CHCEDS013 NEW Learner Guide V1.0

For use in:
CHC30213 Cert III Education Support

CHC40213 Certificate IV in Education Support
CHCEDS013 - Use an e-learning management system
LEARNER RESOURCE
LEARNER GUIDE
Table of Contents
Chapter 1: Apply understanding of current education approaches relevant to the education
environment. .................................................................................................................................. 3
National Quality Framework ............................................................................................................................................... 9
Chapter 1: Prepare to support e-learning .................................................................................. 10
1.1 Identify and access organisation’s resources to enable e-learning. ................................................................................ 10
e-Learning Management Systems ........................................................................................................................................ 12
Education statistics in Australia. ............................................................................................................................ 17
Victorian Education Framework – e-Learning ....................................................................................................................... 19
Queensland Education Framework: e-Learning (the learning place) .................................................................................... 21
South Australia – Delivering Digital 2016-2020 ..................................................................................................................... 22
1.2 Find and access resources to support students using an e-learning management system in accordance with
organisation requirements ..................................................................................................................................................... 23
List of Digital Learning Tools suggested by the victorian government .................................................................................. 30
1.3 Ensure organisation processes and procedures for managing e-learning are in place .................................................. 33
The Design of an e-Learning Course for the organisation .................................................................................................... 34
Chapter 2. Preview e-learning management system ................................................................ 39
2.1 – Test organisation’s e-learning management system to ensure completion of an online course is possible ................ 39
2.2 – Check effectiveness of functions of e-learning management system, including email to online cohort, discussion
boards, downloading of materials and management of work ................................................................................................ 46
2.3 – Identify issues impacting on the effectiveness of an e-learning management system and report to supervisor.......... 52
Cybersafety in Queensland state schools ............................................................................................................................. 54
2.4 – Reflect the appropriate principles of practice in the planning and delivery of the activity ............................................ 56
Chapter 3. Implement e-learning support .................................................................................. 61
3.1 – Confirm learning outcomes with students and teachers and establish access to e-learning technology and materials
in accordance with individual needs and the e-learning strategy .......................................................................................... 61
3.2 – Assist students through identified support mechanisms, and manage contingencies in accordance with organisation
standards ............................................................................................................................................................................... 64
3.3 – Use learning management system to track .................................................................................................................. 66
e-learning progress and outcomes in accordance with the learning strategy and privacy requirements .............................. 66
Chapter 4. Review e-learning...................................................................................................... 69
4.1 – Review the e-learning program in terms of its applicability to the student’s needs and the organisation’s capacity to
support the process ............................................................................................................................................................... 69
4.2 – Obtain feedback from students about their level of satisfaction with e-learning against set criteria ............................ 71
4.3 – Gather feedback from other stakeholders on the use of the e-learning management system and e-learning
approaches generally ............................................................................................................................................................ 71
4.4 – Use feedback to identify areas for follow-up or improvement and document recommended changes in accordance
with organisation requirements.............................................................................................................................................. 73
Offer feedback to supervisor............................................................................................................................................. 73
References ............................................................................................................................................................................ 74
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Chapter 1: Apply understanding of current education approaches relevant

to the education environment.
As you go about getting to know your school, you will also learn that your role would mostly revolve around
assisting the classroom teacher with preparing and implementing the curriculum activity, supporting and
implementing education programs, supervising the children, and attending to students with special needs. In
addition, you will need to be able to identify and comply with legislative and policy requirements.
Introduction
This course is based on the unit CHCEDS013 -
Use an e-learning management system. This
unit describes the skills and knowledge required
to use an e-learning management system that
supports self-directed e-learning within the
context of a pre-arranged course or program.
Classroom-level support is provided to ensure
the learning environment is inclusive and
relevant, and appropriately resourced and
maintained.
This unit applies to education support work in a
variety of contexts and the work is to be undertaken with appropriate guidance, support and supervision by a
nominated teacher or other education professional.
The elements of this unit of competency correspond to the following:

• Access and review current education approaches and research organisation policies and procedures to
identify and confirm essential requirements relevant to the use of an e-learning management system
in an education environment.
• Assist the supervising teacher to support students using an e-learning management system (LMS) and
ensure processes and procedures for that system relate to the organisation.
• Preview the e-learning management system by engaging in testing of the e-learning management
system to determine the system is sufficient for the completion of an online course.
• Confirm the capability of the system to allow for emails to online candidates, downloading of materials
and resources, management of work and discussion boards.
• Assess the effectiveness of the e-learning management system and highlight issues including meeting
report requirements to supervisor and stakeholders.
• Implement e-learning support by establishing access to the related technology and resources that
meet individual needs and e-learning strategies.
• Confirm learning outcomes with teachers and students and provide support to students using
established mechanisms and contingencies that are aligned with organisational standards.
• Meet privacy requirements and follow learning strategies when tracking e-learning progress and
outcomes through use of the LMS.
• Review the e-learning capability of the system to be appropriate to the student needs and confirm that
the organisation is able to support the process.
• Seek feedback from both students and stakeholders on the level of satisfaction, use of the system and
e-learning approaches.
• Apply the feedback as part of continuous improvement to further develop use of the system to meet
organisation requirements.

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Education environments may include:

• Government school (pre-primary, primary and secondary)
• Private/non-government school (pre-primary, primary and secondary)
• Education centre
• Kindergarten
• Special educational centre
• Community educational centre
Key legislation
Legislation may include:
Education-specific legislation
EEO and anti-discrimination
Child protection
Workplace health and safety
Privacy.
• Commonwealth Disability Discrimination Act 1992
• Commonwealth Disability Standards for Education 2005
• Education (General Provisions) Act 2006
• Education (General Provisions) Regulation 2006
• Criminal Code Act 1899
• Anti-Discrimination Act 1991
• Commission for Children and Young People and Child
• Guardian Act 2000
• Judicial Review Act 1991
• Workplace Health and Safety Act 2011
• Workplace Health and Safety Regulation 2011
• Right to Information Act 2009
• Information Privacy (IP) Act 2009
Related policies and procedures

• Statement of expectations for a disciplined school environment policy
• Safe, Supportive and Disciplined School Environment
• Inclusive Education
• Enrolment in State Primary, Secondary and Special Schools
• Student Dress Code
• Student Protection
• Hostile People on School Premises, Wilful Disturbance and Trespass
• Police and Child Safety Officer Interviews with Students, and Police Searches at State Educational
Institutions
• Acceptable Use of the Department's Information, Communication and Technology (ICT) Network and
Systems
• Managing Electronic Identities and Identity Management
• Appropriate Use of Mobile Telephones and other Electronic Equipment by Students
• Temporary Removal of Student Property by School Staff

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National anti-discrimination and Disability acts include:

Age Discrimination Act 2004
Australian Human Rights Commission Act 1986
Disability Discrimination Act 1992 (Cwlth)
Disability Standards for Education 2005 (Cwlth)
Sex Discrimination Act 1984
Racial Discrimination Act 1975.
Workplace information may be available from:

Handbooks
Codes of Conduct
Printed or digital versions of relevant legislation (or summaries)
Training courses.
Preventing discrimination
There have been various national consultations, conferences, community discussions and online forums that
the Australian Human Rights Commission has enacted, to combat discrimination. The Commission has also
created resources for employers to respond to and benefit from cultural diversity, as well as educational
resources. More information on this can be found out at www.humanrights.gov.au/racial_discrimination.
Child protection
Child protection legislation defines the standards of care for working with children. You ensure the young
person’s safety and report anything of concern. If you have a reasonable suspicion that the client’s welfare is
in danger, you may be required by your organisation to pass your concerns on to authorities. This is known as
mandatory reporting. Not fulfilling it may be a violation of your duty of care.
Jurisdiction Relevant legislation

Australian Capital Territory Children and Young People Act 2008
New South Wales Children and Young Persons (Care and Protection) Act 1998
Northern Territory Care and Protection of Children Act 2007
Queensland Child Protection Act 1999
South Australia Children’s Protection Act 1993
Tasmania Children, Young Persons and their Families Act 1997
Victoria Children, Youth and Families Act 2005
Western Australia Children and Community Services Act 2004
Other legislation relevant to children may relate to failure to disclose, failure to protect and who can work
with children.

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Workplace health and safety

Workplace health and safety (WHS) legislation outlines the responsibilities and obligations of all people in
the workplace regarding safety. WHS legislation varies slightly by State; you should be familiar with the Acts
that apply to your organisation and their regulating bodies.
State/Territory Act Regulating Body
Australian Capital Work Health and Safety Act 2011 WorkSafe ACT
Territory
New South Wales Work Health and Safety Act 2011 (NSW) SafeWork NSW
Northern Territory Work Health and Safety (National NT WorkSafe
Uniform Legislation) Act 2011 (NT)
Queensland Work Health and Safety and Other Workplace Health and Safety
Legislation Amendment Act 2017 (QLD) Queensland
South Australia Work Health and Safety Act 2012 (SA) Workplace Health and Safety
Queensland
Tasmania Work Health and Safety Act 2012 (TAS) WorkSafe Tasmania
Victoria Occupational Health and Safety Act WorkSafe Victoria
2004 (VIC)
Western Australia Occupational Safety and Health Act WorkSafe Western Australia
1984 (WA)
In order to comply with WHS legislation, you will need to manage and minimise risks in your area of care. You
will also need to report any breaches and carry out all of your tasks safely.
Privacy
Education environments naturally gather personal information on their students so that they can provide
them with a suitable education. Private schools will need to manage this data in compliance with the Privacy
Act 1988, while public schools will need to follow relevant state/territory privacy laws.
Educators need to be aware of the information they can and cannot collect from students and to whom this
information can be disclosed.
Privacy legislation impacts on the information that can be collected, recorded, stored and disseminated. This
information can only be used in the workplace and in ways that relate to the services being supplied. Privacy
legislation is very specific about what can be disclosed to others
and how it should be disclosed.
Relevant types of personal information include:
Full names
Contact details
Birth certificates
School reports
Education details.
According to the Privacy Principles, educational environments

should:
Only collect information that is necessary for its activities
Only collect sensitive information with the consent of the student
Destroy or re-identify any information which hasn’t been asked for
Inform the individual how their information will be used
Only use or disclose information for the purpose for which it was gathered unless further consent is
gathered.

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Consent
As cases of students with disabilities and/or special needs is a sensitive issue in schools, it is important to ensure
that correct practices relevant to privacy, confidentiality and disclosure are applied. There are considerations:
• Only authorised school officials should have access to student information, whether education or health
information. In an emergency, a verbal request for sharing the student’s information may be allowed.
• A responsible staff must not provide complete personal details about the student involved when disclosing
information to a support specialist.
• The school can disclose the student’s information to a responsible individual if the student cannot
physically communicate consent. Students with disabilities are allowed to provide consent, especially in
terms of:
o What assessment will be used with them, as with the cases of older students
o Any reasonable adjustment that will added to their individualised education plan
• Older students with disability who are high functioning can provide consent as to what assessment will be
used with them.
• The school must consult the student before making any reasonable adjustments to their education or
training.
• When designing the student’s IEP, a written parent’s consent is required.
• Informed consent means providing the student involved a summary of what support is to be provided for
them.
There may also be a range of external non-legislative requirements which apply to your work. These could
originate from regulatory bodies, sector experts and organisations, etc.
Code of ethics
Codes of ethics relate to how employees conduct
themselves and interact with others. It is concerned
with not just doing what is necessary but what is right.
This is especially important as teachers and
educational staff are in positions of authority over
children and are often looked up to as role models.
For example, the Queensland Code of Ethics for Teachers requires them to demonstrate:
Integrity
Dignity
Responsibility
Respect
Justice
Care.
A code of ethics applies not just to staff’s interactions with students but their families/carers and other
colleagues or professionals.
(Source: ‘Code of Ethics for Teachers in Queensland’, Queensland College of Teachers.
http://www.qct.edu.au/pdf/CodeOfEthicsPoster20081215.pdf. Accessed: 19th April 2019)

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Codes of practice
Codes of practice are professional standards for employees, often enacted by the regulatory body for that
profession. They are used to ensure standards reach the necessary quality in that profession. This is
important both for the people it serves and the profession’s reputation.
For example, the ACT Code of Professional Practice for teachers

covers:
Service to the public
Responsiveness to the government and needs of the
public
Accountability
Fairness and integrity
Efficiency and effectiveness.
Each principle creates a range of obligations for teachers, which are listed in more detail in the Code. These
are concrete actions and requirements. When it is unclear which is the correct action in a scenario, those
principles should be used to guide decision making.
For example, the obligations for the first principle (‘Service to the Public’) are:
Respect the dignity, rights and opinions of others
Demonstrate high standards of professional practice
Protect students from harm
Develop and maintain constructive professional relationships with parents and carers
Exercise leadership in their role as supervisors
Discourage any form of discrimination or harassment in the workplace.
(Source: ‘Teachers’ Code of Professional Practice’, ACT Government.
https://www.education.act.gov.au/__data/assets/pdf_file/0007/17692/TeachersCode_ofProfessionalPractic
e.pdf. Accessed: 19th April 2019)
Safe working practices

Safe working practices are guidelines issued by the government or other independent bodies to ensure that
high standards of safety are maintained in educational environments. These focus on ensuring the physical
safety of children/students and avoiding any actual or appearance of inappropriate behaviour.
Safe work practices often include:
Maintaining professional relationships, and not giving out your personal contact details or adding
students on social media
Only using communication equipment which has been provided by your employer to communicate
with students
Avoiding unreasonable conduct with students.
Educational professionals are also often responsible for safeguarding students’ wellbeing. This means
reporting any signs of harm or mistreatment. You should know relevant signs to look out for and know who
to report concerns to. (Disclosures from the child will also need reporting.) In addition, you should try to
create a safe environment where students have the opportunity to learn and aren’t afraid. The students’
well-being should always be your top priority.
(Source: ‘Safe working practice’, Teaching Personnel. https://www.teachingpersonnel.com/safe-working-
practice. Accessed: 19th April 2018)

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National Quality Framework

The National Quality Standards (NQS) sets the benchmark for the quality of education and care services, and
promotes the safety, health and wellbeing of children.
NQS covers seven quality areas to ensure that education and care services for children are assessed. The
following are the quality areas under NQS:
1. Educational program and practice
2. Children’s health and safety
3. Physical environment
4. Staffing arrangements
5. Relationships with children
6. Collaborative partnerships with families and communities
7. Leadership and service management
One of the quality areas, Children’s health and safety, ensures that
students in school are provided with security and supervision by
the school staff. It sets out the standards by which the educational
provider is assessed.
The National Quality Framework and Standard align with the two
national learning frameworks of:
• Belonging, Being and Becoming: The Early Years Learning

Framework for Australia (Early Years Learning Framework)
My time, Our Place: Framework for School Age Care in Australia

(Framework for school age care)

LEARNER GUIDE
Chapter 1: Prepare to support e-learning
1.1 IDENTIFY AND ACCESS ORGANISATION’S RESOURCES TO ENABLE E-LEARNING.

