EIfEL qualification framework

The eLearning Competency Framework for Teachers and Trainers

Produced by eTTNet TWG 2

Based on [EIfEL http://www.eife-l.org] standards ©

1 Introduction
2 eLearning and the transformation of the teacher/trainer profession
3 The competencies
4 Components of the Framework
- 4.1 Knowledge requirements
- 4.2 Performance criteria
5 Implementation guides
6 The Competency Framework
- 6.1 Core knowledge requirements
7 Key Area A - Prepare a learning event
8 Key Area B - Run a learning event
9 Key Area C - Support learners
10 Key Area D - Assess learner progress
11 Key Area E - Promote accessibility for learners
- 11.1 Introduction
- 11.2 Unit E.1. Promote accessibility to learning
12 Key Area F - Evaluating learning programmes
- 12.1 Introduction
- 12.2 Unit F.1. Assess the effectiveness of learning services and programmes

Introduction

This competency framework concerns those teachers and trainers (as well as those responsible for their training and development, and policy makers) who are directly involved in the management and delivery of learning programmes and events to individuals and groups. It will also be relevant to other people who are involved in supporting learners, such as coaches, mentors, librarians etc, who constitute an important part of the community of learning professionals.

The emphasis in this framework is on the facilitation of a broad range of learning opportunities through the use of Knowledge, Information and Learning Technologies (KILT). The knowledge, skills and attitudes required are presented under the heading of eLearning competencies, but it is clear that these competencies are in the process of becoming mainstream competencies. The use of these technologies is becoming increasingly widespread for learning purposes, as their potential is recognised and as new demands are made on those who support learners and on the learners themselves.

The Key Role or ‘mission’ for the competency framework is:

Employ knowledge, information and learning technologies to provide high-quality teaching and training, to create effective opportunities for learning and to enable all learners to achieve to the best of their ability

eLearning and the transformation of the teacher/trainer profession

As is made clear in the description of the methodology sections accompanying the framework, the definition of eLearning is broad. In this framework, eLearning is not taken to be ‘distance learning’ or ‘online learning’, so the rather simplistic distinction between ‘distance learning’ and ‘face to face delivery’ that has resulted in the widespread use of the term ‘blended learning’ will not be found here. eLearning may take place at a distance or in the presence of a teacher, trainer or tutor. What qualifies the experience as eLearning is the use of one of a range of KILT to enable and enhance the learning experience.

There is clearly an important interface between what may be understood as generic teacher/trainer (TT) competencies and the new competencies required in a knowledge society, and the framework reflects this. Therefore, the necessary skills of planning, communicating, analysing learning and development needs, providing meaningful learning activities, assessment of learners and evaluation of programmes, will be recognisable to all those involved in education and training. What is new is not only the need to acquire technical competencies but also to be ready for a transformation of ‘traditional competencies’ and for the acquisition and development of those competencies that result from radical changes in roles and practice. These changes are being simultaneously driven by the evolution of society and by the previously unimagined opportunities offered by technology. Societal demands for improved accessibility, inclusion and learner-centred pedagogy are being facilitated by innovative techniques and tools for teachers and trainers.

Some of the principal trends are summarised here:

An increased emphasis on learner-centred and personalised learning – from ‘push’ to ‘pull’
An accompanying responsibility on the part of learners for their own personal development and lifelong learning
Flexibility on the part of trainers– being ready to respond to evolving situations rather than arrive with a ready-made solution.
A change of role from ‘expert’ to facilitator, guide, coach – and, where appropriate, manager of the learning environment
A recognition that the learner may play the role of teacher: content comes from the interaction of the participants as well as the educators
Collegiality and collaboration: the onus is on teachers and trainers as well as learners to create communities of practice among peers and with those who have very different skills and backgrounds
Responsibility of teachers/trainers for knowledge management and contribution to organisational learning
Knowledge and learning seen as organic and connected to work and to other activities
An explicit responsibility on the part of teachers/trainers to promote equal opportunities, inclusiveness and the valuing of diversity
An Increasing demand to encourage, recognise and validate non formal learning
Access to learning resources and expertise throughout the world: a global ‘marketplace’.

