmost students completed the questionnaire and the response rate of 100% for the Group 1 and 98% for Group 2.<\/p>\n
Table 1: Student response data
\nGroup 1 2
\nNo. of enrolled students 24 45
\nNo. of respondents 24 44
\nResponse rate 100% 98%
\nMany students were from non-English speaking backgrounds (NESB). Table 2 shows the proportion from non-English speaking backgrounds in both trials.
\nTable 2: Language spoken at home
\nGroup 1 2
\nNo. of enrolled students 24 45
\nMain Language spoken at home
\nEnglish 17 (71%) 16 (36%)
\nLanguage other than English 7 (29%) 29(64%)
\nAccess to electronic communications is vital for Internet-based delivery. If access is too slow, unreliable or inconvenient it will impair the learning process. Students were asked to rate their level of satisfaction with the quality and method of Internet access.
\nTable 3: Internet access satisfaction level
\nGroup 1 (24) 2 (45)
\nNo. of enrolled students 24 45
\nNo. of respondents 24 44
\nSatisfaction level
\nExcellent 8 16
\nSatisfactory 14 20
\nUnsatisfactory 2 9
\nAccess to and quality of learning materials is also important for internet -based delivery, where learners need to be more independent and self-reliant. The following table shows students\u2019 satisfaction with the quality of and access to online learning.
\nTable 4: Quality of online learning materials
\nGroup 1 (24) 2 (45)
\nNo. of enrolled students 24 45
\nNo. of respondents 24 44
\nSatisfaction level
\nExcellent 10 25
\nSatisfactory 12 12
\nUnsatisfactory 2 9<\/p>\n
Table 5: Positives of online learning (Student)
\n\u2022 It is very convenient not to go to class and just learn online or with video conferencing.
\n\u2022 Yes! I found it was good because I could study during the hours that best suited me.
\n\u2022 It is convenient, as I am working full-time.
\n\u2022 Because you can have access to all the relevant materials needed for the subject at any time, this gives you the ability to better manage your time.
\n\u2022 Was not distracted by other students or get slowed down by other students.
\nTable 6: Negatives of online learning (Student)
\n\u2022 The first few lessons were very difficult, but over a few lessons it becomes easier.
\n\u2022 We would have liked an orientation program to prepare for online learning.
\n\u2022 I am not able to cope with learning on my own.
\n\u2022 I miss being in the classroom with my classmates.
\nTable 7: Trainer feedback
\n\u2022 \u201cIt is currently assumed that if you are interested in the Internet then you will make a good online teacher.\u201d
\n\u2022 \u201cIt is like being a beginner teacher all over again, as you don’t know what works or doesn’t work well. You have to transition into a new teaching format very quickly, which is stressful.\u201d
\n\u2022 \u201cWe are using two or three different technologies to facilitate online teaching and learning. We need to consolidate the use of technology to make it convenient for us to learn and use it.\u201d
\n\u2022 \u201cUnrealistic expectations of teachers – using multiple platforms concurrently with very little
\ntraining. The time to prepare per class is limited yet we are supposed to master technologically advanced methods of delivery.\u201d
\n\u2022 \u201cMy students were generally satisfied with my online teaching, but we are also new to this environment, and need to know what is required to support distance learners, so that we can support our students more effectively.\u201d
\nTask
\n1. Read the findings of the implementation of the pilot program with a view to evaluating the effectiveness of practice.
\n2. Prepare a recommendation report using a formal report structure, and making at least one(1) recommendation for improvement to the following areas before implementing it across the organisation:
\n? quality of program \u2013 e.g. content, learning materials,
\n? support for trainers \u2013 e.g. teaching methodology, technical support
\n? student participation and support \u2013 e.g. study skills
\n? delivery of e-learning program \u2013 e.g. equipment
\nYour recommendations should be brief and cover only key points.
\nYou must use appropriate language and style appropriate for the audience.
\nYou must follow a formal recommendation report structure.
\nSubmission requirements:
\nAt the end of this part, submit your recommendation report to your assessor.
\nPerformance Checklist \u2013 Assessment 4, Part D
\nDid the student prepare a recommendation report that:
\nTick Yes\/ No
\nincludes a brief overview of the research conducted ? Yes ? No
\nincludes a summary of the results ? Yes ? No
\nincludes at least one recommendation for improvement to be made to the following areas before implementing it across the organisation:
\n\u2022 quality of program ? Yes ? No
\n\u2022 support for trainers ? Yes ? No
\n\u2022 student participation and support ? Yes ? No
\n\u2022 delivery of e-learning program ? Yes ? No
\nprovides argument for the recommended options ? Yes ? No
\nuses appropriate formal recommendation report format ? Yes ? No
\nuses appropriate language appropriate for the audience ? Yes ? No
\nFeedback \/ Comments:
\nResult: ? Satisfactory ? Not Satisfactory ? Not Assessed
\nAssessor Declaration:
\nI declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.
\nAssessor Name:
\nAssessor Signature: Date: _______\/_______\/_______<\/p>\n
Part E \u2013 Prepare a mentoring action plan for colleagues to promote learning practice
\nScenario
\nWith the results of the pilot program, it has become evident that there needs to be some more guidance and support for trainers, such as professional development, induction, technology training for trainers.
\nThe CEO of AWS believes mentoring trainers will be the best way to promote the improved learning practice and has asked you to collaborate and share your knowledge and experience with the trainers to develop improved practice.
\nTask
\nYou are to prepare a mentoring action plan for trainers who will be involved in the online \/ blended\/ distance delivery.
\nIn your plan, you must identify
\n\u2022 at least two(2) objectives of the mentoring program
\n\u2022 activities to achieve objectives
\n\u2022 corresponding outcomes of the activities
\n\u2022 resources required for the mentoring activities
\n\u2022 time frames (short\/medium\/long term) for achieving the objectives
\nUse the template provided in Appendix E for your plan.
\nYou must use appropriate language, style and format, appropriate for the audience.
\nSubmission requirements:
\nAt the end of this part, submit your mentoring action plan to your assessor.<\/p>\n
Performance Checklist \u2013 Assessment 4, Part E
\nDid the student prepare a mentoring action plan that:
\nTick Yes\/ No
\nincludes at least two objectives of the mentoring program ? Yes? No
\nidentifies activities to achieve objectives ? Yes? No
\nincludes corresponding outcomes of the activities ? Yes? No
\nidentifies resources required for the mentoring activities ? Yes? No
\nuses appropriate language, style and format, appropriate for the audience ? Yes? No
\nFeedback \/ Comments:
\nResult: ? Satisfactory ? Not Satisfactory ? Not Assessed
\nAssessor Declaration:
\nI declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.
\nAssessor Name:
\nAssessor Signature: Date: _______\/_______\/_______
\nEND OF ASSESSMENT 4 of 4<\/p>\n","protected":false},"excerpt":{"rendered":"
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