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Unit
Specification
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SQA
scottish qualifications authority
Higher
National Unit Specification - General information
Unit:
Providing Online Support for Learners - An Introduction
Number
D23H
Summary
This
unit is designed to enable candidates to develop the skills required
to provide online support in the delivery of a learning programme.
The candidate will evaluate, develop and use strategies for providing
online support. This unit is the first in a series of units designed
to support the delivery of learning online.
The
unit is aimed at experienced tutors, workplace trainers or mentors
who have appropriate occupational competence. It is assumed that
candidates for the unit will be delivering a learning programme
which involves some aspect of online support for a learner.
Outcomes
1
evaluate the implications of providing online support for learners
2
provide online support for learners
3
use online tools and techniques to support learning.
Recommended entry
While
entry is at the discretion of the centre, candidates would find
it helpful to have the following IT skills before starting the
unit - using basic word processing functions (e.g. text editing),
using email functions (e.g. setting up groups and working with
attachments), using file management functions and using web browsing
and searching.
Credit Value
1
Credit
Core
Skills
Information
on the automatic certification of any core skills in this unit
is published in Automatic Certification of Core Skills
in National Qualifications (SQA, 1999).
Higher
National Unit Specification - Statement of standards
Unit
Providing Online Support for Learners - An Introduction
Acceptable
performance in this unit will be the satisfactory achievement
of the standards set out in this part of the unit specification.
All sections of the statement of standards are mandatory and cannot
be altered without reference to the Scottish Qualifications Authority.
Outcome
1
Evaluate
the implications of providing online support for learners.
Performance
criteria
a)
the potential uses and implications of online support tools/techniques
are correctly identified
b)
the differences in approach and practices of supporting learning
online to other delivery methods are correctly evaluated
c)
the strengths and weaknesses of supporting learners online are
correctly evaluated
d)
strategies for integrating online support within a learning programme
are correctly developed and evaluated for individual learners
and for groups of learners in an online environment
e)
strategies for evaluating online learner experience during a learning
programme and on completion of a learning programme are correctly
developed and evaluated for learners in an online environment.
Evidence
requirements
Please
refer to Evidence requirements for the
unit at the end of the Statement of Standards.
Outcome
2
Provide
online support for learners.
Performance
criteria
a)
induction arrangements are used effectively to establish a rapport
and parameters for support to learners
b)
online support is managed effectively throughout the learning
programme to provide regular planned contact and to meet unscheduled
individual needs
c)
motivation techniques are used effectively to encourage participation
from learners
d)
style of communication with learners is appropriate for an online
environment
e)
content of online communications contribute to the learner's learning
f)
techniques for monitoring and recording learner performance are
used effectively for an online environment.
Evidence
requirements
Please
refer to Evidence requirements for the
unit at the end of the Statement of Standards.
Outcome
3
Use
online tools and techniques to support learning.
Performance
criteria
a)
communication flow is managed effectively and appropriately in
terms of timing of contact with the learner and organisation of
information
b)
computer mediated communication techniques are used effectively
to support the learner.
Evidence
requirements
Please
refer to Evidence requirements for the
unit at the end of the Statement of Standards.
Evidence
requirements for the unit
Outcome
1
The
candidate should produce a report which demonstrates that he/she
has evaluated the implications of providing online support for
learners for each of the performance criteria. Evidence must be
provided of research, critical reflection of current and emerging
practice through discussions and a review of the views of others.
Online
support tools/techniques considered should include asynchronous,
synchronous, one-to-one, one-to-many, many-to-many and interactive
learning material.
Outcome
2
The
candidate should produce a portfolio of evidence which demonstrates
how he/she has provided online support for learners. This is likely
to include evidence of planning, schedules of delivery, copies
of emails, a contact log and recording and mentoring records.
A commentary will be required to explain how the performance criteria
have been met.
Induction
arrangements should include evidence that the candidate has established
a rapport, ensured that the learner is familiar with the technology
and the support facilities, ensured that expectations for the
learner and for providers of on-line support are clear and established
communication links.