Who is the competency framework for?

According to several TTnet studies^[1] a professional educator can have different job classifications: trainer, group leader, tutor, teacher, instructor, trainer of trainers. Perhaps the only two definitions that would be universally accepted are the following:

The term teacher is generally used in European Union countries to designate personnel in primary schools, secondary schools and initial vocational training colleges in education systems, regardless of the level of education.
A trainer refers to professionals involved in apprenticeship systems, on-the-job and off-the-job training activities and, more generally, in private sector training markets.

Other terms are used in many different ways depending on countries and professional sectors. What these titles have in common, however, is that the holders have been officially recognised as playing a formal role in teaching and training. It is clear that this is the most easily identifiable section of our target population.

If we now take into account the startling estimation that as much as 80% of what we learn is acquired through non-formal and informal means, we start to think about other potential users who would not be classed as ‘professional educators’ but are involved in helping others to learn on an occasional or part-time basis. Librarians, work-based coaches and mentors etc may well find a competency framework useful, both as to help them carry out these activities, and also perhaps to enable them to gain recognition for their achievements.

The competencies

The competencies contained within the framework require the identification of the learning goals, needs and styles of individuals and the design, management and evaluation of programmes to meet those individuals’ requirements. They involve a sound knowledge of the contribution of KILT to successful learning events, and appropriate levels of expertise in using KILT to enhance the learning experiences of individuals and groups.

The framework will be presented in two versions. The full framework, as indicated in the graphical representation of the competencies above, contains 10 areas of competence:

Preparing the learning event
Running the learning event
Supporting learners
Assessing learner progress
Promoting accessibility for learners
Evaluating learning programmes
Managing the learning environment
Contributing to the learning organisation
Managing own professional development
Communicating

The scope of the framework ranges from the preparation of the learning environment through to application of learning to workplace activities. It encompasses both formal and informal learning experiences. The framework also covers the contribution of these learning activities to organisational knowledge and performance, as well as the opportunities afforded for the personal learning and development of learning personnel. The areas contain eLearning competencies that concern the broad population of teacher/trainers. On the other hand, the competencies presented here will not all be demanded of the same person. Teachers/trainers will have a greater or lesser responsibility for technology or for management aspects, for example. It will be up to individuals to identify and use those parts of the framework that are of immediate or potential relevance. The order of presentation does not indicate any chronological or functional order, or any order of importance. Nor are any levels of competence indicated.

The shorter version of the competency framework that is presented here focuses uniquely on the interaction between teachers/trainers and learners and so contains these six competencies:

Preparing the learning event
Running the learning event
Supporting learners
Assessing learner progress
Promoting accessibility for learners
Evaluating learning programmes

Components of the Framework

We have seen that the Key Role or Purpose of the competency framework is:

Employ knowledge, information and learning technologies to provide high-quality teaching and training, to create effective opportunities for learning and to enable all learners to achieve to the best of their ability

The Key Role is then divided into Key Areas, which begin to detail the activities that answer the question, “what has to be done to achieve this?’” These are in turn further subdivided into units of competence and thence into two or more elements of competence. It is at the unit level that we can start to talk about discrete competencies, the performance of which can be evaluated and assessed.

The elements of competence as presented in this framework have two essential components:

Knowledge requirements
Performance criteria

Knowledge requirements

A competent performance is based on sound knowledge and understanding of the activities being performed – this is what enables us to repeat the performance and to transfer the competency to other situations and contexts.

The competency framework begins with a statement of the core or generic competencies that all learning professionals should possess. Each unit of competence then indicates the knowledge requirements specific to that unit.

Performance criteria

The performance criteria specify the results expected in carrying out the activity indicated in the element title. They thus provide a detailed description of the performance required that enables evaluation – either by individuals themselves, or by external evaluators.

