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TAEDEL802 Current

Application

This unit describes the skills and knowledge required to establish a social media learning community, to provide the essential skills for contemporary learning for people engaging in the world of work in a global environment.
It applies to educators taking a leadership position in using social networking as a mode for e-learning to facilitate learning.
This mode promotes constructivist learning, knowledge transfer and problem-solving skills, highly relevant in a contemporary age. Connectivism, and the contribution of the collective through online communities, put learners at ease to engage in web-based learning, and to empower them to perform as confident members of the workforce and community.
The unit may relate to learning activities in an educational institution.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

What You'll Learn

1.

  • 1.1 Analyse and evaluate appropriate learning theories for different forms of e-learning
  • 1.3 Analyse and evaluate proposed e-learning task specifications, to determine possible online environments
  • 1.4 Establish and justify the recommended social media environment, and organisational requirements suitable for the learning task

2.

  • 2.1 Analyse and evaluate the critical success factors of social networking to determine the best fit for the e-learning task
  • 2.3 Prepare and document project management tasks, milestones, dependencies, resourcing, constraints and timelines for the appropriate learning models
  • 2.4 Gather data and prepare a report with data visualisation tools to present the planned effectiveness of implementation and instructional design principles
  • 2.5 Research and present documentation on the current legislation for use of social media protocols, policies and risks in the planning for the online social media environment

3.

  • 3.1 Initiate, progress and establish the implementation of the selected social media community
  • 3.3 Establish evaluation criteria as key performance indicators (KPIs), and measure the effectiveness of the implementation of the selected social media technologies
  • 3.4 Incorporate a regular reflection, review and report of the evaluation, in order to inform the refinement of KPIs

4.

  • 4.1 Estimate the longevity and nature of the community
  • 4.3 Establish the steps to develop a self-sustaining community, then implement and document these steps
  • 4.4 Identify social media community members, and develop recruitment strategies

Assessment Requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit, including:
• documenting at least one review of information and communications technology (ICT) solutions for an educational environment, collaboration, and communication technologies, that includes researching theory and practice in relation to advanced learning practice, especially where these are enabled by new content solutions, and vocational education and training approaches or technologies.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:
• contemporary ICT in an educational environment
• the criteria for assessment of online content and rate
• content repositories relevant to a specific community in order to build resources
• differences between social media communities for education, industry, business and government
• a range of learning styles and how to map them to relevant social media tools
• the key features of budgeting and cost-benefit analysis
• learner/individual community learning requirements
• options for the presentation of learning materials
• the processes for assessing the quality of dynamic interaction
• the processes for transferring and sharing knowledge with learners
• a range of assessment tools relevant to social media community activities
• a relevant repository of knowledge that can be shared
• the skills of champions and mentors
• the steps required to build an online social media community
• strategies to build effective interaction using ICT
• tangible and intangible elements of an online social media community.

Assessment Conditions

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment, and include access to an e-learning environment.
Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Foundation Skills

  • {'skill': 'Learning', 'description': '3.4'}
  • {'skill': 'Reading', 'description': '1.1, 1.2, 1.3, 2.1, 2.5, 3.2, 3.3, 4.4'}
  • {'skill': 'Writing', 'description': '1.4, 2.3, 2.4, 2.5, 3.4, 4.2, 4.3'}
  • {'skill': 'Oral communication', 'description': '1.4, 2.2, 2.5, 3.1, 3.2, 3.4'}
  • {'skill': 'Navigate the world of work', 'description': '1.2, 2.5, 2.5'}
  • {'skill': 'Get the work done', 'description': '1.1-1.4, 2.1-2.5, 3.1-3.4, 4.1-4.4'}

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Last updated from training.gov.au: 07 April 2026