Effective teachers employ a variety of approaches and strategies to reach students with different learning
styles and interests, to stimulate interest and ensure that concepts are well understood.
Teaching styles, approaches and strategies can alter according to situational need. Assistants must consult
with the teacher, or with other education professionals, to determine what approaches will be used in the
areas in which they are working.
Teaching and learning approaches can be based on contemporary theories of learning and might include:
- Teacher Centred Approaches where the teacher is the authority figure who instructs and directs
passive learners
- Student Centred Approach where, although the teacher is still the authority figure, students and
learners play an equally active role in the learning process—the teacher acts more as a coach and
facilitator
- High-tech approach which utilises different forms of technology to help students with their
learning—this can include tablets, computers, using the internet for research, identification software
and education focused social media platforms (note: many types of vocational or practical training
cannot be learned virtually
- Traditional approaches where there is educational interaction between teacher and learners and
basic skills are taught—reading, writing, spelling, arithmetic etc without recourse to technology—so
students learn the basics and do not rely entirely on technology
Technology and technological applications can be extremely useful for students with special needs or those
with disability.
Teacher centred approaches are generally applied with younger students and as the students develop their
knowledge and their skills the learning approach can become less traditional and more student centred.
Use of computers/ technology

Computers have become an integral part in the classroom. Most primary school classrooms have at least one
computer on hand. Secondary schools generally have computer labs with enough computers for the whole
class to use. In some classrooms all student work is carried out on laptops. With the prevalence of computers
in the modern educational setting, you will no doubt be required to assist students with the operation of
computers.
Computers are used at least two ways. Firstly, students learn about computers and how to use them. They
learn about a computer’s functions, keyboard techniques, how to word process documents, how to create
web pages and how to use different computer programs/ software. Secondly, computers are used as a tool
for learning. Students can go online and use the internet to search for information about almost any topic.
They can also use computers to access databases, CD-ROMs, tutorials, simulations and educational games.
There are a number of advantages of using computers in the classroom, including:

- teachers can meet a full range of cognitive outcomes, from simple recall to abstract thinking and
problem solving
- they can support the content of curricula
- students can work at their own pace
- they can be used individually, in pairs or in small groups
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- students are generally more motivated/ engaged when using computers versus textbooks or other
traditional instructional materials
- teachers are able to function as facilitators rather than transmitters of knowledge so students’
independent learning skills are developed
- teachers are able to give
students more individual
attention as they are not
spending all their time on lecture
style activities
- access to simulations, databases,
streamed audio and video and
interactive websites enable real
world problems to be brought
into the classroom
- emails and threaded discussion
groups provide opportunities for
student and teacher
communication and feedback
- the use of computers in the
classroom prepares students for the use of computers in the work place
Over the past decade Australian governments have invested significantly in digital education, creating a
strong base in terms of technological infrastructure, digital resources and support for teachers’ practice. At
the same time, the Digital Education Revolution (DER) initiative4 has fostered school leadership in the use of
digital technology.
The challenge now facing schools is to build on this capacity, leveraging further improvements by shifting the
focus away from the acquisition of new technologies to the use of these new tools as enablers of innovative,
challenging and engaging ways of learning and teaching. By moving to the next stage, schools will equip
learners and teachers to meet the challenges of a rapidly changing world.
The Australian Government recognises the need to build on the DER to take the Australian education sector
through the 21st century and beyond. To this end the Hon Peter Garrett AM MP, Minister for School
Education, Early Childhood and Youth, established the Digital Education Advisory Group (DEAG) in July 2011.
Supporting the new Australian Curriculum

At the curriculum level, the creation of digital resources to support the Australian Curriculum will
complement the development of new infrastructure in schools such as cloud computing. As the pace of
technological change accelerates, Australia needs a strategy to embed systemic and holistic cultural change
in our expectations of schools, teachers and learners.
Moving to a ‘bring your own device’ learning environment

Government investments on infrastructure, learning resources, teacher capability and leadership to date
have achieved high levels of access to digital technology in the classroom and significantly improved learning
experiences for many students. Access to interactive, online resources, assessments and lessons has been
improved. Teachers have benefited from enhanced exposure to the innovative use of digital technology in
the classroom.
The NBN rollout will both speed and embed these changes. By making connectivity more affordable, the NBN
is enabling a host of technological enhancements in learning. Rapid uptake of smart devices, meanwhile, is
reshaping the way we learn to make it more mobile, global and on-demand.

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E-LEARNING MANAGEMENT SYSTEMS

WHAT IS DIGITAL LEARNING?
Learning supported and enhanced by digital technology: displays, learning resources, data loggers and
handheld devices, tablets, apps, computers and web tools.
Digital services will be:

available online, mobile-ready, easy to use and accessible
designed with our customers
offer value for money
implemented so that, where appropriate, data can be made openly
available in support of the government’s Declaration of Open Data.
Understanding e-Learning
Enabling e-Learning is defining ‘e-learning’ as learning and teaching that is facilitated by or supported
through the appropriate use of information and communication technologies (ICTs).
e-Learning can cover a spectrum of activities from supporting learning to blended learning (the combination
of traditional and e-learning practices), to learning that is delivered entirely online.
Whatever the technology, learning is the vital element. e-Learning is not simply associated with modes of
delivery or the functionality of a particular technology, but forms part of a conscious choice of the best and
most appropriate ways of promoting effective learning.
Best practice e-learning enables accessible, relevant, and high-quality learning opportunities that improve
student engagement and achievement. e-Learning has the potential to transform the way teaching and
learning takes place. It is about using technologies effectively across the curriculum to connect schools and
communities and to provide accessible, relevant, and high-quality learning opportunities so that every
student is better able to achieve their full potential.
(Source: http://elearning.tki.org.nz/About-this-site - accessed 23.10.19)
Demand for e-learning in Australia has also been driven by increasing rates of students who are in full-time
or part-time employment, and full-time students who need to be in paid employment to pay for their living
and studying expenses. As such they cannot avail themselves of regular classroom participation. The
willingness of teachers to participate in this form of training has also driven up demand. Increased demand
for education that is more accessible, flexible and customised to client needs is also encouraged by strategies
that promote the benefits of such learning.
A variety of perceived benefits are used to encourage students to undertake e-learning programs. For
example, there is a view that students will be able to complete courses in less time. Because they will have
better access to high-quality resources and information, they will not be required to purchase expensive
textbooks. In addition, students will benefit from greater flexibility in assessment, and greater control of
their learning. Furthermore, students will be able to communicate online with other students and teachers.
E-learning also offers greater flexibility to students with a disability.
There are self-development benefits for both students and teachers. Both groups will improve their skills in
using and understanding information technology. Teachers will hone their skills in writing simply for the
online audience, and moderate sessions and mentor students online. Students will improve their literacy and
interpretation skills through practice in the online environment and develop skills of time management,
independent learning and problem-solving. Where there are opportunities to work with others, students will
be able to develop teamwork skills.
(Source: Misko et al… E-learning in Australia and Korea: Learning from practice. Accessed 23.10.19)

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WHAT IS A LEARNING MANAGEMENT SYSTEM?

Learning Management Systems (LMS) provide a framework through which learning content is delivered and
managed. An LMS allows for an anytime, anywhere learning environment, delivering and tracking eLearning
courses and testing. A Learning Content Management System (LCMS) enables the organization of learning
content from Courseware authoring tools and presentation of the content to students. Learning
Management Systems are related to Training software.
There are literally hundreds with their own pros and cons. Though most will have many of the elements
listed below:
Academic/Education
Asynchronous Learning
Blended Learning
Built-in Course Authoring
Gamification
Learner Portal
Mobile Learning
SCORM Compliance
Synchronous Learning
Video Conferencing
Content Import / Export
Instructor-led courses
Interactive content
Self-paced courses
Various assessment formats
Template management
Text/Quiz creation
John Sener describes eLearning via multiple definitions, which include:

Classroom Course: Course activity is organized around scheduled class meetings and may involve some sort
of computer usage.
Synchronous Distributed Course: Web-based technologies are used to extend classroom lectures and other
activities to students at remote sites in real time.
Web-Enhanced Course: Online course activity complements class sessions without reducing the number of
required class meetings.
Blended Classroom Course: Online activity is mixed with classroom meetings, replacing a significant
percentage, but not all required face-to-face instructional activities.
Blended Online Course: Most course activity is done online, but there are some required face-to-face
instructional activities, such as lectures, discussions, labs, or other in-person learning activities.
Online Course: All course activity is done online; there are no required face-to-face sessions within the
course and no requirements for on-campus activity.
Flexible Mode Course: Offers multiple delivery modes so that students can choose which delivery mode to
use for instructional and other learning purposes.
(Source: https://www.aeseducation.com/blog/what-is-elearning. Accessed 24.10.19)

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It is a matter of determining which LMS meets the requirements set out by your organisation.
Some examples (just a few) include:
• Schoolbox
• Learning Cart
• Eurekos
• FirstNet Learning
• Moodle
• Blackboard
• Thiinking Cap LMS
• Google Classroom
What to consider when choosing an appropriate LMS for your organisation and audience:
- The industry that your organisation operates in
- How many students and staff will likely access the system
- The region of your organisation
- The budget allocated for the LMS and cost per user
- Staff and student experience in using an LMS
- The types of training, assessment tools and education outcomes expected
- The education level of the students
- When the LMS needs to be available
- The type of access required (possibly a blend of desktops and mobile devices including tablets)
- How the LMS is to be hosted (Cloud-based or Self-Hosted or even offline software)
- The specific support required for the LMS
- The types of features that you are looking for
- Types of intergrations needed (accessing other programs such as ADOBE, Dropbox, Sharepoint)
- Level of access for different roles (i.e. administrator, trainer, student and more)
When is e-Learning a good option?
• there is a significant amount of content to be delivered to a large number of learners;

• learners come from geographically dispersed locations;
• learners have limited mobility;
• learners have limited daily time to devote to learning;
• learners do not have effective listening and reading skills;
• learners have at least basic computer and Internet skills;
• learners are required to develop homogeneous background knowledge on the topic;
• learners are highly motivated to learn and appreciate proceeding at their own pace;
• content must be reused for different learners’ groups in the future;
• training aims to build cognitive skills rather than psychomotor skills;
• the course addresses long-term rather than short-term training needs2;
• there is a need to collect and track data

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Components of e-Learning
The e-learning approaches can combine different types of e-learning components, including:
1. e-learning content;
2. e-tutoring, e-coaching, e-mentoring;
3. collaborative learning; and
4. virtual classroom.
1. E-learning content
E-learning content can include:
a) simple learning resources;
b) interactive e-lessons;
c) electronic simulations; and
d) job aids

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2. E-tutoring, e-coaching, e-mentoring

Services which provide human and social dimensions can be offered to learners to support them through the
learning experience.
3. Collaborative learning
Collaborative activities range from discussions and knowledge-sharing to working together on a common
project. Social software, such as chats, discussion forums and blogs, are used for online collaboration among
learners.
4. Virtual classroom
A virtual classroom is the instructional method most similar to traditional classroom training, as it is led
completely by an instructor.
(Source: E-learning methodologies - A guide for designing and developing e-learning courses. Federal
Ministry of Food, Agriculture and Consumer Protection. Accessed 23.10.19)

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Education statistics in Australia.

Education differs around the world, from its format to the underlying cultural beliefs in why education may
or may not be a priority.
Most countries have their own approach to education systems. There is no universal measure of what
success looks like, although, literacy rates, access to education, economic indicators, and how much a
government invests in educational streams are common metrics.
In the past decade, education delivery has experienced a paradigm shift with a skew towards online delivery
and a move away from traditional student-teacher platform.
Australia’s educational system is a dynamic and growing service market. Having ranked as the 3rd largest
provider of education to international students in 2016, the following years have seen education stay as a
prominent issue for Australia.
• 66.7% Australians aged between 20 and 64 years had attained a non-school qualification.
• From 2008 to 2018, the percentage of the Australian population who had received a school
qualification increased from 59.2% to 66.7% (ABS).
• The average cost of an undergraduate bachelor’s degree is between $15,000 and $33,000 per year
(Studies in Australia).
• In Australia, mindfulness and mental health programs are likely to become a regular fixture in many
Australian classrooms (SMH).
• In 2018, almost one fifth of Australians aged between 15 and 64 were studying (ABS).
• The most popular field of study for a non-school qualification was society and culture (22.0%),
followed by management and commerce (20.5%) and health (14.9%) (ABS).
(Source: https://www.upskilled.edu.au/skillstalk/education-statistics-around-the-globe. Accessed 21.10.19)
Recently the Australian Government has proposed a scheme to bolster mathematics based on the following:

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Online teaching and learning resources to support mathematics and phonics

The Australian Government will invest $9.5 million to strengthen the capacity of teachers across Australia to
teach mathematics and phonics through freely available, nationally coordinated, high quality professional
learning and resources.
This initiative will deliver:
Mathematics Massive Open Online Courses (MOOCs) for teachers of Foundation to Year 10 students, provide
supporting face-to-face professional learning and a repository of teaching and learning resources through an
online Mathematics Hub. It aims to inspire Australian school students to learn mathematics and equip them
to become our future mathematical and technological innovators.
The MOOC initiative will build on the successful Australian Government funded, combined delivery model
currently in use for the Digital Technologies MOOCs and Digital Technologies Hub to build improvements in
Mathematics teacher capability across Australia.
Phonics initiative relates to Online learning and teaching resources to support phonics education for the early
years of school. The aim is to provide teachers with ready access to resources that will assist in delivering
quality phonics education.
The free, nationally available teaching resources will build on existing resources to support teachers plan and
deliver literacy classes that include a focus on phonics.
(Source: https://www.education.gov.au/online-teaching-and-learning-resources-support-mathematics-and-
phonics Accessed: 22.10.19)

LEARNER GUIDE
VICTORIAN EDUCATION FRAMEWORK – E-LEARNING
Policy
Schools need to use digital technologies as an integral component of their learning and teaching programs
safely and responsibly.
Note: Schools enrolling international students must ensure that no more than 25% of the students’ total course
is undertaken by distance or online learning. International students cannot be enrolled exclusively in distance or
online learning units in any compulsory study period (defined as two terms of one semester). See: ISP Quality
Standards and School Resources under Department resources.
Resources to support the use of digital technologies

ICT Infrastructure and management
Information Technology Division (ITD) coordinates the ICT procurement and infrastructure provision to
Victorian Government schools which is central to the effective integration of digital technologies into the
curriculum, see: Information Technology.
Curriculum
The Victorian Curriculum and Assessment Authority website provides the framework for curriculum
development in ICT, see: Digital Technologies.
Digital learning tools and resources