Implementation guides

Accompanying the competency framework are two guides to help you use the framework most effectively in your particular context.

The User Guide gives information about how the framework may be used for a variety of training and development activities, including training needs analysis, design of learning programmes and assessment of competencies. It indicates the variety of contexts in which the framework may be used. It also suggests the evidence that you may present in order to demonstrate competency if you wish to use the framework for a professional development programme.

The Skills Check diagnostic tool will help you to position yourself in relation to the activities detailed in the guide. It summarises these activities and enables you to determine what you do now.

The Competency Framework

Core knowledge requirements

The following list indicates the knowledge requirements that are central to the first six core competency areas. Additional knowledge requirements are also indicated for individual units of competence.

To perform competently in the competency framework you need to know, understand and be able to apply:

Organisational context

the organisation’s requirements regarding learners’ participation, progress and achievements
the organisation’s resource constraints

Health and safety

occupational health and safety regulations pertinent to your responsibilities
the organisation’s occupational health and safety policies
your own responsibility for ensuring a healthy and safe learning environment
how to deal with breaches in health and safety requirements promptly and in line with organisational and legal requirements.
how to obtain help where necessary for the maintenance of health and safety

Legal requirements

relevant data protection legislation: and how to ensure that this is rigorously applied
relevant legislation with regard to individual rights and equality of opportunity
the law of copyright and how this may restrict the use of certain resources

Learning technologies

the range of ways KILT (hardware, software and systems) may be used to facilitate the learning of others
the ways in which KILT can help match learning opportunities to learners’ abilities, aspirations, needs and learning styles
how to adapt KILT resources to the requirements and constraints of the learning environment
how to provide learners with the KILT resources and facilities required to put into practice the learning objectives of the event, e.g.

electronic white board

email,

forum and discussion group

virtual media or resources centre

tools (java applets, simulation, etc.)

Learning and development

how to establish learning objectives
how to evaluate the extent to which learning objectives have been achieved.
the characteristics of formal, non-formal and informal learning
ways of learning, learning styles and appropriate learning strategies in relation to the required outcomes of learning programmes
the importance of helping learners to identify their learning needs and select learning opportunities autonomously, and how to do so
how to analyse the suitability of different learning opportunities with regard to the range of abilities, aspirations, needs and learning styles learners may have
methods of assessing learners
how to provide constructive feedback to learners, both formative and summative
methods of assessing learning programmes
how to plan and promote application of learning

Providing support

methods of giving information, advice and support in a manner that promotes individual autonomy and encourages self-development
general and specific sources of guidance
the range of resources and tools for providing support to individual learners and groups of learners, e.g.

email, computer mediated communication, telephone

journals, mailing lists

learning communities, communities of practice

colleagues, management, family

professional bodies and communities

own limits in terms of giving advice and guidance
sources of referral
how to communicate and interact with learners in a manner that fosters learners’ confidence, self-esteem and self-image

Monitoring and evaluation

how to evaluate whether the outcomes of learning indicate that learning opportunities are suitable to learners’ particular abilities, aspirations, needs and learning styles
the importance of evaluating the effectiveness of activities, and how to make valid evaluations
the importance of maintaining complete, accurate and up-to-date records and how to do so using KILT.
how to analyse information to identify trends and common and emerging problems
the importance of involving users in evaluating the quality of the support they receive, and how to do so

Managing resources

how to provide individual learners and groups of learners with the resources required to achieve their learning objectives
how to adapt resources to the requirements of the learning environmentCommunication
- how to ensure that all those involved in the learning event recognise their responsibility for ensuring an optimal learning environment

Continual improvement

how to use information and experience to improve systems and personal performanceAccessibility
- the importance of providing access to learning to all, regardless of physical or intellectual disabilities or environmental disadvantages
- basic principles of ensuring accessibility in the learning environment
- the range of KILT tools available for identifying preferred learning styles and needs of learners with a diverse range of abilities
- how to exploit the possibilities offered by KILT to ensure accessibility

Professional ethics

- the attitudes and behaviour expected of professional teachers/trainers

N.B. the term organisation is used here to describe the entity responsible for providing the learning services. This may be your own organisation (of any size including freelance training services) or an external organisation that has commissioned your services.

