| 1.1 | Explore the application of e-learning and technology in teaching and learning |
| 1.1.1 | Define e-learning |
| 1.1.2 | e-learning and learner expectations |
| 1.1.3 | e-learning and its added value including accessibility benefits |
| 1.1.4 | Essential knowledge and skills for e-learning (pedagogy vs. ICT skills) |
| 1.1.5 | Self-assessment and maturity models |
| 1.1.6 | Investigate a spectrum of scenarios where e-learning can enhance or support teaching and learning |
| 1.1.7 | Explore what constitutes effective practice in e-learning and identify sources of examples of effective practice |
| 1.1.8 | Contribute to peer-to-peer discussion about the effective use of e-learning |
| 1.2 | Evaluate an e-learning intervention |
| 1.2.1 | Observe an example e-learning intervention |
| 1.2.2 | Identify the intended benefits of the e-learning intervention |
| 1.2.3 | 1.2.3 Carry out an evaluation of the e-learning intervention and identify:
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| 1.2.4 | Discuss how the lessons learnt could be applied to own practice |
| 1.3 | Develop an e-learning professional development plan |
| 1.3.1 | Carry out a self-assessment of e-learning pedagogical skills by means of appropriate tools |
| 1.3.2 | Use the results of the assessment to identify strengths and weaknesses |
| 1.3.3 | Select a programme of professional development which covers areas of need or interest |
| 1.3.4 | Develop an individual learning plan and specify goals to be achieved |
| 2.1 | Identify initial/diagnostic assessment e-tools for learners and appropriate diagnostic methods |
| 2.1.1 | Identify appropriate initial assessment tools, methods and the rationale for their use |
| 2.1.2 | Identify how e-learning tools can help learners to specify their learning needs |
| 2.1.3 | Identify whether potential accessibility barriers or benefits were created |
| 2.2 | Verify the learners' previous educational experience and achievements |
| 2.2.1 | Verify and credit prior learning and achievement in the learners' personal learning plans and record these electronically |
| 2.2.2 | Use e-learning tools to record the outcomes of initial assessment |
| 2.3 | Provide feedback on the outcomes of the initial /diagnostic assessment |
| 2.3.1 | Provide appropriate feedback on the initial assessment to the learners |
| 2.3.2 | Record any identified support needs in the learner's personal learning plan |
| 2.3.3 | Prepare information for colleagues that identifies the results of initial learner assessment and the effects on the selected learning programme |
| 2.4 | Guide and support the induction of learners into the organisation or their learning programme |
| 2.4.1 | Identify an appropriate range of e-tools to provide effective induction, initial guidance, support and advice for learners |
| 2.4.2 | Provide e-learning tools for learners for:
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| 2.5 | Assist learners to develop and review their personal learning plans through the use of e-learning tools |
| 2.5.1 | Support learners to use e-learning tools to identify their learning needs |
| 2.5.2 | Ensure the needs identified are appropriate |
| 2.5.3 | Review the learner's personal learning plan to ensure their identified goals are being met |
| 2.5.4 | Record any additional support needs in the learner's personal learning plan |
| 3.1 | Identify opportunities to integrate e-learning |
| 3.1.1 | Investigate appropriate examples to establish how learning outcomes can be supported through the use of e-learning |
| 3.1.2 | Identify learning outcomes that could be supported or enhanced through the use of e-learning |
| 3.1.3 | Map curriculum objectives to potential techniques or delivery methods |
| 3.1.4 | Select techniques or delivery methods based on learners' needs and learning preferences, and identify appropriate skills training for self or learners |
| 3.1.5 | Establish quality criteria for evaluation purposes |
| 3.2 | Plan e-learning |
| 3.2.1 | Establish what resources are required and what e-learning facilities are available |
| 3.2.2 | Consult with colleagues, e-learning or ICT specialists to ensure the appropriate use of e-learning and technology |
| 3.2.3 | Develop a set of manageable and measurable tasks to achieve the learning outcomes |
| 3.2.4 | Ensure accessibility and inclusion needs have been identified and supported |
| 3.2.5 | Ensure necessary resources, budgets or approvals have been secured |
| 3.3 | Implementing e-learning |
| 3.3.1 | Keep colleagues and specialists informed of progress as necessary |
| 3.3.2 | Negotiate support from appropriate sources and provide advice and guidance to others as required |
| 3.3.3 | Monitor and collect information on how learners are responding and identify the necessary adjustments to delivery |
| 3.4 | Evaluate the effectiveness of e-learning |
| 3.4.1 | Use evaluation criteria to measure the extent to which the specified objectives were met for learners with differing needs and abilities |