A range of online systems, tools and resources are available to support digital learning in schools:
• ICT school planning resources will assist schools to plan for the effective use of digital technologies in
their everyday practices to prepare students for the demands of an ever-changing world, to achieve
powerful learning and teaching, and improve learning, teaching and administration, see: ICT School
Planning
• For resources and professional learning for teachers to build their digital teaching capabilities,
see: Digital Learning for Teachers
• Safe and Responsible Use resources support school communities to understand the behaviours and
processes that will help them to act in a safe and responsible manner when using digital technologies,
see: Safe Use of Digital Technologies
• ClickView is an online-based educational video content platform. Through ClickView teachers and
students have online access to thousands of educational programs, movies and TV shows to support the
Victorian curriculum. This means that teachers and students can easily access videos for classroom
viewing, learning tasks, assignments or research in a safe environment. All Victorian government
secondary and P-12 school students and staff teaching Years 7-12 now have access to ClickView. For
more information visit: ClickView. An information pack is also available for parents here (docx -
370.15kb).
• FUSE provides access to online educational resources from around the world. Primary and secondary
students and teachers can search for websites, interactives, images, audio and video as well as other
online resources. Government school teachers can log into ‘My Desk’ to manage and upload resources,
create resource packages to share and access licenced content. All resources are recommended and
reviewed by educators, and tagged according to audience, Victorian Curriculum and Senior Secondary
curriculum frameworks. Students can also log in with their school accounts. See: FUSE

LEARNER GUIDE
• Global2 is the Department's blogging community and is accessible to Victorian government and Catholic
schools. Global2 provides space for online collaboration, opportunities for teachers and students to post
and comment on blogs, collaborate on wikis, set up discussion forums and embed videos and images.
Personal levels of access can be customized for the space, see: Global2
• Virtual conferencing opens doors to learning outside the classroom. It enables teachers and students to
collaborate online with other classrooms, connect with experts or access professional learning. It can be
accessed via the internet or by using a dedicated videoconferencing system. It allows for participants in
multiple locations to interact using a wide range of media. For more information about the many virtual
conferencing tools that Victorian schools have access to, see: Virtual Conferencing
• The Digital Deck is like a pack of cards and provides a quick overview of the range of digital resources
available to schools. It starts with an eduSTAR overview then explores other resources and methods
along a continuum. Each card has a description, advice for getting started and classroom ideas. The
cards are available in hard copy or can be accessed online. For more information, see: Digital Deck
• The eduSTAR software image provides educational software that adds value to teaching and
learning. Teachers and students can search the online eduSTAR Catalogue for software by learning area,
once authenticated they can download core software and install it on multiple devices. see: eduSTAR
catalogue. The three software images available to schools are:
• core image - contains over 80 pieces of software including the Microsoft Office Suite, software for video,
image and music creation, thinking skills, literacy, mathematics and science
• secondary image – contains additional licensed software including Stile interactive science lessons,
Wolfram mathematics software, Adobe in Education, Sibelius music software and Lynda,com online
training courses
• tablet image - removes programs that are not compatible with tablet devices.
Department-provided software privacy information

The use of Department-provided software in schools must comply with relevant legislation and Department
policy, protect the personal information of individuals, and respect the individual's right to control how and
for what purpose their personal information is used.
Schools must:
• educate staff and students on the importance of maintaining privacy when using software and other
online services for learning and teaching, see:
• provide parents and guardians with an Parents Information Pack on software which includes an Opt Out
form, see:
Software and Privacy Advice
The 4 'Ws' of Privacy for Online Learning and Teaching Tools (docx - 181.6kb) - Information Pack for Schools
• Office 365 Parents Information Pack (docx - 256.47kb)
• G-Suite for Education Parents Information Pack (docx - 215.76kb)
Secondary School Software Suite

• Boardmaker Online Parents Information Pack (docx - 204.93kb)
• lynda.com Parents Information Pack (docx - 219.33kb)
• Stile Parents Information Pack (docx - 218.04kb)
• Wolfram Parents Information Pack (docx - 289.64kb)
(Source: https://www.education.vic.gov.au/school/principals/spag/curriculum/Pages/
techsupport.aspx#link67 Sourced: 21.10 19)

LEARNER GUIDE
QUEENSLAND EDUCATION FRAMEWORK: E-LEARNING (THE LEARNING PLACE)

The Learning Place is the department's comprehensive eLearning environment providing secure access to an
innovative range of digital tools, resources and online spaces for teaching and learning, collaboration and
networking.
The Learning Place supports contemporary teaching practice enabling today's learners to steer their own
learning and arrive at their own ICT-enriched learning destinations.
The quality of teaching is critical to the process of learning. Successful learners are creative and productive
users of technology moving easily between their personal learning environments and networking spaces
(physical and online) to improve their knowledge, capabilities and understandings of our world.
The role of the teacher in a technology rich environment is to combine curriculum knowledge and
understanding of the learner with effective teaching strategies to enable purposeful learning.
Digital teachers are empowered by their personal educational networks. They acknowledge themselves as
learners on a journey that is exciting, challenging and connected.
Tools and Spaces used include:
Staff Space
Student space
OneChannel
Staff Blogs
edStudios
edTube
Learning Pathways
iConnect
eLearn
Virtual Classrooms
Manage courses (CAMS)
Help Centre
Online resources
Our online materials can help you improve your children's literacy, numeracy and other skills. The main
content management system for resources in Queensland is called the Learning Place.
Resources
• Library Services resources—the eLearning library provides eBooks, online journals, databases, print
books and education history to support teaching and learning in Queensland state schools.
• Every Day Counts—these short videos have information about the importance of attending school.
• QCursive—a resource to help early years primary school students with their handwriting.
• Literacy and numeracy resources and activities—for parents and children to use at home.
• Fun and educational activities to help your child—engaging activities to introduce children to
Science, Technology, Engineering and Mathematics.
• Out and About sight words iPhone app—this free app, aimed at Prep–Year 2 students, helps children
practise their sight words when they are 'out and about'.
• Cybersafety—stay safe online with information, resources and advice for students and parents.
(Source: https://www.qld.gov.au/education/schools/learningresources/online - accessed 21.10.19)

LEARNER GUIDE
SOUTH AUSTRALIA – DELIVERING DIGITAL 2016-2020

Delivering integrated, secure and flexible digital solutions for public education, care and child protection in
South Australia.
Delivering Digital, DECD’s digital technology strategy outlines the Department for Education and Child
Development’s 5-year plan to provide integrated, secure and flexible digital systems and services to
transform the education, care and protection sector.
There are many key drivers for this strategy including a desire to harness contemporary technology solutions
to achieve productive and innovative education, care and protection outcomes. We also saw a need to
ensure the security of our data, and an opportunity to create agile systems that transform how students and
young people receive, interact and respond to the learning experience. Importantly, these systems will
provide an improved experience from the user perspective.
The strategy sets out 4 strategic priorities to meet the current and future needs of schools, preschools, care
and protection services, and other stakeholders within the department.
1. ADVANCED DIAGNOSTICS, COMMUNICATION AND LEARNING TOOLS
2. SECURE, RELIABLE ACCESS, ANYWHERE, ANYTIME
3. INTEGRATION OF CARE AND PROTECTION SERVICES
4. DIGITAL CENTRAL SYSTEMS AND INFRASTRUCTURE
KEY DRIVERS
be digital by default – transform existing services to digital
improve the education and care of children and young people
ensure the security of our data
create agile systems and services
achieve a consistent approach
increase efficiencies and effectiveness
buy smart, including buying commercial off the shelf products where possible
manage implementation in a planned staged manner

LEARNER GUIDE
1.2 FIND AND ACCESS RESOURCES TO SUPPORT STUDENTS USING AN E-LEARNING

MANAGEMENT SYSTEM IN ACCORDANCE WITH ORGANISATION REQUIREMENTS
Job Role in Action

Digital technologies are electronic tools, systems, devices and resources that generate, store or process data.
Well known examples include social media, online games, multimedia and mobile phones.
Digital learning is any type of learning that uses technology. It can happen across all curriculum learning areas.
The teacher aide is primarily responsible for preparing the equipment, materials, and resources needed by the
teachers and students for their classes. Normally, they collaborate with the classroom teacher to obtain
information about the lesson for the class. These are provided in the teacher’s lesson plans, or activity planning
sheets. Any special equipment that may be required by students with special needs must also be setup before
the class starts.
Teacher aides are responsible in preparing the following:
• visual materials
• student worksheets
• teaching aids
• any school supplies required for the curriculum activity
• specialist equipment
• Electronic forms
• Sporting equipment
• Scientific equipment
• Nature
• Personnel
• Case studies
• Assessment materials
• Record / logbooks
• equipment to be used for out of room activities
• computers, projectors, DVD players, etc.
There are two general approaches to e-learning: self-paced and facilitated/instructor-led.

Self-paced learners are alone and completely independent, while facilitated and instructor-led e-learning
courses provide different levels of support from tutors and instructors and collaboration among learners.
Often, e-learning courses combine both approaches, but for simplicity it is easy to consider the two
separately

LEARNER GUIDE
Quality of e-learning
The quality of an e-learning course is enhanced by:
• learner-centred content: E-learning curricula should be relevant and specific to learners’ needs, roles
and responsibilities in professional life. Skills, knowledge and information should be provided to this
end.
• granularity: E-learning content should be segmented to facilitate assimilation of new knowledge and
to allow flexible scheduling of time for learning.
• engaging content: Instructional methods and techniques should be used creatively to develop an
engaging and motivating learning experience.
• interactivity: Frequent learner interaction is needed to sustain attention and promote learning.
• personalization: Self-paced courses should be customizable to reflect learners’ interests and needs;
in instructor-led courses, tutors and facilitators should be able to follow the learners’ progress and
performance individually.

LEARNER GUIDE
Online Education
Online education is seen as an area available to those unable to access full-time education. Technology has
now added the use of email, web-based presentations and more. It is possible to carry a single unit or
virtually a full load. In some instances it is even possible to do practical activities online.
You can choose where and when you study/complete work, even study from overseas. It can be done in
conjunction with full-time employment, managing a family, running a business. It can be done for
professional or personal reasons. You can select individual courses from a number of sources [e.g. MOOCs].
In previous years, this form of study was often called external studies or distance education, with the latter
term still used by some groups.
Online education is provided by most universities, some colleges and many school systems. Numerous
universities are now providing “Open Courseware” online, free to anyone who is interested.
Australian Information - Distance Education

Education with work completed online, with mail or other methods.
The controlling units/schools are provided in the first section for each state/territory, with other centres in
the second part of each listing.
School Level
Australian Capital Territory
Distance Education - ACT
New South Wales

Access Program
‘Provides a shared curriculum for senior secondary students across five clusters of isolated schools. Small
groups of students interact with each other and their teacher through videoconferencing and collaborative
technologies. This enables rural students to complete their secondary education at their local school with the
support of their community - without having to live away from home’.
Aurora College
‘We are the NSW Virtual Selective High School, providing students in rural and remote areas the chance to
study specialist subjects using the latest technology’.
DART Connections
‘Connections is a project of the New South Wales Department of Education and Communities unit - Distance
And Rural Technologies [DART]. Connections provides and co-ordinates video conferencing excursions’.
Distance Education
Part of the Rural and Distance Education site [see below]. Information on Full-time enrolment and Single
Course enrolment. It has a link to this Distance Education Enrolment Procedures document which provides
detailed information.
Distance Education Centres

Preschool to Secondary and a Support Unit. Title and contact numbers. ‘Distance education centres are
located across NSW and have designated intake areas’. Some of these are listed below.
• Broken Hill and Hay [New South Wales - School of the Air]
• Finigan School of Distance Education
• NSW School of Languages
‘Teaching and learning of languages by distance education.’

LEARNER GUIDE
OTEN [New South Wales]

Rural and Distance Education [NSW]
As well as the unit, there is a Rural & Distance Education - NSW site which ‘supports rural schools and
distance education schools of NSW’.
Rural and Remote Education
‘The Rural and Distance Education unit supports schools in rural and remote areas and those
providing distance education’. Includes information on allowances and other support as well as
several special programs. The original document Rural and Remote Education, A blueprint for action
can be downloaded here.
Northern Territory
Distance and Online Learning
Overview, links and contacts for all centres.
NT School of Distance Education
‘Provides senior secondary education to students in Years 10, 11 and 12. Our teaching and learning programs
are provided to students through a blended distance education delivery model that incorporates online
courses, weekly interactive web conferencing lessons and regular support by teachers via phone, email and
contact visits either to your home location or at NTSDE’.
Alice Springs School of the Air
Updated ! Katherine Centre
Queensland
Distance Education
This includes the following plus links to Distance Education Enrolment Fees Policy and Procedures
and Distance Education ICT Subsidy Scheme.
Brisbane School of Distance Education
Cairns School of Distance Education
Capricornia School of Distance Education
Charleville School of Distance Education
Charters Towers School of Distance Education
Longreach School of Distance Education
Mount Isa School of the Air
TAFE Online [Qld]
‘TAFE Open Learning - online and distance education. Courses for people living throughout Australia
and the world’.
South Australia
External Education
sa.gov.au. ‘Students who are unable to attend a local school or access curriculum at their school may
be able to undertake school externally. This is sometimes called distance education’. Overview, links.
Open Access College [South Australia]
Port Augusta Centre
Tasmania
Tasmanian eSchool
Replaced Distance Education Tasmania and the Open Learning Network.
Victoria
Victoria [Departmental listing]
Find specific Enrolment Information, while there is a DECV Parent Portal, available to those who have
registered. You can also access a School Strategic Plan for 2014-2018 here

LEARNER GUIDE
Western Australia
SIDE
‘The centre for secondary distance learning within the WA Department of Education.
Carnarvon Centre
Kalgoorlie Centre
Kimberley Centre
Meekatharra School Of The Air
Port Hedland Centre
Other Australian Sites

Advisory Sites
AADES
‘The peak professional organisation in Australasia representing school level distance education’.
ACODE
‘The peak Australasian organisation for universities engaged or interested in open, distance, flexible and e-
learning’.
Charles Sturt University - Online Study
‘Is online study new to you ? There is no need to panic. We’ll introduce you to all the skills and tools you’ll
need before you start studying’.
eLearn Hub
‘Do you want to spread the word about quality online education ? eLearn Hub takes guest posts on all things
education’. Also has free materials, advice on aspects of producing courses and much more.
Top 5 Tips for Online Study
‘Studying online is convenient and saves time because you can study at home or from work. But it is
demanding in other ways. You need to be especially disciplined and organised. Here are my top 5 tips for
successful online learning’.