Key Area A - Prepare a learning event

Introduction

This Key Area is for teachers/trainers who are involved in the preparation of learning events - either autonomously, or for example, under the supervision of a training manager or head of department. They may have a responsibility for ensuring that the participants in the event are fully briefed and prepared to get the most out of the experience, with the aid of KILT. The basic principles of designing learning programmes that include challenging and meaningful learning activities are the responsibility of all learning professionals. If your responsibilities involve the design, development and selection of learning resources you will find that these competencies are also covered here.

Staff involved in this area need to use KILT to record information about learners’ participation, starting with their induction into the organisation and its facilities. They need to record information about learners’ attendance and participation in activities associated with learning, and use this information to identify any need for intervention. They also need to monitor what learners have achieved against their personal learning plans. Furnished with this information, staff need to plan to provide feedback to learners and to report to colleagues on progress, participation and achievement.

In an extended learning environment it is particularly important to consider how learners will continue to access the resources used and/or produced in the course of the programme.

The Area comprises 5 Units:

Unit 1.1 Provide Guidance to learners and staff for the effective use of KILT
Unit 1.2 Prepare a learning event
Unit 1.3 Design Learning Resources
Unit 1.4 Develop Learning Resources
Unit 1.5 Select Learning Resources

Unit A.1. Provide guidance to learners and staff for the effective use of KILT

Specialists in the use of KILT need to support other staff in developing the knowledge, skills and competencies they require to use KILT hardware, software and systems efficiently and effectively in order to facilitate the learning of others. They also need to provide advice, guidance and support to users on a continuous basis to allow them to increase their autonomy and effectiveness in using KILT.

Knowledge required

In addition to the core knowledge requirements, to perform competently in this unit, you need to know, understand and be able to apply:

Learning and development

the range of tools and techniques that can be used to identify the emerging needs of staff and learners
how to assess staff levels of knowledge, skills and competence in terms of the level required
how to assess learners’ levels of knowledge, skills and competence in terms of the level required

Learning technologies

the resources and support staff need to enhance their competence in using KILT to facilitate the learning of others, and how to develop these
the importance of establishing service standards and how to do so

Providing guidance and support

the range of appropriate strategies and techniques to help learners and staff develop the knowledge and skills they need to use KILT
the different types of support required: technical (hotline) pedagogical (tutoring) and how to implement them
how to ensure that personnel receive appropriate induction and ongoing support

Accessibility

how to ensure accessibility to guidance and support, especially to learners and staff with special needs.

Communication

how to make known the availability of guidance and support to learners and staff

Element A.1.1. Support staff in acquiring and developing the knowledge and skills needed for using KILT to facilitate the learning of others

To perform competently in this element, you must ensure that you

establish the range of ways in which KILT may be used to facilitate the learning of others, currently and in the future.
identify the knowledge and skills staff need to apply KILT effectively to facilitate the learning of others.
accurately identify the current levels of knowledge and skills of staff, and what they need to learn in order to use KILT effectively.
provide appropriate advice and guidance to help staff develop the knowledge and skills they need to use current and future hardware, software and systems to facilitate others’ learning, taking into account the learning styles of individual members of staff.
encourage staff to take a systematic and proactive approach to continuously enhancing their competence in using KILT to facilitate the learning of others.
evaluate the extent to which staff have developed the required knowledge and skills
develop and promote appropriate resources and support for staff continuously to enhance their competence in using KILT to facilitate the learning of others.