| 3.4.2 | Reflect on the results and use this to inform and improve future practice |
| 3.4.3 | Share the findings with colleagues by one or more methods (including through electronic or web based services) |
| 4.1 | Plan to use a learning platform |
| 4.1.1 | Understand commonly used terms such as: platforms, websites, intranets, VLE/MLE, online learning and outline the features of each |
| 4.1.2 | Critically review the use of a learning platform against identified learners' needs including accessibility needs |
| 4.1.3 | Establish learning outcomes and potential sources of learning material |
| 4.1.4 | Determine what services, functionality or information will be provided via the learning platform |
| 4.1.5 | Describe how users will interact with the learning platform to meet their needs and establish quality criteria for evaluation |
| 4.2 | Implement the learning platform |
| 4.2.1 | Obtain technical support, advice and guidance where appropriate |
| 4.2.2 | Prepare learners for the use of the chosen platform and organise induction and training if necessary |
| 4.2.3 | Organise and present course materials and activities to direct and guide learners |
| 4.2.4 | Use the tools and features of a chosen learning platform to facilitate different learning contexts e.g. blended learning, online learning etc |
| 4.2.5 | Track learners' activities (including those that can be assessed or recorded electronically) |
| 4.2.6 | Facilitate support in various learning contexts (including online if appropriate) |
| 4.2.7 | Use other components of the learning platform e.g. assessment tools, discussion and collaboration tools to support or enhance the learning experience |
| 4.3 | Evaluate the learning platform |
| 4.3.1 | Monitor the learning opportunities presented by the learning platform |
| 4.3.2 | Evaluate the effectiveness of the learning platform in meeting the learners' needs including accessibility needs |
| 4.3.3 | Evaluate the impact on learners and learning |
| 5.1 | Research the range e-learning materials available which meet the learning objectives |
| 5.1.1 | Establish a clear need for e-learning materials to meet the needs of the learners and identify the required learning outcomes |
| 5.1.2 | Identify potential sources of e-learning materials and their cost |
| 5.1.3 | Identify technical and other requirements needed to utilise e-learning materials effectively and ensure compatibility with available systems and resources |
| 5.1.4 | Identify accessibility benefits and barriers associated with different types of learning materials |
| 5.2 | Review and select e-learning materials |
| 5.2.1 | Develop selection criteria for materials including learning outcomes, suitability of learner interactions, accessibility and compatibility with available systems and resources |
| 5.2.2 | Use appropriate criteria or quality standards to review materials and create a shortlist |
| 5.2.3 | Select e-learning materials to be used based on best fit against required learning outcomes and other relevant quality criteria |
| 5.3 | Derive a plan to embed e-learning materials |
| 5.3.1 | 5.3.1 Develop a plan to incorporate materials into a learning programme which includes;
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| 5.3.2 | Develop a framework to evaluate the success of implementing e-learning materials based on objective and measurable criteria |
| 5.4 | Implement the plan for e-learning materials utilisation |
| 5.4.1 | Organise resources required to utilise e-learning materials |
| 5.4.2 | Implement the plan for utilisation of e-learning materials with learners |
| 5.4.3 | Gather information on the use of the materials for review |
| 5.5 | Evaluate and review the use of e-learning materials |
| 5.5.1 | Review the extent to which the application of e-learning materials met the desired learning outcomes. |
| 5.5.2 | Evaluate the success of the e-learning materials in meeting the learning outcomes and the needs of the learners |
| 5.5.3 | Compare with the original objectives and identify and required outcomes that are not being met and how they could be achieved |
| 5.5.4 | Use the evaluation and lessons learned to improve future practice |
| 5.5.5 | Share the outcomes of the evaluation and lessons learnt with colleagues to promote effective practice |
| 6.1 | Research potential e-learning tools and/or materials that could be adapted available which meet the learning objectives |
| 6.1.1 | Establish a clear need for e-learning materials that could be adapted to meet the needs of learners and identify required learning outcomes |
| 6.1.2 | Identify potential sources of e-learning materials or tools that could be adapted and their cost |
| 6.1.3 | Identify technical, accessibility issues and other requirements needed to utilise e-learning materials effectively and ensure compatibility with available systems and resources |
| 6.2 | Review and select e-learning tools/materials that could be adapted |