LEARNER GUIDE
10 E-Learning Resources for Teachers to Use

New terms are always challenging for teachers. And this is because students are expecting to be surprised
with innovative lessons and learning materials. Now, think smart and use technology to show those scholars
that internet can be employed in educational means, too. Below, we have selected top ten websites which
will help educators boost any boring class. Just browse through them and pick the most suitable ones for
your lesson plans.
1. Online Learning Consortium

This website is all about upgrading the e-learning processes. The team is committed to help educators use
technology as attractively and efficiently as possible. Having this in mind, they are organizing several types of
meetings. For example, users can attend consortiums virtually or in person. Further on, teachers have the
possibility of enrolling to workshops, webinars, mastery series and certificate programs. Then, educators can
download and read the monthly journal, different surveys, books and other publications.
2. Smart Builder
Be a modern educator and surprise your students with e-learning tools. No, you definitely don’t have to learn
how to code for this! Just go to SmartBuilder, create an account and start making projects with simple drag
and drops. Users are allowed to add rich media, gaming elements, branching scenarios and powerful
assessments. Also, the community edition (which is totally free) disposes of object library, flowing charts,
templates, tutorials and live training, and hosts an unlimited number of lessons. Use this tool to create
attractive lessons and evaluations.
3. Edudemic
This website is crammed full of powerful articles on e-learning. Educators can find guidance on any topic –
teaching tools, how to engage students, how to use tablets for class, how to use social media as learning
tools, and so on. In addition, users will learn the latest news and trends in education and online learning.
The platform also contains a page dedicated to students. This one includes information on online learning,
social media and tools.
4. Digital Learning Now

This website contains four major initiatives essential for the e-learning development. These are: Data privacy
for online users, EdPolicy leaders online supporting online courses, E-rate modernization and reform
marching for maximizing internet connectivity, and Course access fighting for the students’ rights of being
able to access and attend any online course. Users can also watch videos proving the efficiency of digital
learning in academic and professional success. The platform contains press releases, too, on hot topics like
DNL report cards and updates from schools implementing digital learning.
5. Au-Assignment-Help
All learning materials have one thing in common – impressive content. For obtaining the most entertaining
information and texts, go to this website. Actually, it is an online writing company, offering content on a large
variety of subjects. You can rely on the writers, as they are experts in different academic fields. Use their
experience in order to create attractive textbooks and courses.
Users can also benefit from the free essay writing indications posted on the website. There is a glossary out
there, with essay writing terms meant to inspire students to create better papers.
6. Classroom 2.0
This is a social network dedicated to teachers worldwide. Each member of the community shares guidelines
and tips on how to better employ technology in classes. It is a very useful platform especially for educators
who have just landed in this working field. They can learn from the most experienced ones and create
modern lessons plans. The final purpose is to become a loved and respected teacher.

LEARNER GUIDE
7. Prezi
Presentations are used by teachers for all academic levels. And students are already used to PowerPoint
slides. Not to mention that they are also bored of these things. As a consequence, it is time to upgrade your
lessons with Prezi. Users can add motion, zooming in effects, contextual explanations and links, images,
videos and texts. Additionally, you could insert surprise elements meant to keep the audience engaged.
Teachers can use these presentations during classroom, or include them in e-learning processes.
8. Curriculum Bits
As the name suggests it, on this platform users can find several materials for some curriculum subjects. The
resources are organized on educational areas and consist of videos, presentations, games, quizzes and
animations. All materials are free and easy to use – just click on one lesson and it will appear in a separate
window. The presentations have been created by IT specialists and teachers. Some of them are even
interactive. For instance, students can learn the effects of a tornado by clicking on different intensities.
9. Learning Tools
Here, you can find tons of e-learning tools meant to help educators put together the most entertaining class
ever. Resources are all free and created especially for educational purposes. The most complex one is the
Multimedia Learning Object Authoring Tool, featuring videos, images and texts, in a synchronized material.
The rest of the resources are the language pronunciation tool, the image zoom tool, the image annotation,
the vocabulary memorizing platform, the timeline tool, and so on.
10. OpenStax CNX

The founder of this platform has realized that textbooks are outdated and they don’t cover all the necessary
learning materials. As a consequence, he thought about having a website where teachers could create, share
and adapt resources. Students can also benefit from this project – they are free to view and download
materials on PC or mobile phones. The library is organized in six major areas: arts, business, humanities,
mathematics and statistics, science and technology, and social sciences. Each category contains books and
pages. Users can find a certain material by refining searches depending on the publishing year, the author,
the type of material, the keywords and the subjects.
All these e-learning websites and resources will contribute to the teaching system’s innovation. There is still
plenty of time till the new school year begins, so start exploring the tools and get familiar with them. Start
the term fresh by employing modern teaching methods which will grasp the students’ attention. They will be
impressed by your tech skills and involvement!
(Source: https://www.digitalchalk.com/resources/blog/elearning-tools/10-elearning-resources-for-teachers-
to-use-in-the-upcoming-academic-year Writer Jenny Mills Accessed 22.10.19)

LEARNER GUIDE
LIST OF DIGITAL LEARNING TOOLS SUGGESTED BY THE VICTORIAN GOVERNMENT

(Updated 25.9.2019)
FUSE
FUSE is a content library of teaching materials and educational resources. It covers traditional text resources,
multimedia, video and interactives.
All resources are recommended and reviewed by educators, and tagged according to audience and the
Victorian curriculum, senior secondary and early childhood curriculum frameworks.
Victorian government school staff can log in to upload and share content or create resource packages.
Students can sign in with their school accounts.
Global2
Global2 is the Department's blogging community and is available to both Victorian government and Catholic
schools.
Teachers and students can post and comment on blogs, collaborate on wikis and set up discussion forums.
Levels of access can also be customised.
Virtual conferencing
Students can interact and learn with others outside their classroom by using virtual learning and conferencing.
Digital learning software

The Department provides Victorian government school students and teachers with comprehensive, up-to-
date digital tools and software to support the implementation of the Victorian Curriculum F-10, VET and VCE
and the achievement of the Education State targets. Provision of this software reduces costs to schools and
families and includes students’ Bring Your Own Devices (BYOD).
For information about the software see: DET Software Suite

For professional learning see : Digital Learning Professional Learning Calendar
Collaborative learning environments

Google Apps for Education and Microsoft Office 365 online services provide schools with access to
contemporary digital classroom tools and support for BYOD through services that can be accessed on
Windows, Apple, Android and ChromeBooks.
Office 365 includes: Outlook for students, OneDrive, Office, Powerpoint, OneNote, Excel, Teams, Forms and
Sway.
Google Apps includes: Gmail for students, Drive, Google suite (docs/sheets/slides/calendar), Google
classroom, Forms and Hangouts.
Minecraft Education Edition, including Mini Melbourne
Minecraft: Education Edition is a collaborative and versatile platform that educators can use across subjects
to encourage 21st-century skills.
The Department and the Metro Tunnel Project have created the Mini Melbourne world, rendering the city of
Melbourne in exquisite Minecraft detail. Mini Melbourne has been built primarily as an educational resource
that will enable students to learn more about Melbourne and Victoria's past, present and future.
For access see: Minecraft Education Edition
For supporting resources see: Mini Melbourne
Creative Cloud apps and design and Web K-12 collection
The software can be used across a range of Learning Areas for the creation of documents, animations, audio,
videos and websites. In addition, this software has specific relevance to learning and teaching of The Arts,
Technologies and Critical and Creative Thinking.

LEARNER GUIDE
Secondary teachers have access to the entire collection of Adobe Creative Cloud apps, including Photoshop,
InDesign and Premiere Pro. Student-owned BYO devices can access the Web K-12 Collection which includes
Photoshop, InDesign and Illustrator.
Available for all students and teachers in Victorian government secondary and P-12 schools.
For access see: EduSTAR catalogue software centre
ClickView
ClickView is a suite of thousands of interactive videos and related resources that support learning and
teaching across all subject areas. Videos are professionally made in Melbourne studios or sourced from free-
to-air and pay-TV content. ClickView content is mapped to the Victorian curriculum, and allows teachers to
deliver individualised learning activities to students and view and assess their responses.
For more information see: ClickView supporting resources
For access see: ClickView
Stile
Stile provides over 70 Science units, each containing a mixture of content delivery, formative assessment,
summative assessment, experiments, projects, classroom activities, and STEM career profiles. Every unit of
work is set in the context of real-world science discoveries and events, highlighting to students the relevance
of what they are learning.
Every lesson is completely customisable, allowing teachers to tailor content and questions to the needs of
their school’s curriculum or individual students. Teachers can even create their own Stile lessons if they want
to get really creative.
Available to Years 7-8 students and their Science teachers in Victorian government schools.
For access see: Stile
Sibelius
Sibelius is a music notation program designed for composing, orchestrating and designing workshops. Music
teachers who incorporate Sibelius into their lessons are able to demonstrate music theory and composition
concepts, and students are able to create their own pieces of music while developing their understanding of
these concepts. This software has specific relevance to learning and teaching of Music.
All Victorian government secondary schools have been provided with 20 seats of this software.
For access email - mail@futuremusic.com.au
Wolfram Mathematica, SystemModeler, Programming Lab and Alpha
Wolfram software are internationally recognised, industry standard, powerful learning tools that can be used
across STEM with applications in the areas of computation, problem modelling, coding and more. This
software has specific relevance to learning and teaching of Mathematics, Science, Technologies and Critical
and Creative Thinking.
Available for all students and teachers in Victorian secondary schools (government and non-government
schools).
For access see: Wolfram software
Lynda.com
Lynda.com is an online learning platform that provides anytime, anywhere access to a library of over 209,200
unique “how to” videos across three areas - Business, Creative and Technology Skills. Lynda.com also
provides 5,700 professional learning courses and twelve Learning Paths to support teachers and students to
develop their knowledge and skills. Lynda.com can be used by teachers and students for on demand skill
development on how to use software including Office, Adobe, Google, Sibelius, Python, WordPress and
Evernote.
Available for all teachers and students in Victorian government secondary schools.
For access see: Lynda.com

LEARNER GUIDE
Boardmaker Online
Boardmaker Online provides a multi-level approach to creating engaging print and interactive materials for
your special education needs. Extend learning by adapting curriculum to the unique needs of learners with
easy-to-use enhanced features. Increase engagement by making print activities interactive on smart boards,
computers, tablets and communication devices.
Available for all staff who work in special schools, as well as regional staff who support schools to work with
students with additional needs.
For access contact: the Digital Learning Services Unit digital.learning@edumail.vic.gov.au
Comic Life
Comic Life can be used across a range of Learning Areas for the creation of comics and storyboards. This
software also has specific relevance to learning and teaching in The Arts, Technologies and Critical and
Creative Thinking.
For access see: EduSTAR catalogue software centre
ICT Strategic Planning

The Department supports schools to make appropriate choices through the ICT Strategic Planning
Workshops and the development of Digital Learning plans to ensure that the use of digital technologies is
contemporary, effective, appropriate and balanced.
For more information see: ICT school planning
ePotential
The ICT capabilities resource supports teachers to integrate ICT into their classroom. It includes:
• an ICT capabilities framework

• an online survey
• a continuum with practical, learning and teaching resources, including teacher and student work samples,
advice for getting started and professional learning resources.

LEARNER GUIDE
1.3 ENSURE ORGANISATION PROCESSES AND PROCEDURES FOR MANAGING E-

LEARNING ARE IN PLACE
Challenges of Online Learning

On Australian Education for online learning, Professor Geoff Masters discussed the current five significant
challenges facing school education.
1. Equipping students for the 21st Century, including by increasing reading, mathematical and scientific
literacy levels;
2. Reducing disparities between Australia's schools, particularly along socioeconomic lines, by ensuring
that every student has access to an excellent school and excellent teaching;
3. Reducing the ‘long tail’ of underachieving students who fall behind year-level curriculum
expectations and thus fail to meet minimum international standards;
4. Getting all children off to a good start, by reducing the number of children who begin school with low
levels of school readiness and so are at risk of ongoing low achievement;
5. Raising the professional status of teaching, by increasing the number of highly able school leavers
entering teaching.
In 2012 the Commonwealth Government established a long-term goal for Australia’s schools. This goal was
incorporated into the Australian Education Act 2013, which identifies ‘national targets’ including: ‘for
Australia to be placed, by 2025, in the top five highest performing countries based on the performance of
school students in reading, mathematics and science’ and ‘for the Australian schooling system to be
considered a high-quality and highly equitable schooling system by international standards’.
Disability Support for e-Learning and Teacher training

In addition to the e-learning systems in place at school, there is also e-learning support provided for children
with disabilities. This is further strengthened with e-learning training for teachers and education support
staff to support these children.
NSW Government – Disability, learning and support for teacher and school support staff
Effective teachers and support staff are the most important resource in ensuring the best possible
outcomes for every student, including students with disability and additional learning and support needs.
A range of ongoing high quality professional learning opportunities can help teachers and support staff
meet the educational needs of the diverse range of learners in their classes.
Disability Standards for Education e-learning
This e-learning resource explains the Disability Standards. The lessons outline how the responsibility of
schools towards students with disability should be met. The lessons are in use in education systems across
Australia and can be accessed through Education Services Australia (ESA).
Supported Online Learning
A suite of Supported Online courses is available to support classroom teachers and support staff from
the departments' primary schools, high schools and special schools. Each of the courses is registered with
the NSW Education Standards Authority (NESA). The courses address a range of diverse disabilities and
additional learning and support needs. Department staff can undertake the courses with a trained tutor,
studying in a learning group and by individual online study.

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e-learning resources available for Education Assistants including SASS staff and School Learning Support
Officers
These six lessons are grouped into Part One and Part Two. They are available for all SASS staff and are
accessed online as the teachers’ lessons:
Part One (Lessons 1-3)
Part Two (Lessons 4-6)
• Online Learning Courses: Data summary: June 2019

• Online Learning Courses: Information for principals
(Source: https://education.nsw.gov.au/teaching-and-learning/disability-learning-and-support/personalised-
support-for-learning/disability-standards-for-education Accessed 22.10.19)
THE DESIGN OF AN E-LEARNING COURSE FOR THE ORGANISATION
The analysis and design stages are essential to ensure course effectiveness and learners’ motivation and
participation. Analysing learners’ needs and learning content, and finding the appropriate mix of learning
activities and technical solutions is crucial to creating an effective and engaging course.
Course effectiveness and participants’ motivation depend on several elements, including the:
• relevance of the content and course objectives for the participant: do they meet existing needs?
• type of learning activities offered by the course: are they interesting, inspiring and well-matched to
the level of the participants?
• course duration, timing and number of hours to be invested: do they fit with the participants’
availability?
• technical aspects: is the technical solution appropriate to learners? Are the technical elements (e.g.
the learning platform and its functions) clear and understandable to participants?
Before designing an e-learning course, a needs analysis should be conducted to determine whether:
training is required to fill a gap in professional knowledge and skills; and
e-learning is the best solution to deliver the training. In fact, there might be several causes of a
capacity problem, and an organization’s capacity to achieve its goals can be affected by many factors,
including:
factors in the enabling environment: policy and legislative frameworks, rules and norms internal to
an organization and political will;
organizational aspects: the organization’s formal and informal incentive and support structures, staff,
equipment and finances;
individual capacity: the skills, knowledge and attitudes of individuals working in the organization.