Element A.1.2. Help learners to acquire and continuously develop their use of KILT

To perform competently in this element, you must ensure that you

establish the knowledge and skills learners require to use KILT for effective learning
accurately identify learners’ current levels of knowledge and skills and what they need to learn in order to use KILT effectively.
use appropriate, effective and efficient strategies and techniques to help learners develop the knowledge and skills they need to use KILT, taking into account learners’ abilities and learning styles.
provide learners with practical opportunities to apply their knowledge and skills in using KILT.
evaluate the extent to which learners have developed the required knowledge and skills.
use alternative strategies and techniques, if learners have not fully developed the required knowledge and skills.
encourage learners to take a systematic approach to their continuing personal and professional development through KILT.

Unit A.2. Prepare participants for the learning event

This competency entails putting in place measures to ensure an optimal learning experience for both learners and those who are facilitating the learning event. It involves ensuring that the event is suitable for learners and that they are fully briefed with essential information regarding the learning programme. It also entails agreeing with learners the criteria for success and how this will be measured. Providing access to learners with special needs is a further important component of this competency. Staff also have a responsibility for ensuring that those who are facilitating the learning experience are also fully briefed regarding the needs and objectives of learners, that agreement is reached on methods of monitoring and evaluation of learner progress, and that measures are in place to ensure collaboration and teamwork on the part of contributors.

Knowledge required

In addition to the core knowledge requirements, to perform competently in this unit, you need to know, understand and be able to apply:

Learning and development

identification of learner prerequisites

Learning technologies

the ways in which KILT can be used to record, process and provide information about learner participation, e.g.
- electronic portfolio or ‘digital binder’
- firewall, software compatibility, computer configuration, network bandwidth
- interoperability
- nature of technical problems and the procedures for getting them solved

Providing support

how to prepare learners by providing essential information
the support learners may require to record and update information, and how to provide this support
how to provide information and ongoing support to all staff contributing to the learning event

Accessibility

how to welcome, and provide access to learning for, learners with special needs
the importance of encouraging learners with a diverse range of abilities to record and update details about themselves and their participation, and how to do so

Monitoring and evaluation

the data required about learners and their use of the organisation’s services.
the range of appropriate KILT tools available for recording learners’ participation, progress and achievements
how to use information about learner participation to identify trends and evaluate the need for intervention to improve participation
how to evaluate any need for intervention to improve learners’ participation, and report this to appropriate colleagues

Communication

how to put in place systems that optimise the production and exploitation of relevant information
how to make known the facilities and support available to learners and staff

Element A.2.1. Prepare learners for the learning event

To perform competently in this element, you must ensure that you

check learners’ prerequisites to attend the learning event
send the necessary information to learners for participation in the learning event and obtain acknowledgement when possible
state clearly the opening and the closing time/conditions of the event
put in place a facility for learners to check in well in advance of their access to the event, and to contact the technical support service if problems arise
establish in negotiation with learners the criteria for success for the learning session
welcome and encourage learners’ feed-back through a variety of channels
make arrangements for learners with special needs

Element A.2.2. Prepare contributors to the learning event

To perform competently in this element, you must ensure that you

provide contributors with clear and accurate information about the planned outcomes, inputs and processes of the learning event and the requirements of learners

provide contributors with clear, accurate and relevant information about learners’ current knowledge and skill levels

brief contributors on the input and activities of other contributors to the learning event

provide contributors with adequate opportunities and facilities to enable them to collaborate effectively in the facilitation of the learning event

provide contributors with adequate guidance to enable them to observe required procedures and protocols

agree tracking, reporting and evaluation methods with contributors, using KILT where appropriate.

Unit A.3. Design learning programmes

This Unit is for those teacher/trainers who have some responsibility for designing learning programmes. Depending on the context in which you operate, this may involve the design of curricula, courses or events. Necessary skills include ensuring that the proposed programme meets learners’ needs and objectives; building in methods of assessing learners, and evaluating the programme or event. The competency also involves designing challenging learning experiences, the outcomes of which are relevant to the context of learners. Designing different types of feedback is a further essential feature of this competency.