| 6.2.1 | Develop selection criteria for materials or tools including learning outcomes, suitability of learner interactions and compatibility with available systems and resources |
| 6.2.2 | Use appropriate criteria to review tools or materials and create a shortlist |
| 6.2.3 | Select e-learning tools or materials that could be adapted to be used based on best fit against required learning outcomes and other relevant criteria |
| 6.3 | Identify the skills and resources required and then develop or adapt e-learning content |
| 6.3.1 | Identify development tools to facilitate adaptation |
| 6.3.2 | Identify the technical skills and resources required by self or others to develop and adapt the learning material |
| 6.3.3 | Undertake appropriate training |
| 6.3.4 | Identify ways to adapt materials for identified learning outcomes or accessibility needs |
| 6.3.5 | Develop the adapted e-learning materials to be used |
| 6.4 | Derive a plan to embed adapted e-learning materials |
| 6.4.1 | 6.4.1 Develop a plan to incorporate materials into a learning programme which includes;
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| 6.4.2 | Develop a framework to evaluate the success of implementing adapted e-learning materials based on objective and measurable criteria |
| 6.5 | Implement the plan for adapted e-learning materials |
| 6.5.1 | Organise resources required to utilise adapted e-learning materials |
| 6.5.2 | Implement the plan for utilisation of adapted e-learning materials with learners |
| 6.5.3 | Gather information on the use of the materials for review |
| 6.6 | Evaluate and review the use of adapted e-learning materials |
| 6.6.1 | Review the extent to which the application of adapted e-learning materials met the desired learning outcomes |
| 6.6.2 | Evaluate the success of the adapted e-learning materials in meeting the learning outcomes and the needs of the learners |
| 6.6.3 | Compare with the original objectives and identify any required outcomes that are not being met and how they could be achieved |
| 6.6.4 | Use the evaluation and lessons learned to improve future practice |
| 6.6.5 | Share the outcomes of the evaluation and lessons learnt with colleagues to promote effective practice |
| 7.1 | Assess, with the help of e-learning assessment tools, what individuals have learned or achieved |
| 7.1.1 | Identify appropriate e-learning assessment tools and methods and establish quality criteria for evaluation |
| 7.1.2 | Identify appropriate learning outcomes as opportunities for formative assessment |
| 7.1.3 | Conduct assessment using an appropriate selection of tools |
| 7.1.4 | Evaluate the assessment tools used |
| 7.1.5 | Identify any accessibility barriers with the assessment tool or materials |
| 7.1.6 | Evaluate the extent to which learners have achieved the desired learning outcomes |
| 7.1.7 | Provide feedback to learners on progress and achievements |
| 7.2 | Track learner participation with the help of e-learning |
| 7.2.1 | Use e-learning systems to keep accurate records about learner participation and keep them up to date |
| 7.2.2 | Evaluate learners' participation and identify trends |
| 7.2.3 | Establish any need for intervention to improve learners' participation. |
| 7.3 | Track and report on learners' progress and achievements using e-learning tools |
| 7.3.1 | Use appropriate e-learning tools to record and store learners' progress and achievements and ensure learner records are complete and up to date |
| 7.3.2 | Use appropriate methods to track learners' and provide reports on learner's progress and achievements |
| 7.3.3 | Ensure the confidentiality of information about learners in line with the organisation's policies and legal requirements |
| 8.1 | Identify learner needs which can be supported through the use of technology |
| 8.1.1 | Identify learners' support needs |
| 8.1.2 | Identify available technologies which could support learners |
| 8.1.3 | Recognise accessibility features within available technologies |
| 8.1.4 | Select appropriate technologies to meet identified needs and establish quality criteria for evaluation |
| 8.1.5 | Encourage learners to use technology as part of their programme |
| 8.2 | Select appropriate technologies to support learners |
| 8.2.1 | Trial the different technologies with intended learners |
| 8.2.2 | Evaluate its appropriateness and suitability to meet the needs of the learners |
| 8.2.3 | Select the most appropriate and suitable technology to support learners and learning |
| 8.2.4 | Develop learners' skills in using the chosen technology |
| 8.3 | Support learner needs and requirements |
| 8.3.1 | Develop learner confidence and competence in using technology for learning |
| 8.3.2 | Assist learners to use technology as part of their learning programme. |
| 8.3.3 | Provide learners with adequate access to specialist facilities and support. |
| 8.3.4 | Ensure learners' have the necessary ICT skills to access learning |
| 8.4 | Evaluate the effectiveness of the support provided |