Outcome
3
Evidence
for this outcome is likely to be generated alongside the evidence
for Outcome 2. The candidate should produce a portfolio of evidence
which demonstrates how he/she has provided online support for
learners. At least 2 computer mediated communication techniques
should be used, for example email, threaded discussion (involving
more than 2 people), videoconferencing. A commentary will be required
to explain how the performance criteria have been met.
Higher
National Unit Specification - Support notes
Unit
Providing Online Support for Learners - An Introduction
This
part of the unit specification is offered as guidance. The support
notes are not mandatory.
While
the exact time allocated to this unit is at the discretion of
the centre, the notional design length is 40 hours.
Guidance
on the content and context for this Unit
Outcome 1
This
outcome should involve research into current and emerging practices,
discussions with peers, evaluation of each others proposals and
a review of the implications for the candidates own situation
and his/her organisations situation. It is recommended that much
of the research and discussions should take place online.
The
context for online learning should be considered e.g. philosophy,
drive towards lifelong learning, potential target groups, initiatives
such as SUfI, NGfL and knowledge based economy. The potential
implications for education and training systems should also be
discussed. The impact on the role of a tutor/trainer/mentor should
be addressed e.g. cultural change required, implications for training,
need for mentor support for those providing online support.
The
approach and practices of supporting learning online should be
compared to more traditional methods e.g. classroom based delivery
and other methods such as open/distance learning and workplace
learning/training. Similarities as well as differences should
be identified. Issues considered could include:
- location,
time, pace, flexibility
-
social aspects - isolation/inclusion levels, motivation
-
learning styles
-
interaction and forms of communication
-
assessment.
The
strengths and weakness of supporting learning online should be
discussed and evaluated. Strengths could include accessibility,
flexibility, learning approach, range of media and cost benefits.
Weaknesses could include isolation, motivation of learners and
use of technology.
The
range of tools/techniques that can be used online should be discussed.
It may not be possible to use the full range in a learning programme
but the potential uses and implications should be assessed. Potential
uses include bulletin boards, email chat, online quizzes and tests,
hypertext, videoconferencing.
The
options for, and issues associated with, integrating online support
should be considered. The options should range from providing
contact via email alongside face-to-face contact and traditional
methods, to the delivery of a learning programme solely online.
Strategies for integrating online support should be developed
and evaluated for individual learners and for groups of learners.
Strategies
should address the following areas:
-
establishing a rapport and setting the parameters for support
-
role and support arrangements to be adopted for different groups
-
contact/communication arrangements to provide on-going training,
advice and guidance
-
motivating learners and maintaining participation
-
encouraging and supporting interaction within groups
-
monitoring progress and carrying out formative assessments
-
evaluating the learning experience on an on-going basis and
on completion of the programme.
Candidates
should also consider the implications of data protection, copyright,
plagiarism, offensive material and special needs.
[see
learning and teaching approaches for Outcome
1 ]
[See
Outcome 1 in the Assessment Guide.]
Outcome
2
An
induction plan should be developed which addresses the needs of
the learners involved and ensures that:
- a
rapport is established with the learner
-
the learner is familiar with the tools and the support facilities
-
expectations for the learner and provider of online support
are clear ie targets, parameters for support
-
communication links are established - this should include alternatives
e.g. email and postal addresses.
Support
systems should be designed to ensure that regular contact is maintained
- this will involve contact being initiated by the learner and
the provider of online support. As well as planned and scheduled
contact times, the systems should take account of unscheduled
contacts and approaches for recognising and responding to individual
needs or problems.
The
content of communication must provide appropriate guidance and
advice for learners and should assist their learning. Communication
can also be used to monitor and evaluate the learning experience.
The style of communication used online is also vital to maintain
motivation and participation. Practice will be required in wording
emails and other forms of communication to ensure that the tone
is supportive and unambiguous and that feedback is clear and constructive.
The pace and level of communication is also important and the
importance of etiquette should be discussed.
It
is important that the learners performance and progress is monitored
and recorded in an effective way. This may involve an existing
organisation system or the tutor/trainer/mentors own system.