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Analysing the target audience is required to identify a variety of factors that will influence the course
design and how it impacts upon the organisation’s education requirements.
Some of these factors are shown below.
Content identification and analysis can be done by applying the following methods:
• Task analysis identifies the job tasks that learners should learn or improve and the knowledge and
skills that need to be developed or reinforced.
• Topic analysis is carried out to identify and classify the course content.
Identifying course content through task analysis allows designers to:

• create a learning course that is job centred;
• focus attention on skills; and
• create case-based scenarios that build on realistic job contexts
The task analysis consists of four main steps:

Step 1: Identifying tasks
Identify and describe the tasks that learners should learn or improve to achieve the course goal.
Step 2: Classifying tasks
Classify tasks as either:
• procedural (i.e. tasks that are performed by executing an ordered sequence of steps , such as
“Create a table in Microsoft Word”); or
• principle-based (i.e. tasks requiring judgments and decisions to be applied in different situations
and under conditions that change every time, such as “Organizing a conference”).
Step 3: Breaking up the tasks
Break each task into:
• steps (for procedural tasks); or

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• guidelines that should be applied to perform the tasks (for principle-based tasks). For complex tasks,
requiring the application of strategic or interpersonal skills (such as “adapting” or “solving group
conflicts”), different points of view may be needed to identify the guidelines. These can be collected
through interviews with several experts, e.g. by asking them about the approach they adopt in
challenging situations and looking for commonalties among the various approaches to identify the
skills that can help in those situations.
Step 4: Identifying required knowledge and skills
• Identify the knowledge and skills needed to best perform those steps or apply those guidelines
Defining the objectives of an e-Learning course

A learning objective is a statement describing a competency or performance capability to be acquired by the
learner. Objectives should be specified for the course as well as for each single activity.
Learning objectives combine two main elements:

• the expected level of performance (through an action verb, such as “describe” or “explain”); and
• the learning content (i.e. the type of knowledge or skills that must be learned, such as “the main
objectives of a food security information system”).
According to the revised Bloom’s taxonomy of the cognitive domain, learning objectives can imply six
different types of cognitive performance, ranging from the lowest performance level (remember) to the
highest (create).
Defining the course sequence

How should the learning objectives be sequenced when structuring a course? One of the methods used to
define the course sequence is the prerequisite method. That method uses a learning objectives hierarchy,
teaching first those skills that seem to be prerequisites for all other skills.
Learning objectives hierarchy

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Design of a course plan – Example

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Course Plan – an outline

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Chapter 2. Preview e-learning management system

2.1 – TEST ORGANISATION’S E-LEARNING MANAGEMENT SYSTEM TO ENSURE
COMPLETION OF AN ONLINE COURSE IS POSSIBLE
Defining Instruction, Evaluation and Delivery Strategies

Next, we have to consider how effective the instructional methods and formats are to meet student and
organisational needs.
A summary of the instructional methods and formats

The following table summarizes the main uses and the pros and cons of the various instructional methods.
Most courses combine two or more e-learning methods, using different types of e-learning formats.

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Learner-related factors
The following are important factors to consider about learners:
their comfort with delivery channels – Audio and video conferencing can be frustrating for non-
native language learners; e-mail or discussion forums are more appropriate since they allow learners
to take the time they need to read and write.
their level of technical expertise – If they have only recently experimented with e-mail, they may
have difficulty working with whiteboards and video conferencing. It is important to consider how
much technical support can be offered to them.
their available time – If learners are busy, are located in different time zones or cannot conform to
rigid schedules because they can only access a shared computer during certain hours, asynchronous
tools will be preferred.
Technology aspects
Learners’ computers’ capabilities, infrastructure and connectivity need to be considered before making any
technology decisions. Understanding whether learners have easy access to network systems is important.
Some activities can be carried out only with the support of an Internet connection, while others can be
developed for self-paced e-learning. If there is limited Internet connectivity, consider using CD-ROMs and
other offline formats to allow learners to take all or parts of the course offline. Knowing bandwidth
limitations helps you to choose the right delivery format.
Can existing materials be used without making any changes?

Unfortunately, existing training materials and documents cannot be automatically transformed into e-
learning materials by just making them available from a Web site.
E-learning differs from face-to-face training and requires specific formats. For self-paced e-learning in
particular, material must be carefully designed and must embed adequate instructional support to allow
learners to function independently throughout the course.
For example:
a PowerPoint presentation developed for face-to-face training sessions is not e-learning content,
because it does not include all the explanations and examples which are supplied by the presenter in
a traditional classroom; or
a 20-page article made available online is not e-learning content because the way it is designed
doesn’t match specific learning objectives and because scrolling text pages is not the best way of
reading online.
Although preparing materials is less demanding in instructor-led synchronous learning, it is still necessary to
adapt existing materials to the new learning environment.

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Integrating media elements

Media elements: Text
Written text is an important “media” for communicating course content. Great attention should be given to
its graphic display and integration with images.
Media elements: Graphics

Graphics include illustrations, pictures, diagrams and icons. They can range from photographic realistic
images to schematic representations or even tables.
Graphics can serve different communication functions, including the following:

• decorative: to add aesthetic appeal or humor;
• representational: to depict an object in a realistic fashion;
• mnemonic: to provide retrieval cues for factual information;
• organizational: to show qualitative relationships among content;
• relational: to show quantitative relationships among two or more variables (e.g. pie charts, line
charts);
• transformational: to show changes in objects over time or space (normally realized through
animations and video); and
• interpretive: to illustrate a theory, principle or cause-and-effect relationships.
Developing practice and assessment tests
Practice and assessment questions should be designed to reinforce the achievement of learning objectives.
Questions play an important role in involving learners and keeping their attention, so you should try to use
them as much as you can in your storyboard.
In a job-oriented course, the questions should be placed in a job-realistic context to build knowledge and
skills that can be transferred to the job.
Developing practice and assessment tests for different types of knowledge

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Authoring tools
Various tools can be used to produce e-learning content, depending on the file formats you are going to use
and the final product you aim to deliver.
In a very broad sense and at the simplest level, slide-based tools, like Microsoft PowerPoint or even word
processors, are regarded as e-learning tools. While those tools are not appropriate to present interactivity,
testing and scoring, they can be sufficient to create simple learning resources.
To develop interactive content, various elements are assembled (e.g. text, illustrations, animations, audio,
video, interactivity).
There are two main ways to do that:

• use programming tools which have been created to develop web content (not only for e-learning)
and customize them to specific e-learning needs; or
• use special tools – known as authoring tools or authorware – which have been created specifically to
develop e-learning courses.

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Course evaluation
What is the purpose of the evaluation?
Evaluation can be done to accomplish specific evaluation purposes. First, you should decide if you want to
evaluate the course during the development stage to improve it before it is finalized, or do an evaluation at
the end of the course to measure its effectiveness, or examine a past course to see if it is still valid and can
be reused in a new context.
In other words, you may want to evaluate a course:

during the development stage, to improve instructional courses or products (formative evaluation);
during or immediately after the implementation stage, to measure the effectiveness of education,
training and learning (summative evaluation); and
some time after the course has been implemented, to understand if it is still valid or needs to be
updated or modified (confirmative evaluation).
What can be evaluated?

According to the Kirkpatrick’s model, evaluation can encompass four levels:
• learners’ reactions
• learning
• behaviour
• results
Evaluating learners’ reactions means understanding how those who participate in the program react to it, if
they participate actively and if they like the course. This can be measured through questionnaires and
surveys, which are usually submitted to learners at the end of the course. In facilitated e-learning, learners’
participation is monitored by the facilitator throughout the course period.
Evaluation (or assessment) of learning measures the achievement of intended learning objectives. Depending
on the type of course, this can imply that participants have increased knowledge, developed skills, and/or
changed attitudes as a result of attending the course. Learning can be assessed through direct observation,
assignments and tests.
Assessing learning
According to the type of learning objectives, different methods can be used to evaluate learning.
Changes in attitudes and development of relational skills can be measured through interviews, surveys or
direct observation of participants’ behaviour.
Thinking and cognitive skills can be measured through assessment tests. Assessment tests can consist of sets
of questions or assignments designed to verify the achievement of a specific objective or the mastery of a
given skill.
Assessment tests can be used for different purposes:

• Prerequisite tests: used to verify if learners have the minimum required knowledge to participate in
a certain learning course
• Pre-assessment tests (or entry tests): used to assess a learner’s knowledge and skills before
beginning a course, in order to personalize learning activities
• Diagnostic tests: used to assess the achievement of a unit’s learning objectives after the completion
of a specific learning unit
• Post-assessment test: used to assess the achievement of the course’s learning objectives after the
completion of the entire course
• Certification tests: used to verify specific skills and knowledge inside the organization and are not
necessarily related to a learning course.

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In self-paced e-learning, assessment tests mainly consist of “closed-ended” questions associated with
response options.
The most frequently used question formats include: multiple choice; multiple responses; matching; ordering;
fill-in-the-blank; and short answer/essay. Learning platforms often include editors to create tests, questions
and tools for reporting results.
In facilitated and collaborative e-learning, “closed-ended” questions are integrated with different types of
assignments which are carried out during and/or at the end of the course. Questions and assignments are
evaluated by the facilitator or instructor. This is often associated with continuous monitoring of individual
and group activities during the course.
Virtual learning environments, or VLEs, are used to simulate traditional face-to-face classroom activities and
facilitate teaching and learning with a strong collaborative component. Examples of VLEs are Moodle46 and
Blackboard.
A learning management system, or LMS, solution facilitates delivery and management of all learning
offerings, including online, virtual classroom and instructor-led courses.
Another type of platform – learning content management systems, or LCMSs – focuses mainly on creating e-
learning content. In other words, developers and administrators create content material, such as articles,
tests, games, video and small units of digital content (content chunks), which then are rapidly assembled,
reused and tailored into different courses according to learners’ needs. LCMSs reduce development efforts
and allow digital content to be easily repurposed.
Both LMSs and LCMSs are designed to manage course content and track learner performance and learning
objects, but they differ in their purposes. While LMSs manage and track online activities, classrooms and all
sources
and events, LCMSs do not manage blended learning, but only the digital content, even at its lowest levels.

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2.2 – CHECK EFFECTIVENESS OF FUNCTIONS OF E-LEARNING MANAGEMENT

SYSTEM, INCLUDING EMAIL TO ONLINE COHORT, DISCUSSION BOARDS,
DOWNLOADING OF MATERIALS AND MANAGEMENT OF WORK
Identifying student needs

There are many methods that can be used in order to identify educational needs that students may have.
Informal methods are those which occur as a matter of course anyway during general school life or those
which do not require specialist personnel or set assessment frameworks.
Informal identification methods include:

Observations
Reviews of student work/ progress
Speaking to pupils and asking them questions about their own learning.
There are also more formal methods that can be used to identify student needs. You may not necessarily
carry out these methods yourself but may need to support their implementation, or you may be required to
put forward the case for these methods being conducted.
Formal identification methods include:

Standardised tests
Achievement measures
Adaptive functioning
IQ tests
Other assessments.
In some instances, specialised
assessments may be beneficial for
helping to identify educational needs
of students.
These may be performed by:

Speech-language pathologists
Psychologists
Occupational therapists
School district professionals
Other specialists.
Where you have been working with a
student, and you think a specialised
assessment will help your educational
establishment to understand and cater
to their needs, you should liaise with
the class teacher, explain your thoughts on the matter, and aid in arranging this type of assessment if
necessary. This may involve meeting with the student’s parents or carers and gaining their consent for such
assessments to be conducted.

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Educational needs
As a result of the methods used, educational needs may be identified for the students that you work with.
Needs may also identified for students you have had no dealing with thus far but will be required to support
after identification has taken place.
It is important that you are aware of the types of educational needs that students may have, as well as how
you may support these needs. Educational needs, which are those factors that present barriers to education
and learning, can revolve around a huge variety of circumstances.
Educational needs can revolve around:

Mental disabilities and disorders
Physical disabilities and disorders
Behaviour
Home circumstances and background
Emotional wellbeing
Socialising
Communication
Reading, writing and number work.
Support for such educational needs may include helping students with such things as:
Schoolwork
Organising themselves and their belongings
Understanding information
Interacting with other pupils and staff
Following instructions
Behaving appropriately
Expressing their thoughts and feelings.
Part of your responsibility as a teacher’s aide is to provide assistance in the preparation of lesson plans,
activities, materials, and resources in the classroom. The extent of this support may vary from situation to
situation, but it is important that you be aware of certain information that you’ll need to fulfil the role. This
section will introduce you to the essential concepts.
Each school/ centre will also have their own internal policies and procedures that are utilised and upheld by
the staff and students who work or study there. Often, some of these policies and procedures can be found
on the school/ centre website, but they should also be accessible to all staff members within the school/
centre building, whether this is as a printed copy or saved on the computer network system.
The responsibilities and processes to be followed by personnel working in the educational environment are
outlined in the School Education procedures. It is categorised
into the following:
School Community - concerned with the establishment
and maintenance of safe and supportive school
environments
School Management - provide guidance in relation to
the operational functions of schools, as well as the
services and programs they offer
Student Learning and Wellbeing - guide the delivery of services, programs and activities that support
students' learning, as well as their physical, psychological and emotional well-being

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Although some planned programs may have very specific lessons plans involved in their implementation,
there will be some that will need a certain amount of modification from the school or centre personnel. It
is this kind of modification that you will be asked to support in addition to modification.
School/ centre policies and procedures can include:

Safeguarding Teaching and learning
Anti-bullying
Whistleblowing
First aid
Emergency school lockdown
Administering of medicines
Physical contact
Information sharing
Pupil restraining
Tackling extremism and radicalisation
Online safety and acceptable internet use Fire safety
Disciplinary action
Attendance and punctuality
Disability
Offsite visits and school trips
Equality
Complaints
Health and safety Risk management and assessment
Differentiation
Marking and feedback
Curriculum
Special educational needs
Budget and finance.
Higher attaining pupils
You should make sure you know which policies and procedures are applicable to your role, and familiarise
yourself with them to ensure that you are always working in relation to them.

