In the MRWED program, we have organised the units into the following four clusters:

Learning and Development (LAD) (Available face-to-face, online or by correspondence)

• TAETAS501 Undertake organisational training needs analysis

• TAEDES502 Design and develop learning resources

• TAEDES501 Design and develop learning strategies

• TAEDES505 Evaluate a training program

The Learning and Development cluster focuses on the critical design factors involved in managing training and assessment. This cluster commences with participants learning how to identify the real needs of learners, through comparing their actual performance with the desired workplace requirement in TAETAS501 Undertake organisational training needs analysis. Next, learners will build an understanding of the steps comprising best-practice learning resource design, aimed at enhancing engagement and functionality during TAEDES502 Design and develop learning resources, before practising the development of learning strategies designed to underpin an RTO’s training and assessment framework in TAEDES501 Design and develop learning strategies. The cluster concludes with an examination of the tools and techniques used to evaluate planned training.

Support activities will include:

• Pre-reading

• Practice Tasks (e.g. Reviewing learning resources)

• Research Tasks (e.g. Copyright implications for learning design)

• Webinars (e.g. On the topic of “Understanding Volume of Learning Requirements”)

• Webinar tutorials

• Mentoring with LST Mentor

• Dedicated Suite of Resources (e.g. Templates, Articles, Light Papers, Videos)

Key assessment tasks include:

• Research, conduct and provide advice through a training needs analysis

• Prepare at least two training needs analyses for one, or more organisation

• Research, design and develop two print based resources that reflect client needs and the contexts of application

• Complete development of one learning resource

• Develop two learning strategies that reflect the specific requirements of the qualification or skill set, and reflect client needs and the contexts of application

• Evaluate a training program against workforce performance needs and capability requirements

• Producing an evaluation report that addresses all phases of the evaluation process including recommendations on areas for improvement

• Critically review the evaluation process and approaches taken and propose changes to improve the process.

Language, Literacy and Numeracy (LLN) (Available face-to-face, online or by correspondence)

• TAELLN411 Address language, literacy and numeracy skills

• TAELLN501 Support the development of adult language literacy and numeracy skills

The Language, Literacy and Numeracy (LLN) cluster is geared towards experienced trainers who provide leadership or guidance to others, and who deal with the language, literacy and numeracy (LLN) needs of learners for a Registered Training Organisation (RTO). This involves analysing the LLN requirements of learners and using resources and strategies that meet the needs of that learner group within a workplace or community context, in TAELLN411 Address language, literacy and numeracy skills, and developing and extending one’s own and others’ LLN practice through designing, applying and reviewing strategies, in TAELLN501 Support the development of adult language literacy and numeracy skills.

Support activities will include:

• Pre-reading

• Practice Tasks (e.g. Complete a Spiky Profile)

• Research Tasks (e.g. Understanding the Australian Core Skills Framework - ACSF)

• Webinars (e.g. On the topic of “Assessing Foundation Skills”)

• Webinar tutorials

• Mentoring with LST Mentor

• Dedicated Suite of Resources (e.g. Templates, Articles, Light Papers, Videos)

Key assessment tasks include:

• use various sources and tools to gather information on the current LLN skills and skill requirements of a particular learner group

• identify available sources of support to address at least two of the identified LLN skill needs of the learner group

• select, use and review at least two instructional strategies and two assessment strategies that directly address the identified LLN needs of the learner group

• customise and use at least two learning resources to address LLN requirements

• use advice from specialist LLN practitioners to inform practice and determine areas for improvement

• Determine language, literacy and numeracy (LLN) levels using validated tools, including those based on the Australian Core Skills Framework (ACSF), for at least 5 learners

• Determining the requirements of training, based on the ACSF

• Plan training and assessment that incorporates LLN support strategies relevant to at least two different learners, or groups of learners, in response the ACSF assessment and learners’ goals

• Review own strategy, and strategies of others, used to support LLN

• Lead others to extend practice.

Design, Develop and Validate Assessment (DDV) (Available online or by correspondence)

• TAEASS502 Design and develop assessment tools (also available face-to-face)

• TAEASS503 Lead assessment validation processes

• TAEASS504 Develop and implement recognition

The Design, Develop and Validate Assessment (DDV) cluster combines the critical leadership functions within assessment practice. This includes the process of designing, developing and trialling the assessment tools used to guide the collection of quality evidence in TAEASS502 Design and develop assessment tools, the monitoring and coordination of assessment validation activities in TAEASS502 Lead assessment validation processes, and implementing a recognition strategy that may be used for recognition of current competencies against workplace or industry criteria in TAEASS504 Develop and implement recognition.

Support activities will include:

• Pre-reading

• Practice Tasks (e.g. Assessment Mapping)

• Research Tasks (e.g. Investigate workplace recognition programs)

• Webinars (e.g. On the topic of “Creating Sustainable Assessment Validation”)

• Webinar tutorials

• Mentoring with LST Mentor

• Dedicated Suite of Resources (e.g. Templates, Articles, Light Papers, Videos)

Key assessment tasks include:

• Knowledge questions

• Develop at least three assessment tools that support different assessment methods, and address at least one unit of competency each

• Report on the trial and review of each assessment tool, including proposed changes.

• Lead at least one validation process

• Provide support to other assessors, including modelling good assessment and validation practice, and contributing positively to the work of assessors and others involved in carrying out assessments and validation

• Initiate, organise and facilitate assessment validation on at least three occasions and use the outcomes of validation to improve assessment practice.

• Develop, implement and review one recognition strategy for a group of at least three units of competency, or a qualification for a specified group of candidates

• Critically review an organisation’s recognition-based assessment processes:

  • evaluate the approaches taken

  • prepare a report detailing proposed changes to improve both the processes and outcomes.

Develop E-learning Resources (DER) (Available online only)

• TAEDES503 Design and develop e-learning resources

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The focus of this unit is to support learners in creating best-practice e-learning resources. The unit begins by identifying current research on e-learning, to assist in determining effective design approaches and formats. Following this, learners are guided through the design and development phase, where they will have an opportunity to practise creating their own e-learning resources. The unit concludes by exploring how to review, trial and evaluate the resources developed.

Support activities will include:

• Pre-reading

• Practice Tasks (e.g. Creating a basic web-based resource)

• Research Tasks (e.g. Different e-learning platforms)

• Webinars (e.g. On the topic of “Building your online learner’s tool kit”)

• Webinar tutorials

• Mentoring with LST Mentor

• Dedicated Suite of Resources (e.g. Templates, Articles, Light Papers, Videos)

Key assessment tasks include:

• to research, design and develop two e-learning resources that reflect client needs and the contexts of application, including:

  • documented evidence of consultation, research and findings

  • completed designs for the two resources

• completed development of one resource, with documented evidence of:

• a review and trial of the resource, including user feedback and how this impacted on the development of the resource

  • the final e-learning resource, either complete, or in part, or a sample

  • the candidate’s specific role in the development process.

Resources

Students are provided with a MRWED USB which contains a copy of all their courseware and assessment together with a range of pertinent documents to support them during the different clusters. This includes templates (e.g. assessment plans, assessment tools, assessment instruments, training and assessment strategies, and professional development registers), policies and procedures for managing training and assessment arrangements, copies of sample units of competency together with their assessment conditions, articles and videos for reflection tasks, as well as the bank for extension activities.