| 8.4.1 | Evaluate the effectiveness of support and the technology used to assist the learner |
| 8.4.2 | Identify any barriers to learning. |
| 9.1 | Analyse and develop online teaching and learning approaches |
| 9.1.1 | Examine teaching and learning theories and their application to coaching and mentoring |
| 9.1.2 | Select appropriate online teaching methods on the basis of theory and establish quality criteria for evaluation purposes |
| 9.1.3 | Develop a learning programme that facilitates the use of online peer, group and trainer coaching and mentoring activities. |
| 9.2 | Identify learners' needs and provide online support |
| 9.2.1 | Collect information online about learners, their knowledge and skills. Learning needs, styles and objectives |
| 9.2.2 | Provide learners with appropriate online information and support. |
| 9.2.3 | Identify opportunities for coaching, mentoring and supporting learners online |
| 9.2.4 | Recognise the additional demands for users of assistive technology |
| 9.3 | Identify and use appropriate e-tools to facilitate and manage online learning |
| 9.3.1 | Use appropriate tools and techniques to initiate and manage group discussions |
| 9.3.2 | Identify relevant online and offline materials and resources |
| 9.3.3 | Assess learners' levels of knowledge, skills and competence through e-tools |
| 9.4 | Produce an online learning plan and support strategy |
| 9.4.1 | Develop an online learning plan |
| 9.4.2 | Plan an online support strategy for individuals and groups, taking account of the resources available |
| 9.5 | Implement the plan into a specified area of online teaching and learning |
| 9.5.1 | Establish the use of suitable communication tools and resources to facilitate coaching, mentoring and collaborative learning |
| 9.5.2 | Initiate the development of online learning communities |
| 9.5.3 | Monitor and facilitate the development of the online learning community |
| 9.6 | Evaluate and review the effectiveness of online teaching and learning programme |
| 9.6.1 | Evaluate the effectiveness of online learning communities in helping learners meet their objectives |
| 9.6.2 | Evaluate the value of the e-tools and resources in achieving learning outcomes |
| 9.6.3 | Review the effectiveness of the online teaching and learning programme |
| 10.1 | Understand the potential use of hardware, software, systems or materials for e-learning |
| 10.1.1 | Understand the terminology and functionality of selected e-tools |
| 10.1.2 | Consider applications of the e-tool's functionality in teaching and learning practice and establish what learning outcomes are being met |
| 10.1.3 | Critically review the use of the e-tool to see how learner needs are or could be met, including accessibility needs and how effectiveness could be measured |
| 10.1.4 | Develop outline quality criteria for effective use of the e-tool |
| 10.1.5 | Determine the use of appropriate practices in different contexts |
| 10.2 | Identify learner needs that could be met through the use of e-tools |
| 10.2.1 | Define a potential target audience(s) and describe how they could interact with the e-tool to meet their needs |
| 10.2.2 | Collect information about their knowledge and skills, preferences, styles and learning needs |
| 10.2.3 | Identify specific learning objectives that could be supported through applicable tools based on established needs. |
| 10.3 | Ensure that e-tools accommodate the different needs of learners |
| 10.3.1 | Identify the different access needs of learners. |
| 10.3.2 | Investigate ways that an e-tools can be utilised to meet the access needs of learners. |
| 10.3.3 | Identify potential applications of e-tools to comply with accessibility, health and safety, security and requirements and meet learning outcomes. |
| 10.3.4 | Suggest ways in which the application of an e-tools could be evaluated to identify learning outcomes that are not being met. |
| 10.4 | Determine what professional knowledge and skills and/or ICT skills are required |
| 10.4.1 | Undertake a self-assessment to identify a range of continuing professional development needs |
| 10.4.2 | Use these to contribute to a professional development plan to meet personal and professional goals |
| 10.4.3 | Undertake appropriate professional updating or skills training |
| 10.4.4 | Review what has been learned and identify potential opportunities for application |
| 11.1 | Develop a proposal |
| 11.1.1 | Establish the need and specify the proposal's scope, objectives and outcomes. |
| 11.1.2 | Identify the beneficiaries, the potential benefits and ways to measure if they have been achieved based on quality evaluation criteria |
| 11.1.3 | Involve relevant specialist staff in the development of proposal plans consistent with the scope and objectives. |
| 11.1.4 | Collect information about beneficiaries, their knowledge and skills, preferences, accessibility needs and identify their learning needs and requirements |
| 11.2 | Action plan the e-learning proposal and identify monitoring opportunities |