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Using communication tools for e-learning

E-learning activities can be realized by using a range of communication tools – both synchronous and
asynchronous. Some of these tools, such as wikis, blogs and chats, are called “social media” or “Web2” tools,
because they have a strong social component and allow people to work together to create products, such as a
project document.
The most common tools are:

• e-mail based tools
• discussion forums
• wikis and other shared writing/editing tools
• blogs
• webcasting
• chat and instant messaging (IM)
• polling
• whiteboard and screen-sharing tools
• application sharing
• audio and video conferences
These tools and their applications in e-learning courses are described below.
Generally speaking, asynchronous tools, such as forums and wikis, are more appropriate for tasks that
require reflection and more time to accomplish. Asynchronous discussions are especially valuable where
learners are too shy or lack language fluency to collaborate effectively in real time conversations.
However, synchronous tools, like chats or audio conferences, provide higher social presence. For example, in
virtual classrooms, learners can use chats to offer comments and answer questions during the presentation.

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Virtual classroom
A virtual classroom mimics a traditional instructor-led classroom by integrating different types of synchronous
tools, such as whiteboard, chat, audio conference or application sharing.
Most virtual classroom tools incorporate similar functions, although the screen interface may be different.

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2.3 – IDENTIFY ISSUES IMPACTING ON THE EFFECTIVENESS OF AN E-LEARNING

MANAGEMENT SYSTEM AND REPORT TO SUPERVISOR
Safe use of digital technologies

Schools have a responsibility to educate young people responsible behaviour when using digital technologies.
Online safety practices and issues should be included within the school’s curriculum planning and taught
explicitly.
• Bully Stoppers – supports parents, teachers and principals in working together to make sure schools are
safe and supportive places
• Classroom resources – links to downloadable classroom activities, videos, interactive learning modules
and quiz, advice sheets and other useful resources to use in the classroom
• Safer internet day student activities – developed to support primary and secondary teachers
• The eSafety Commissioner – the Office provides a range of up-to-date information and resources, coupled
with a complaints system to assist children who experience serious cyberbullying and image-based abuse.
Supervision and duty of care online

Principals and teachers have a duty of care to take reasonable steps to protect students from any harm that
should have reasonably been foreseen, including those that may be encountered within the online learning
environment.
School based cybersafety education and conversations with adults are two major factors that influence young
people's online safety strategies.
The cybersafety and cyberbullying sections within the Bully Stoppers online toolkit have been developed to
support school communities to understand the behaviours and processes that will help them to act in a safe
and responsible manner when using digital technologies.
For more information, see:
Bully Stoppers – Schools and Cybersafety
Supervision and Duty of Care
School Policy and Advisory Guide – Duty of Care
Respond to online incidents

The Emergency and Security Management Unit (ESMU) operates a twenty-four hour, seven days per week
emergency and security communication and coordination centre. Step-by-step guides provide practical steps
and actions to protect, respond to or manage an online incident of concern.
Teachers working online

As a Department employee and a professional educator, modelling smart, appropriate use of digital resources
is expected. See:
• Using Social Media: Guide for Department employees
• Social media modules developed to support Department employees
Manage personal information
Privacy and Data Security are important considerations when using services which operate online or within
cloud technologies. These services usually require certain personal details to create an account or ‘login’. Such
services also usually provide an opportunity for personal information to be created within the space by the
teacher and/or the student. Any use of student’s personal information online must be appropriately assessed
and implemented to ensure students are safe and parents are informed and assured that our obligations are
being met.

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This applies even when students sign themselves up for an account under teacher direction or supervision. It
also applies if the personal information will not be accessible to or viewed by others, as stored data in a system.
Follow these steps when using online tools:

• any use of online tools that include personal information must first be agreed to by the school principal
or leadership team. This can be done in an email or a meeting
• some assessment of privacy and security is required based on the level of risk (i.e. how much personal
information in involved, the purpose of the online tool, the age of students using the tool). Use
the privacy matrix as a start
• parents must be informed of what online tools are being used. This includes the purpose and benefits of
the tool, what personal information is involved, who is able to see it and where it is stored. Opt-out
consent can be used in most cases. Use the school newsletter or other parent communication tools
• Seek advice from the Digital Learning Unit if the tool is departmentally brokered or the Privacy
Team privacy@edumail.vic.gov.au
Schools must undertake a full privacy impact assessment (PIA) to identify and consider the privacy impacts of
school-wide online services they have chosen to implement.
Copyright and intellectual property obligations mean that schools must have parent consent before
publishing, reproducing or communicating a student’s work, information or image. Schools should understand
that while consent can be freely given, it can also be withdrawn at any time. If consent is withdrawn, the
school must remove the content/resource or access immediately.
Acceptable use agreements
The Department has provided templates to assist school communities to develop agreements as to
what constitutes acceptable use of internet, netbooks and other online and digital technologies in
their communities. See:
• Acceptable Use Agreements and Consent (for students)
• Acceptable Use Policy for ICT Systems (for staff)
Digital copyright
Material on the internet is protected by copyright. The material that comprises a website will be protected by
copyright and various pieces of content may be owned by different people. See Smartcopying.
In general, copyright in print, musical and artistic works, sound recordings or film contained on the internet
will not be infringed, where the copy or communication is done with the permission of the copyright owner.
Schools can ask permission or it could be indicated on a site or provided through Creative Commons licences
under the fair dealing, flexible dealing, educational and other statutory exceptions, copyright exceptions or
through paid licence or agreement. For more information, see:
• Creative Commons
• Copyright exceptions
• Paid licence or agreement

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CYBERSAFETY IN QUEENSLAND STATE SCHOOLS
Cybersafety refers to online behaviour that is safe, appropriate and responsible.

To help prevent cybersafety incidents, students are taught how to:
• use technology appropriately and responsibly
• behave in ways to enhance their own safety.
The Cybersafety and Reputation Management team plays a key role in maintaining the integrity of the
department's reputation with regards to cybersafety and reputation management issues. The team have
developed programs to help primary and secondary students understand and remember what they should and
shouldn't do online:
• Primary school students—learn about how to protect your digital footprint with the Cyber Heroes
• Secondary school students—enhancing your digital identity
Information for students

Everything that you share, like, comment and post online contributes to your digital identity. Your audience
can be bigger than you realise.
When you are online never give away your home address, phone number, email address and passwords or any
other personal information.
If you don’t know and trust someone in the real world, delete or block them online. Don’t be fooled by fake
profiles or mutual friend suggestions.
Make positive choices. Stay in control of your online world. If you make poor choices while on social media or
online games there may be social or legal consequences.
When you are online never give away your home address, phone number, email address and passwords. You
should treat strangers the same way online as you would in the real world.
For more tips, advice and useful resources:
• Protecting yourself online
• eSafety issues
• Games, apps and social networking
• Classroom resources
• Legal Aid Cyberbullying Sexting and Facebook Guide
• ThinkUKnow
Information for parents

Remember, you already possess the skills to supervise. Apply these skills to technology and the online world.
To help keep your child safe when they are online, you can:
• put computers in open spaces within your home
• remind your child that content can be posted instantaneously, the downfall is that they can potentially
post something without thinking about the ramifications.
• educate your child about appropriate online behaviour and the need for respectful communication
with other internet users
• keep an eye on what your child is doing online (both in the home and on any mobile devices they may
have access to e.g. phones, music devices and tablets)
• set clear rules about what sites and activities they are allowed to access
• install software to limit their use and monitor/restrict the sites they visit
• discuss a plan with your child about how to address any cybersafety issues that may arise (make sure
they know you will be supportive if they mention anything and that they will not get in trouble)
• encourage them to find someone they feel safe talking to, such as yourself, a relative, a teacher or a
trusted adult.

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Access Online awareness: Information for parents and caregivers (PDF, 4MB) which provides important
information for parents about cybersafety and cyberbullying. It suggests what parents and caregivers could do
if their child is the target of, or is responsible for, inappropriate online behaviour.
Social media tips

Social media applications (such as Facebook) are extremely popular with young people and the usage of these
sites is only likely to increase.
Some tips to help your child stay safe while using social media include:
• make sure they never reveal their home address, phone number, email address and passwords
• review the age suitability for any sites and apps your child joins or installs
• look at who their contacts and followers are—this will help reduce the risk of them encountering
inappropriate people and content
• educate yourself on the issues that children face
• establish an open relationship with your child so they trust you to view their profiles
• reinforce the need for them to keep passwords private and to update them regularly
• ensure your child understands the implications of posting images and content on the internet.
Consider creating an account on the social media application your child uses and request to become friends or
follow their account. Your child may resist this but it may still be a good idea to open an account to increase
your understanding of the site or app they are using.
Reporting inappropriate content

Social media providers may remove content that breaches their terms of service or acceptable use policies.
Most websites and apps have a 'report/block this person' or 'report/flag content' function.
If you don't know who the person responsible is or if they refuse to delete it, you can report the content to the
social media administrators for review and possible removal.
Common links for reporting inappropriate social media content:
• Facebook
• Instagram
• Google (including YouTube)
• Twitter
• Snapchat
• Tik Tok
Additional resources
• Parents and carers—learn about what children do online and how you can encourage them to be
positive digital citizens at different ages.
• Stay Smart Online—read about how to protect personal and financial information.
• ThinkUKnow—contains information about technologies that are popular with kids and advice about
app safety.
• Computers and your child—learn how you can help your children to stay safe online, and set
boundaries for how to use technology.
• Who's chatting to your kids?—provides tips to help you keep your children safe from online predators.
• Bullying. No way!—information about bullying, harassment, discrimination and violence in schools.
• Resources for parents—provided by Education Queensland.

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2.4 – REFLECT THE APPROPRIATE PRINCIPLES OF PRACTICE IN THE PLANNING AND

DELIVERY OF THE ACTIVITY
Curriculum planning and implementation should engage and challenge all students.
Principles of practice that can be reflected in the planning and the delivery of learning programs and the
activities associated with them will include:
high expectations for every student
the promotion of intellectual engagement, self-awareness and inclusion for all students
setting, in collaboration with students, aspirational goals
recognising and addressing the cultural and language backgrounds, needs and abilities of individual
students
building student capacity to monitor and evaluate their own progress and achievement
providing a positive and supportive and productive learning environment that promotes inclusion and
collaboration
encouraging students to have a voice in the learning community
supporting agency and providing leadership opportunities
empowering students and building school pride
challenging students to construct and apply new knowledge
Teaching should be student focused with student needs at the centre of program planning and delivery.
Principles of practice to which all teachers can adhere include:
• collaborative design and implementation of the scope and sequence of learning
• regular review and updates of learning programs in line with school curriculum plans
• designing learning programs to explicitly build deep levels of thinking and application
• helping students explore the construction of knowledge
• encouraging students to be reflective, questioning and self-monitoring learners
• designing and implement rigorous assessment practices
• using feedback inform teaching practices and principles
• designing authentic, fit for purpose assessments to reflect the learning program and objectives
• using assessment data to diagnose student learning needs and plan for learning
• providing regular and constructive feedback to students on their progress against individual learning
goals and curriculum standards
• analysing student achievement data and use this to help them improve their practice
• using evidence-based strategies to drive professional practice improvement
• evaluating the impact of teaching on learning by analysing multiple sources of data
• identifying and targeting areas for professional learning/developments
• drawing on current research and use an inquiry improvement cycle
• challenging and supporting each other to improve practice
• helping students explore their roles as global citizens
• modeling and facilitating the use of digital tools and resources to access, use and share learning
• co-designing, with students, learning that connects to real world contexts
• collaborating in learning partnerships in and beyond the school
• building partnerships with parents and carers to enhance student learning
(www.education.vic.gov.au)
These principles can be applied to all teaching work and to the design and development of the activities that
will be used to help students achieve the required learning objectives. They should be reflected in planning
and delivery.

LEARNER GUIDE
The role of education support personnel

Identifying the role of education support workers in your place of work will enable you to fully appreciate the
link between mathematical processes and support strategies. Finding out role responsibilities may involve
speaking with teachers and senior figures within the place of work, such as heads of department.
In general, and based on expectations according to workplace procedures, the role of the support worker
may involve:
Identifying where the students are at now – what are their strengths, weaknesses, and needs?
Finding out what learning methods have

already taken place
Establishing the preferred learning styles

of students
Identifying and acquiring the necessary

resources for learning to take place
Organising locations and timings for

student support
Leading student development sessions

and activities
Conducting regular reviews with all

relevant parties to establish progress.
Applying learning models

Educational support workers will need to apply different models of learning depending on the characteristics
and needs of the student they are working with.
The concept of learning models is one where theorists’ state we learn in different ways and methods of
delivering information and cementing that information in someone’s mind needs to be altered to take account
of this. The idea of learning models became popularised in the 1970’s and shaped the way we think about
teaching and education. In general, some kinds of assessment will take place which provides educators with
information about the preferred learning styles of students.
It’s important to keep in mind that there are a lot of educational theorists who are sceptical about learning
models as an explanation for whether student development. For example, what students may say is their
preferred method of learning is not necessarily the same as what will be most effective. Some students might
say that they learn best through group work, when in fact they only propose this because they find it more
enjoyable and it provides them with the opportunity to chat with friends. Other theorists outline that
‘matching’ of learning styles to a person is a myth, and instead, there should be a focus on educators using
evidence from cognitive and adult learning theory.

LEARNER GUIDE
(Source: https://learningworksblog.wordpress.com/2017/01/17/adult-learning-theories-an-overview/ -
accessed 30.7.19)
Communication between support worker may need to take place according to organisational policies and
procedures, such as:
The methods of communication required, such as via email or meetings
The length of time that should be spent preparing for each student
The information which ought to be shared about students
Any information which needs to remain confidential
The National and State regulations which need to be abided by.
Principles of teaching practice

When delivering activities teachers and their assistants should recognise the importance of incidental learning
and the way in which learning activities operate to address the principles of teaching practice that support the
social aspects of learning.
To assist this, and under the teacher’s direction, a range of different teaching approaches can be used to
accommodate learning style preferences
To enhance learning activities within the scope of the endorsed principles of practice it is necessary to:
give learners prompt feedback on their work and behaviours
reinforce good learning practices and results
acknowledge effort and celebrate success
make it possible for students to apply their learning in real world or simulated situations
use resources that are stimulating, interesting and relevant
make learning fun and help students learn from fun activities
create activities that support incidental learning
Positive Support Strategies

All strategies that you will generally use as a teacher’s aide will be hinged on providing Positive Behaviour Support.
According to the Community Services and Health Industries Skills Council (CHISC), it has its roots in applied
behaviour analysis, person-centred practices, and the philosophy of inclusion, borne of the assumption that
people with disability require different levels of support. Of course, the same philosophy will apply to all students
since every person will have a unique and individual need that needs to be addressed.

