ntis_learning_design

=NTIS Learning Design information=

Sourced from the NTIS website at http://www.ntis.gov.au/ on 1 June, 2009

Unit Sector
Learning Design

Performance criteria

 * **Element** ||  || **Performance criteria** ||
 * 1. || Define the basis for using Training Package/s and accredited courses ||  ||   ||
 * 1.1 || Discussions are held with //relevant persons// to confirm //training and/or assessment needs// of the //client// ||
 * 1.2 || //Training Packages// and/or //accredited courses// which could satisfy client needs are identified and //sourced// ||
 * 1.3 || //Endorsed components// of the Training Package/s and/or accredited courses are //explored// to determine whether client needs are addressed ||
 * 1.4 || //Additional////sources of information// are identified to clarify Training Package and/or accredited courses content and requirements, where necessary ||
 * 1.5 || The specific purpose and //application/s// of using Training Packages and/or accredited courses are confirmed with relevant persons ||
 * 2. || Analyse and interpret the qualifications framework ||  ||   ||
 * 2.1 || The //qualifications framework// of the selected Training Packages and/or accredited courses, including the //packaging rules//, is read and interpreted accurately ||
 * 2.2 || Advice is sought from //experts and others// where guidance on interpretation is needed ||
 * 2.3 || The qualifications framework is applied to meet client needs, where appropriate ||
 * 3. || Analyse and interpret competency standards and accredited modules for client application/s ||  ||   ||
 * 3.1 || Individual competency standards are selected to meet client needs in accordance with any packaging rules and co-relationships between units ||
 * 3.2 || //All parts of the competency standard and/or accredited modules format and structure// are read, analysed and interpreted for meaning ||
 * 3.3 || All parts of the competency standard and/or accredited modules are analysed for English language, literacy and numeracy requirements ||
 * 3.4 || The selected competency standards and/or accredited modules are analysed to identify the //dimensions of competency// ||
 * 3.5 || The //relationships// between the parts of the competency standard are identified and the //whole competency standard// is used in the application to meet client needs ||
 * 3.6 || The relationship between parts of modules are identified and the whole module is used in the application to meet client needs ||
 * 3.7 || Content links between competency standards and/or accredited modules are analysed to develop effective applications for the client ||
 * 3.8 || Advice is sought from experts where guidance on interpretation is needed ||
 * 3.9 || Analysis and interpretation of competency standards and/or accredited modules is documented ||
 * 4. || Contextualise competency standards and accredited courses for client application/s ||  ||   ||
 * 4.1 || Clarification is sought from the client regarding the need for contextualisation of competency standards or accredited courses ||
 * 4.2 || If required, competency standards or accredited courses are contextualised using the relevant Training Package's or //curricula// guidelines/advice on contextualisation ||
 * 4.3 || Feedback is sought from experts to ensure contextualisation meets the competency standards and the Training Package's or //accredited courses// contextualisation advice ||
 * 5. || Analyse and interpret assessment guidance for client application ||  ||   ||
 * 5.1 || All sections of the Assessment Guidelines of the Training Package/s and/or accredited courses are read, interpreted and applied to the application ||
 * 5.2 || Where two or more Training Packages and/or accredited courses are used to meet client needs, the assessment guidelines of each Training Package and/or curricula are applied ||
 * 5.3 || Advice is sought from experts where guidance on interpretation is needed ||
 * 6. || Use Training Package/s and accredited courses as an integrated tool for client application ||  ||   ||
 * 6.1 || All analysis and interpretation of Training Package and/or accredited courses content is reviewed against the purpose and the application to meet client needs ||
 * 6.2 || All analysis and interpretation of Training Package and/or accredited courses content is reviewed against requirements and guidelines ||
 * 6.3 || The interrelationships in content between the three endorsed components of the Training Package are evident in the application or in the case of accredited courses, the relationship between component parts ||
 * 6.4 || The user of the Training Package and/or accredited courses reflects on the process and continuous improvements for other applications ||