[see
learning and teaching approaches
for Outcomes 2 & 3 ]
[see Outcome 2 in the Assessment
Guide]
Outcome
3
One
of key skills required for providing online support is the ability
to manage the communication and information flow. Key issues to
be considered include:
- ensuring
and encouraging participation from all learners
-
ensuring that contact is maintained, that emails and other forms
of communication are acknowledged and that the timing and speed
of response is appropriate
-
handling and organising information efficiently e.g. maintaining
folders, organising multiple emails
-
using time management techniques for learners and providers
of online support
-
using communication methods effectively e.g. emails and group
discussion (threaded discussion, text conferencing), video conferencing.
[see
learning and teaching approaches
for Outcomes 2 & 3 ]
[see
Outcome 3 in the Assessment Guide]
Guidance
on learning and teaching approaches for this Unit
This
is an introductory unit that is designed to provide training in
the key skills required to provide online support for learners
and to allow an experienced tutor/trainer/mentor to develop and
practice these skills. The candidate will demonstrate the skills
within a learning programme that includes online support. The
extent of online support provided to the learners within the programme
may range from providing support via email alongside face-to-face
contact and traditional methods to the delivery of a learning
programme solely online.
The
unit is therefore likely to be delivered over time with some structured
inputs and on-going mentoring support for candidates as they deliver
a learning programme. Candidates should be encouraged to discuss
and evaluate each other's proposals, in particular for Outcome
1.
The
teaching and learning approach should involve as much online delivery
and discussion as possible, for example online threaded discussions
and tutorials. As well as assisting candidates to become familiar
with the online tools and techniques it will allow them to experience
what it is like to be an online learner.
Candidates
should be given the opportunity to experience as many online communication
tools and techniques as possible. Although they may initially
only be involved in using a few communication methods within their
learning programmes, they should be familiar with the operation
and uses of different tools and techniques.
Delivery
of the outcomes should be integrated wherever possible. For example,
Outcome 1 should involve participating in an online threaded discussion
with other candidates. It could also involve managing a threaded
discussion topic, using the Internet to access information and
submitting reports by email. This will support the practical skills
being developed in Outcomes 2 and 3.
Strategies
identified in Outcome 1 could also be used for Outcomes 2 and
3. Outcomes 2 and 3 are likely to be completed and assessed together.
Guidance
on approaches to assessment for this Unit
Outcome
1
Achievement
of this outcome will be assessed via a report that clearly addresses
the performance criteria. It is recommended that the report should
be between 1500 and 3000 words. It is also recommended that the
report should be in context and reflect the candidates own situation
or that of his/her organisation.
To
support the report, evidence must be provided of research which
is likely to involve consideration of web-based and other sources
of information. Evidence should also be provided of critical reflection
of current and emerging practice through discussion and a review
of the views of others. This is particularly important when the
candidate is developing strategies for integration online support
and for evaluating online learner experience. The evidence should
demonstrate that strategies have been discussed and evaluated
with peers. It is recommended that one of the discussion methods
demonstrated should involve participation in an online threaded
discussion. It is also recommended that candidate should be encouraged
to submit evidence by email.
Outcomes
2 and 3
For
these outcomes, the candidate will be required to produce a portfolio
of evidence demonstrating how he/she has provided online support
for learners. This should be supported by a commentary which explains
the strategies he/she has developed for supporting learners, how
they have been implemented using online tools and techniques and
how any issues/problems were dealt with. If any aspect of the
performance criteria did not occur, the candidate should explain
how he/she would have approached them. The candidate should be
encouraged to submit as much of the evidence as possible by email.
Special
needs
This
unit specification is intended to ensure that there are no artificial
barriers to learning or assessment. Special needs of individual
candidates should be taken into account when planning learning
experiences, selecting assessment instruments or considering special
alternative outcomes for units. For information on these, please
refer to the SQA document Guidance on Special Assessment and
Certification Arrangements for Candidates with Special Needs/Candidates
whose First Language is not English (SQA, 1998).
SQA
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