LEARNER GUIDE
Let’s take a look at the 9 Practice Principles from the Victorian Education Framework. Consider how
you might incorporate these principles to facilitate student learning:
The Practice Principles articulate how teachers can deliver the curriculum and engage students.
They are designed to link directly to a school’s documented teaching and learning program, which outlines
what is to be taught, and the approach to assessment, which helps teachers determine student learning needs
and how students can demonstrate their levels of understanding. Each Principle is supported by a theory of
action that describes how the work of teachers can generate improved student learning over time. It explains
the specific changes that can be expected and creates a brief evidence-based synopsis.
Principle 1: High expectations for every student promote intellectual engagement and self-
awareness
Action 1.1
Teachers convey high expectations of learning, effort and engagement for all students
Action 1.2
Teachers co-design aspirational goals with students
Action 1.3
Teachers ensure all students’ cultural backgrounds, needs and abilities are recognised and addressed in the
learning program
Action 1.4
Teachers build student capacity to monitor and evaluate their own progress and achievement
Principle 2: A supportive and productive learning environment promotes inclusion and

collaboration
Action 2.1
Teachers build quality relationships that enhance student engagement, self-confidence and growth as a
learner
Action 2.2
Teachers ensure all students’ cultural backgrounds, needs and abilities are recognised and addressed in the
learning program
Action 2.3
Teachers develop student capacity to collaborate
Action 2.4
Teachers maintain an energised and focused learning environment
Principle 3: Student voice, agency and leadership empower students and build school pride
Action 3.1
Teachers empower students to have a democratic voice in the running of the communities in which they learn
Action 3.2
Teachers provide opportunities for students to exercise authentic agency in their own learning
Action 3.3
Teachers provide leadership opportunities
Action 3.4
Teachers build school pride and connectedness
Principle 4: CURRICULUM PLANNING AND IMPLEMENTATION ENGAGES AND CHALLENGES ALL

STUDENTS
Action 4.1 Teachers place student needs at the centre of program planning and delivery
Action 4.2
Teachers collaboratively design and implement a scope and sequence of learning
Action 4.3
Teachers regularly review and update learning programs in line with school curriculum plans

LEARNER GUIDE
Principle 5: DEEP LEARNING CHALLENGES STUDENTS TO CONSTRUCT AND APPLY NEW KNOWLEDGE
Action 5.1
Teachers design learning programs to explicitly build deep levels of thinking and application
Action 5.2
Teachers support students to explore the construction of knowledge
Action 5.3
Teachers support students to be reflective, questioning and self-monitoring learners
Principle 6: RIGOROUS ASSESSMENT PRACTICES AND FEEDBACK INFORM TEACHING AND

LEARNING
Action 6.1
Teachers design authentic, fit for purpose assessments to reflect the learning program and objectives
Action 6.2
Teachers moderate student assessment and use data to diagnose student learning needs and plan for learning
Action 6.3
Teachers provide regular feedback to students on their progress against individual learning goals and
curriculum standards
Action 6.4
Teachers analyse student achievement data to improve their practice
Principle 7: EVIDENCE-BASED STRATEGIES DRIVE PROFESSIONAL PRACTICE IMPROVEMENT

Action 7.1
Teachers empower students to have a democratic voice in the running of the communities in which they learn
Action 7.2
Teachers provide opportunities for students to exercise authentic agency in their own learning
Action 7.3
Teachers provide leadership opportunities
Action 7.4
Teachers challenge and support each other to improve practice
Principle 8: GLOBAL CITIZENSHIP IS FOSTERED THROUGH REAL WORLD CONTEXTS FOR LEARNING
Action 8.1
Teachers support students to explore their role as global citizens
Action 8.2
Teachers model and facilitate using digital tools and resources to access, use and share learning
Action 8.3
Teachers and students co-design learning that connects to real world contexts
Action 8.4
Teachers and students collaborate in learning partnerships in and beyond the school
Principle 9: PARTNERSHIPS WITH PARENTS AND CARERS ENHANCE STUDENT LEARNING

Action 3.1
Teachers establish open and sustained communications with parents/carers
Action 3.2
Teachers seek and use parents’/carers’ knowledge and feedback
Action 3.3
Teachers facilitate parent/carer involvement in education within the classroom, school and beyond

LEARNER GUIDE
Chapter 3. Implement e-learning support
3.1 – CONFIRM LEARNING OUTCOMES WITH STUDENTS AND TEACHERS AND

ESTABLISH ACCESS TO E-LEARNING TECHNOLOGY AND MATERIALS IN ACCORDANCE
WITH INDIVIDUAL NEEDS AND THE E-LEARNING STRATEGY
What can be evaluated?
According to the Kirkpatrick’s model, evaluation can encompass four levels:
• learners’ reactions, learning, behaviour, results
Evaluating learners’ reactions means understanding how those who participate in the program react to it, if
they participate actively and if they like the course. This can be measured through questionnaires and surveys,
which are usually submitted to learners at the end of the course. In facilitated e-learning, learners’
participation is monitored by the facilitator throughout the course period.
Evaluation (or assessment) of learning measures the achievement of intended learning objectives. Depending
on the type of course, this can imply that participants have increased knowledge, developed skills, and/or
changed attitudes as a result of attending the course. Learning can be assessed through direct observation,
assignments and tests.
The Australian Council for Educational Research (ACER) has developed the National School Improvement
Tool (NSIT).
Comprised of nine domains, the National School Improvement Tool (NSIT) assists schools to review and
reflect on their efforts to improve the quality of teaching and learning.
Using an evidence-based framework, the NSIT supports school-wide conversations about aspects of current
practice, areas for improvement and evidence that progress is being made. When used as an ongoing
reference point over a period of time, the NSIT also provides a basis for monitoring long-term improvements in
practice. The NSIT was endorsed by the Standing Council on School Education and Early Childhood (SCSEEC) at
its meeting on 7 December 2012 and is available to all Australian schools for use in their school improvement
planning.
The Tool assists schools to review and reflect on their efforts to improve the quality of classroom teaching and
learning. It supports school-wide conversations – including with parents and families, school governing bodies,
local communities and students themselves – about aspects of current practice, areas for improvement and
evidence that progress is being made.
The National School Improvement Tool consists of nine interrelated domains, which combine and overlap to
provide a comprehensive framework for school improvement:
1. An explicit improvement agenda

2. Analysis and discussion of data
3. A culture that promotes learning
4. Targeted use of school resources
5. An expert teaching team
6. Systematic curriculum delivery
7. Differentiated teaching and learning
8. Effective pedagogical practices
9. School–community partnerships

LEARNER GUIDE
Although the Tool has been designed to enable a judgement in relation to each domain separately,
experience suggests that the most effective way to use the Tool is to make observations and gather
evidence broadly about a school’s practices before focusing on individual domains. Schools may then decide
to give priority to particular domains in their improvement efforts.
A key feature of the Tool is the set of performance levels, ‘Low’, ‘Medium’, ‘High’ and ‘Outstanding’. These
levels enable schools to make judgements about where they are on their improvement journeys, to set goals
and design strategies for improvement, and to monitor and demonstrate school improvement over time.
Please note:
A copy of the National School Improvement Tool is available for use with this unit and may assist in
determining whether the e-Learning Management System that the school uses reflects the needs of the
students and school learning requirements. The National School Improvement Tool is a research based
instrument which enables schools to develop critical information about their performance.
To determine the learning outcomes based on the functionality of the LMS model, we need to assess the
following:
• System design - system quality, information quality and service quality

• System delivery – Use and User satisfaction
• User outcome – Net benefits and Negative aspects
(Source: Eom, S.B. 2011: Relationships among e-learning systems and e-learning outcomes: A path analysis
model)

LEARNER GUIDE
A learning outcome is a clear and specific statement that identifies what students must demonstrate at the
level and standard required to successfully pass their study at program and course levels.
Learning outcomes are statements of what a student will be able to do or demonstrate at the completion of
a certain sequence of learning (course, program).
Learning outcomes are mainly concerned with the achievements of the learner and less with the intentions of
the teacher. Learning outcomes must be achievable, relevant, timely, consistent and succinct and clearly
understandable by students and graduate employers.
Learning outcomes inform students of what is expected of them in terms of performance, to achieve desired
grades and credits.
The Australian Qualifications Framework (AQF) recommends learning outcomes are developed under the
headings of knowledge, skills and the application of knowledge and skills. Your organisation learning outcomes
should align with the AQF recommendations.
In addition to the functionality of the LMS, we need to consider the intended purpose of the LMS to achieve
learning outcomes. That is, to meet the student needs and be applied against the e-Learning strategy. We will
take a look at the Australian Government’s proposal for the use of digital technology which details examples of
Learning Outcomes, Learning Strategies and Digital Technologies.
Digital Education Advisory Group (DEAG) proposes digital technologies that are relevant to each.

LEARNER GUIDE
3.2 – ASSIST STUDENTS THROUGH IDENTIFIED SUPPORT MECHANISMS, AND

MANAGE CONTINGENCIES IN ACCORDANCE WITH ORGANISATION STANDARDS
The supervising teacher will inform the assistant teacher of their duties. Often they will do this on a day-to-day
basis. Sometimes, teachers will provide a copy of the lesson plan or specific programs and directions.
The teacher could highlight the relevant sections of a lesson plan to let the assistant know exactly what will be
required.
Generally, they will discuss, with the assistant, what is required, what their role is and what responsibilities
they have. They might also discuss the principles of practice and the type of activities that can be delivered,
within those principles.
The teacher aide or assistant’s job is to help a teacher and to reinforce the instruction given to students in the
classroom. This can include going over lessons with individual students, answering questions, grading
assignments etc in line with direction from the teacher and in accordance with the nominated learning
program (study.com/articles). They can, with appropriate direction, help to maximise learning outcomes for all
students, including those who need significant adjustments and interventions to their learning program.
Working under direction from the teacher

The assistant’s role could include:
• helping with the design and development of activities
• preparing resources to be used
• introducing and conducting activities
• supervising learners as they work
• assisting with field trips or excursions
• providing extra tuition and support for learners as they need it
• modifying and adapting resources to meet the needs of learners
• helping the supervising teacher work with students who have learning or behavioural problems
• helping students prepare for physical education and sporting activities
• attending sporting activities
• assisting with specialist subjects, eg music, dance, soccer, drama, languages, IT and vocational subjects
• reading stories to younger students and helping them with their basic learning, eg alphabet, phonics,
numbers etc
• contributing to the delivery of individual learning programs for students with learning disorders and
physical disabilities
• helping to identify and meet the cultural needs of students
• supervising students as they participate in tests, exams or other forms of assessments
• helping students comply with teacher instructions
• conducting observations
• reporting to the teacher regarding student progress or behaviours
• performing administration duties—recording attendance, filing, photocopying etc
• attending staff meetings

LEARNER GUIDE
Three Ways to Improve Online Courses for Students

1. Use Course Design to Motivate Students. Motivation should lead to engagement and, hopefully,
learning. ...
2. Create Open Communication Channels for Students. Gamification alone will make a design successful,
but communication is critical. ...
3. Make and Encourage Use of New Resources.
Ways to assist students to use the e-Learning Management System

For You as an Education Support Worker
- Be a learner and take the time to understand and competently navigate using the LMS
- Understand your role and the learning objectives and learning outcomes
- Identify gaps in your knowledge and practice using the system prior to classwork
- Become familiar with the use of technology (LMS’s use a range of supporting technologies and
applications)
- Take time to reflect on which areas you are most likely to support students and address their learning
needs
- Don’t advertise your frustrations and try to remain positive about the application of e-learning.
Address it with the supervising teacher and ICT staff at a later stage.
- Anticipate where the LMS is limited and have alternative learning activities available using traditional
teaching methods and hardcopy materials (as contingencies)
- Understand the relevance of the LMS and how it can benefit student learning
Support Students to use the LMS

- Be clear in your guidance and take time to explain everything (we can’t assume all students are
learning at the same pace – since every student has their own styles of learning)
- Work with the supervising teacher to prepare for use of the LMS by students
- Ensure the equipment and devices are available and operating
- Follow the supervising teacher’s directions to assist students in setup and navigation
- Help the students to understand the relevance of using the system and their overall goals
- Be patient and encouraging
- Accept that technology has its limitations (real life gets in the way – issues happen and will continue to
occur such as spotty connectivity, hardware and software crashes, poor equipment, lack of
functionality, and applications that don’t follow Australian curriculum – to name but a few)
- Identify the students that are struggling and provide direct assistance
- Try to anticipate the questions that students are likely to ask and answer them before
- Take note of any issues, suggestions and recommendations as part of continuous improvement (the
audience may surprise you and encourage discussion about the system’s functionality)
- where possible make it fun and support student engagement

LEARNER GUIDE
3.3 – USE LEARNING MANAGEMENT SYSTEM TO TRACK

E-LEARNING PROGRESS AND OUTCOMES IN ACCORDANCE WITH THE LEARNING
STRATEGY AND PRIVACY REQUIREMENTS
Now let’s assess the LMS for its various content considerations.

LEARNER GUIDE
LMS tracking tools

The swiftest and easiest way to set up an online student tracking system is by using a professional
LMS (Learning Management System). These systems are designed as end-to-end closed systems
where the teacher is given a user-friendly interface and dashboard where they can create lessons
freely, using a number of media, give assignments and grade them — all from the same online space.
Tracking progress is as easy.
5 most effective tracking techniques in eLearning that you can use to track your learners' activity
1. Integrated LMS
Virtually all LMS platforms give you the ability to track learners’ activity, to varying degrees. For instance, an
LMS might automatically send you reports on a daily basis concerning completion times and other important
data, while other LMSs may have more limited tracking capabilities. Many LMSs even give you the opportunity
to export reports using different formats, such as PDF or CSV, and apply various filters to view specific data
fields quickly and conveniently.
2. Manually
This is one of the most basic tracking techniques in eLearning, and it will usually only provide you with a
minimal amount of data. You can integrate this tracking technique into your eLearning course by issuing a
certificate of completion to your learners once they have successfully finished the last module.
3. Click
This tracking technique involves monitoring the pages in your eLearning course that have been clicked on by
your learners. Contact the ICT staff to generate reports for you.
4. Custom
There are two types of tracking techniques that you may want to consider. The one is database and the other
is clickstream. Both of them can serve as standalone tracking options, or to be added to your existing LMS-
based tracking technique in order to offer you more specific data.
5. Web Server
Through this tracking technique, eLearning professionals are able to monitor how many times learners have
visited the eLearning course, which pages they accessed, and how much time they spent in the eLearning
course.
(Source: https://elearningindustry.com/5-most-effective-tracking-techniques-in-elearning. Accessed 24.10.19)
Web analytics
If you are operating portions of your class work online via a class website, then tracking can also be relatively
simple. By requiring students to log in to the site you will immediately get an impression (once you have
accessed the web page’s logs) who has logged in, when and how often.
This type of online learning environment is also able to lock certain parts of the material until students have
completed a quiz or other gateway activity. This will naturally also indicate student progress.
Self appraisal
An interesting module to build into your course work is the ability for students to appraise their own progress.
Consider building in simple quiz or narrative style questions after every module completed, to see what
students think of their own progress.