| 11.2.1 | Divide the work into manageable, measurable and achievable tasks related to the outcomes |
| 11.2.2 | Establish links, work methods, schedules, evaluation methods, and monitoring and dissemination opportunities. |
| 11.2.3 | Perform a self assessment to determine what professional knowledge and skills are required |
| 11.2.4 | Secure any resources, budgets and approvals necessary to complete the proposal |
| 11.2.5 | Establish clearly the limits of own, and other people's authority within the proposal |
| 11.2.6 | Ensure appropriate professional or skills updating for those involved in the proposal |
| 11.3 | Implement the proposal for a specified area |
| 11.3.1 | Keep relevant colleagues informed about the proposal and involve them in problem solving. |
| 11.3.2 | Negotiate support from appropriate sources |
| 11.3.3 | rovide advice and guidance to help colleagues meet their responsibilities. |
| 11.3.4 | Monitor carefully the progress of the proposal against plans and make any necessary adjustments with the knowledge and agreement of colleagues |
| 11.4 | Evaluate and report using the findings to review and improve quality |
| 11.4.1 | Complete all necessary procedures relating to finance, resources or personnel to close the project and acknowledge the contribution of colleagues. |
| 11.4.2 | Gather feedback from others and involve them in reviewing the project. |
| 11.4.3 | Measure the extent to which the project:
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| 11.4.4 | Disseminate findings according to agreed procedures |
| 11.4.5 | Use the results of the evaluation to review and improve the quality teaching and learning. |
| 12.1 | Plan and structure e-learning materials or content development. |
| 12.1.1 | Determine the specific goals of the materials or content. |
| 12.1.2 | Determine the target audience or learner group |
| 12.1.3 | Determine the scope is of the materials or content to be developed |
| 12.1.4 | Determine the specific measurable objectives for each goal |
| 12.1.5 | Analyse whether the materials or content will meet the needs of the target audience or learner group |
| 12.1.6 | Identify and plan to use best practice in accessibility design |
| 12.1.7 | Identify the deliverables, significant tasks and milestones, and establish quality criteria for evaluation |
| 12.2 | Design specification for e-learning materials or content |
| 12.2.1 | Identifying support requirements to develop and implement the materials or content |
| 12.2.2 | Identify resources required to develop or author the content. |
| 12.2.3 | Identify skills needed to develop or author the content. |
| 12.2.4 | Procure any deficiencies |
| 12.2.5 | Produce detailed specification to include pedagogical and technical requirements |
| 12.3 | Develop e-learning materials/content according to specification |
| 12.3.1 | Create or author the required content to meet specifications |
| 12.3.2 | Do any necessary pre-testing and validation. |
| 12.3.3 | Modify materials according to feedback from testing |
| 12.3.4 | Produce supporting materials, student manuals, trainer manuals, and technical manuals |
| 12.3.5 | Use the material or content with learners and do further testing and corrections as needed |
| 12.4 | Evaluate the effectiveness of the design materials or content in use |
| 12.4.1 | Conduct peer review to evaluate product effectiveness |
| 12.4.2 | Evaluate potential accessibility impact (positive and negative) and appropriateness of adaptations |
| 12.4.3 | Conduct formative and summative evaluations of materials with learners |
| 13.1 | Review various features of a learning platform in use |
| 13.1.1 | Identify the target audience and their needs. |
| 13.1.2 | Determine what services, functionality or information should be provided via the learning platform |
| 13.1.3 | Describe how users should interact with the learning platform to meet their needs |
| 13.1.4 | Identify the content required to support the services provided on the learning platform |
| 13.1.5 | Develop quality criteria to review the effectiveness of the learning platform |
| 13.2 | Implement and review |
| 13.2.1 | Assess the usability of the learning platform for staff and students |
| 13.2.2 | Gather information to ensure the system meet the needs of all learners |
| 13.2.3 | Develop support and training plan for staff and learners in the use of the system |
| 13.2.4 | Develop periodic and regular reviews of the learning platform in use |
| 13.2.5 | Benchmark against best practice to improve the platforms use |
| 13.3 | Critically evaluate the learning platform in meeting learner needs |
| 13.3.1 | Monitor and evaluate use of the learning platform |
| 13.3.2 | Monitor the quality of information held on the platform |
| 13.3.3 | Evaluate the various features of the learning platform to determine flexibility, ease of use, customization and user acceptance |
| 13.3.4 | Evaluate the effectiveness of the learning platform in meeting learner need |