LEARNER GUIDE
Other tools
If you have not yet made the leap to full online instruction, but are keen to either engage your students using a
different channel (via mobile or at home), or want to access the benefits of big-data style analytics to assist
with your grading and progress tracking then there are a variety of stand-alone online tools that could prove
useful.
These include:
Google or Microsoft Forms: A handy space where you can design almost any questionnaire, require log-ins
and measure and track progress across an infinite variety of subjects. This is also a useful way of partially
automating your progress tracking.
Socrative: If your school has not yet engaged a full LMS solution this app may be able to help with the
assessment end of your course. The platform makes grading and testing fun across a number of formats.
Kahoot: This easy-to-use game-based assessment tool is ideal for middle school assessment tasks. Create
puzzles, quizzes and games which can be played in group or individual settings. With individual student log-ins
it is then simple to track progress across a variety of metrics.
Privacy
Education environments naturally gather personal information on their students so that they can provide them
with a suitable education. Private schools will need to manage this data in compliance with the Privacy Act
1988, while public schools will need to follow relevant state/territory privacy laws.
Educators need to be aware of the information they can and cannot collect from students and to whom this
information can be disclosed.
Privacy legislation impacts on the information that can be collected, recorded, stored and disseminated. This
information can only be used in the workplace and in ways that relate to the services being supplied. Privacy
legislation is very specific about what can be disclosed to others and how it should be disclosed.
Relevant types of personal information include:

Full names
Contact details
Birth certificates
School reports
Education details.
According to the Privacy Principles, educational environments should:

Only collect information that is necessary for its activities
Only collect sensitive information with the consent of the student
Destroy or re-identify any information which hasn’t been asked for
Inform the individual how their information will be used
Only use or disclose information for the purpose for which it was gathered unless further consent is
gathered.

LEARNER GUIDE
Chapter 4. Review e-learning

4.1 – REVIEW THE E-LEARNING PROGRAM IN TERMS OF ITS APPLICABILITY TO THE
STUDENT’S NEEDS AND THE ORGANISATION’S CAPACITY TO SUPPORT THE PROCESS
Having determined our student needs, school curriculum, principles of practice, learning objectives and
learning outcomes, we now need to assess the e-learning program in terms of its applicability and
organisation’s capacity to support the process.
Knowing what to review is the key here. Let’s take a look at 8 points as a base for reviewing the e-learning
program. Be mindful that this is the program we are reviewing and not the LMS itself.
1. Know your audience

The students are the main clients though consideration also has to be given to others who access and use
the system including teaching staff, education support workers, administration staff, ICT staff and possibly
parents. The structure and style of your eLearning course should consider who your online learners will be,
and leverage this information to lay the groundwork for your eLearning course design.
2. Define Your Learning Objectives

By deciding the end-goal of the eLearning course, you’ll be able to determine the length of the eLearning
course as well as its depth and complexity. The learning objectives will also influence the eLearning
assessment methods that will need to be incorporated into the course.
3. Decide What Content Needs to be Included – And What Doesn’t

Once you know who you’re teaching and what you’d like them to learn, you can begin to more narrowly tailor
your focus to the content of the eLearning course. For example, a beginners’ course may include real-world
scenarios to build practical skills whereas a more advanced eLearning course needs to be more targeted and
include interactive content.
Are the activities part of the assessment and grading?
Do they need to complete all course content to achieve this?
4. Research Best Practices

Review similar eLearning courses to see how other people are doing it, what works – and what doesn’t.
eLearning courses that require analytical thinking can use interactive video games, role-play scenarios, and
brainstorming sessions.
5. Assess the e-learning teaching team

Review and re-evaluate the roles of your eLearning team members.
What level of access should everyone have?
Who has authoring tools and who moderates the content?
6. Provide Clear instructions

Providing clear instructions, like adding an instruction slide after the title screen that is also available at all
times from the course menu, can save your users the frustration of trying to navigate the course blindly.
How useful is the interactivity and gamification?
Does the visual reward mean sacrificing elements of learning content?
Are there too many instructions and repetition?
Are we providing sufficient guidance?

LEARNER GUIDE
7. Test and survey your audience

This gives you the opportunity to not only find out what they learned, but also what areas may need work.
Then, leverage one of the most invaluable tools you have at your disposal— student feedback—through
anonymous surveys, polls, or direct communication to help you determine which aspects of your strategy may
need a bit of fine-tuning and which areas are serving their intended purpose.
8. Determining how well the program provides real world learning outcomes for the students
Probably the most important question is whether the program does what it was intend for. The program
should serve as a support tool for teachers and not a replacement for teaching.
(Source: Adapted and modified from https://elearningindustry.com/reviewing-your-elearning-program-

planning-2018-tips. Accessed 24.10.19)

LEARNER GUIDE
4.2 – OBTAIN FEEDBACK FROM STUDENTS ABOUT THEIR LEVEL OF SATISFACTION

WITH E-LEARNING AGAINST SET CRITERIA
4.3 – GATHER FEEDBACK FROM OTHER STAKEHOLDERS ON THE USE OF THE E-
LEARNING MANAGEMENT SYSTEM AND E-LEARNING APPROACHES GENERALLY
The best way to track your LMS effectiveness is ultimately by asking your learners for feedback.
Carrying out polls, surveys or interviews will help you find out what's working and what needs to be
changed, adapted or refined according to the needs of your learners. However, make sure that the feedback
you collect is from a range of learners. After all, you don't want to make changes that will only help a small
group of individuals.
Any updates should be for the benefit of all learners. Building and adapting your LMS accordingly will create a
learning platform your team will want to invest time in and ensure that your training is being well received.
Test your learner's knowledge with random pop quizzes and if you ever feel like your learners need a
refresher, reassign them to content to stay up-to-date. All of this, combined with collecting feedback will
ensure that your LMS is effectively training your staff to be the best versions of themselves!
Self appraisal
An interesting module to build into your course work is the ability for students to appraise their own progress.
Consider building in simple quiz or narrative style questions after every module completed, to see what
students think of their own progress.
When we obtain feedback from students, we need to be clear about the feedback outcomes we are trying to
achieve. Generic feedback will result in additional time being spent seeking clarification, so it’s important to be
specific and instructional. This gives you the opportunity to not only find out what they learned, but also what
areas may need work. Then, leverage one of the most invaluable tools you have at your disposal— student
feedback—through anonymous surveys, polls, or direct communication to help you determine which aspects
of your strategy may need a bit of fine-tuning and which areas are serving their intended purpose.
Stakeholders
Identify the stakeholders first and foremost.
Consider ways of obtaining informal and formal

feedback.
Carrying out polls, surveys or interviews will help
you find out what's working and what needs to
be changed, adapted or refined according to the
requirements of your stakeholders. Another
consideration is setting up an online Feedback
Tab where stakeholders can be part of an
ongoing discussion while providing feedback. The
important step here is to ensure that you have a moderator to keep things on track.

LEARNER GUIDE
You can avoid this issue by explaining to your reviewers how to formulate their feedback in a way that’s
specific and actionable.
When we obtain feedback from stakeholders, we need to be clear about the feedback outcomes we are trying
to achieve. Generic feedback will result in additional time being spent seeking clarification, so it’s important to
be specific and instructional.
Here are three examples:
Unhelpful feedback: “I don’t like the visuals here.”
Helpful feedback: “This image isn’t quite right. Let’s use an image of an office employee instead of the
image of the nurse here. I think that would be more accurate....”
Unhelpful feedback: “The typography is a bit off brand here.”
Helpful feedback: “Let’s stay away from uppercase. For these headers let’s keep it bold, but just stick with
Sentence Case.”
Unhelpful feedback: “I don’t like how this is phrased.”
Helpful feedback: “Let’s change this phrase to…”

LEARNER GUIDE
4.4 – USE FEEDBACK TO IDENTIFY AREAS FOR FOLLOW-UP OR IMPROVEMENT AND

DOCUMENT RECOMMENDED CHANGES IN ACCORDANCE WITH ORGANISATION
REQUIREMENTS
Offer feedback to supervisor

You may want to discuss the observations that you have made with your supervisor. Giving them feedback
on the work that you are carrying out will help to keep them on track with what you’re doing, how the
children/young people are developing and the strategies which are currently in place. Keeping your
supervisor updated with what you’re doing will also provide them with an opportunity to give you any ideas
which you may not have thought of, and generally give you guidance and support wherever they can.
Supporting student assessment
Aside from contributing your observations and insights from these observations, part of your role as a
teacher’s aide is to support any communication that may happen in terms of updating the progress of
students and effectiveness of the LMS for learning outcomes. This includes the following:
• Writing reports on student progress as well summarising observations on a periodical basis
• Writing reports and annexes that will be used for LMS reviews
• Scheduling weekly meetings with the supervising teacher
• Supporting school records and monitoring progress
Storage of records
Whatever method you use for storing information, you need to ensure that it is secure. Records are likely to
include personal information about students, including their educational records and any health and learning
issues. It is important that this information is stored according to the procedures of the educational
environment so that it doesn’t get into the wrong hands.
Think about hard copies; how can you ensure that they don’t fall into the wrong hands? There may be a
system in place regarding how information is kept when it is not in use. For example, many workplaces will
have confidential information stored in a locked filing cabinet or in a locked room.
When it comes to electronic storage, although it is extremely convenient you should also take any possible
risks into consideration. Computers should be secure against unauthorised access, and any information stored
on them should be deleted as soon as it is no longer needed. External electronic storage devices (e.g. USBs)
can be easily lost or stolen meaning any confidential information stored on them could end up with someone
who shouldn’t have it. To avoid this issue, you should consider encrypting your files or protecting them with a
password. This way, even if you lose your USB, you can be sure that nobody can access any confidential
information.
The Privacy Act

The Privacy Act 1988 is an Australian law that refers to the correct handling of personal information, including
the collection, use, storage and disclosure of this information. Consider this when handling anyone’s personal
information.
As with storing records, you will also need to follow the correct procedures when it comes to the retrieval of
confidential records. These may be required at various stages through the process of supporting students with
their literacy and oral language development. Permission may be required when you need to access paper
records, while you might need to ask the relevant personnel for copies of or access to electronic records.
END OF LEARNER RESOURCE

LEARNER GUIDE
REFERENCES
These suggested references are for further reading and do not necessarily represent the contents of this unit.
Websites and Resources

ACT Teachers’ Code of Professional Practice:
https://www.education.act.gov.au/__data/assets/pdf_file/0007/17692/TeachersCode_ofProfessionalPractice.
pdf
Assisting teachers and education support staff with e-learning

https://education.nsw.gov.au/teaching-and-learning/disability-learning-and-support/personalised-support-
for-learning/disability-standards-for-education
Australian Government and States e-Learning policy and resources

https://www.qld.gov.au/education/schools/learningresources
https://www.education.vic.gov.au/school/principals/spag/curriculum/Pages/techsupport.aspx
https://www.education.gov.au/online-teaching-and-learning-resources-support-mathematics-and-phonics
https://www.education.sa.gov.au/sites/g/files/net691/f/delivering-digital-2016-2020-strategy.pdf
Assessing Learner Outcomes and LMS effectiveness

Eom, S.B. 2011: Relationships among e-learning systems and e-learning outcomes: A path analysis model
https://elearningindustry.com/5-most-effective-tracking-techniques-in-elearning.
Technology around the world

https://www.upskilled.edu.au/skillstalk/education-statistics-around-the-globe
https://www.digitalchalk.com/resources/blog/elearning-tools/10-elearning-resources-for-teachers-to-use-in-
the-upcoming-academic-year. Writer - Jenny Mills.
https://www.aeseducation.com/blog/what-is-elearning.
Adapted and modified from https://elearningindustry.com/reviewing-your-elearning-program-planning-2018-
tips.
Communicating respect |Test your skills’, Cornerstone Coaching and Training, http://www.cornerstone-
ct.com/communicating-respect/
Guide to developing e-Learning
E-learning methodologies - A guide for designing and developing e-learning courses. Federal Ministry of Food,
Agriculture and Consumer Protection.
Student interaction and supervision

https://www.ftta.com.au/what-do-teachers-aides-do

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CHC30213 Cert III Education Support

CHCEDS013 - Use an e-learning management system

CHCEDS013 - Learner Guide V1 Oct 2019. 2|Page

Chapter 1: Apply understanding of current education approaches relevant

The elements of this unit of competency correspond to the following:

CHCEDS013 - Learner Guide V1 Oct 2019. 3|Page

Education environments may include:

Related policies and procedures

CHCEDS013 - Learner Guide V1 Oct 2019. 4|Page

National anti-discrimination and Disability acts include:

Workplace information may be available from:

Jurisdiction Relevant legislation

CHCEDS013 - Learner Guide V1 Oct 2019. 5|Page

Workplace health and safety

According to the Privacy Principles, educational environments

CHCEDS013 - Learner Guide V1 Oct 2019. 6|Page

CHCEDS013 - Learner Guide V1 Oct 2019. 7|Page

For example, the ACT Code of Professional Practice for teachers

Safe working practices

Avoiding unreasonable conduct with students.

CHCEDS013 - Learner Guide V1 Oct 2019. 8|Page

National Quality Framework

• Belonging, Being and Becoming: The Early Years Learning

My time, Our Place: Framework for School Age Care in Australia

CHCEDS013 - Learner Guide V1 Oct 2019. 9|Page

Chapter 1: Prepare to support e-learning

1.1 IDENTIFY AND ACCESS ORGANISATION’S RESOURCES TO ENABLE E-LEARNING.

Use of computers/ technology

There are a number of advantages of using computers in the classroom, including:

CHCEDS013 - Learner Guide V1 Oct 2019. 10 | P a g e

Supporting the new Australian Curriculum

Moving to a ‘bring your own device’ learning environment

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E-LEARNING MANAGEMENT SYSTEMS

Digital services will be:

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WHAT IS A LEARNING MANAGEMENT SYSTEM?

John Sener describes eLearning via multiple definitions, which include:

CHCEDS013 - Learner Guide V1 Oct 2019. 13 | P a g e

When is e-Learning a good option?

• there is a significant amount of content to be delivered to a large number of learners;

CHCEDS013 - Learner Guide V1 Oct 2019. 14 | P a g e

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2. E-tutoring, e-coaching, e-mentoring

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Education statistics in Australia.

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Online teaching and learning resources to support mathematics and phonics

This initiative will deliver:

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VICTORIAN EDUCATION FRAMEWORK – E-LEARNING

Resources to support the use of digital technologies

Digital learning tools and resources

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Department-provided software privacy information

Secondary School Software Suite

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QUEENSLAND EDUCATION FRAMEWORK: E-LEARNING (THE LEARNING PLACE)

(Source: https://www.qld.gov.au/education/schools/learningresources/online - accessed 21.10.19)

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SOUTH AUSTRALIA – DELIVERING DIGITAL 2016-2020

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