Knowledge required

In addition to the core knowledge requirements, to perform competently in this unit, you need to know, understand and be able to apply:

Learning and development

- how to identify and analyse training needs related to the situation and learning needs of the individual
- the range of formal and informal methods that can be incorporated into learning programmes, what each can contribute, and how to integrate different methods into programme design
- how to integrate different learning opportunities and create a coherent learning programme
- the range of resources available to ensure authentic learning
- how to design relevant practice, employing, for example
  - simulation
  - work experience
  - models
  - case studies
- different types of feedback, e.g.
  - intrinsic / extrinsic
  - self-assessment
  - exercise
  - tests
  - comparison with a reference model
  - others
- sources of feedback, e.g.
  - the learner
  - the learning resource
  - the learning management system
  - a teacher; a tutor
  - other learners

1. methods of monitoring and reviewing learners’ progress

Communicating

- how to gain commitment to training proposals and plans for individuals and groups
- how to achieve shared and realistic views among stakeholders about the design, content, learning strategy and methods

Accessibility

- how to ensure that learning programmes are designed to promote accessibility and take into account the special needs of learners

Element A.3.1. Design a learning programme

To perform competently in this element, you must ensure that you

identify clearly and accurately the learning requirements that have to be addressed
select options for meeting learner requirements to ensure that learners will have the opportunity of achieving learning objectives
select options for meeting learner requirements that promote equality of opportunity and access to learning and achievements
ensure that learning programmes specify how learning requirements will be met and the opportunities available to do so
specify clearly methods of evaluating the effectiveness of the learning programme
specify methods of monitoring and reviewing learners’ progress and assessing their achievements
specify provision for the support of learners
specify clearly the roles and responsibilities of all those involved in delivering the learning programme and obtain their agreement
identify additional resources required to deliver the programme

Element A.3.2. Design challenging and relevant learning

To perform competently in this element, you must ensure that you

base activities on an accurate identification of learners’ needs.
define the conditions and the resources you have to supply so that practice can take place
plan to provide learners with a wide variety of learning experiences and media to increase the potential for acquiring knowledge, making effective use of KILT
ensure that the planned learning situations are authentic so that the activities learners perform is based on the roles they play as students, workers and citizens
plan learner access to the kinds of information sources that people use in their careers and lives.
design learning programmes to enable all learners to apply what they learn to settings beyond the school/university/training centre door.

Element A.3.3. Design feedback

To perform competently in this element, you must ensure that you

define the different types and levels of feedback that will be provided to the learner during the learning programme
define the level of interaction between the learner, other learners and the learning support staff from self-study to group learning that will produce feedback.
define when different types of feedback will be provided
define how the different types of feedback will be provided
define any external sources of diagnosis and correction needed.
define interaction with the organisation’s information system and reporting data to determine how the results of the feedback will be tracked and reported to the management system and provide collectable evidence

Unit A.4. Develop KILT- based learning resources

This competency is for those teachers/trainers who are responsible for the development of KILT-based learning resources. It covers agreeing the specifications with those commissioning the resources (where appropriate) and then developing them on this basis. One element deals generally with the development of resources, while two others are specifically concerned with the use of authoring tools to develop and adapt resources.

Knowledge required

In addition to the core knowledge requirements, to perform competently in this unit, you need to know, understand and be able to apply:

Legal requirements

- legal and contractual implications of using media and software

Learning technologies

- how to access reliable sources of information on developments in KILT
- Criteria for developing resources, e.g.
  - The value of different media (text, image, sound, simulation) and how to select and combine them in an optimum way to provide relevant learning experiences the hardware requirements
  - the software platforms to be used
  - programming and authoring tools and methodologies to be used
  - documentation standards and requirements
- Criteria for evaluating learning resources, e.g.
  - ability to deliver the specified learning objectives
  - learning style and modalities (self-study, trainer led, group learning, blended, distance)
  - learning environment (asynchronous or synchronous, competence based or not)
  - access and integration to the workplace (though a portal, within an application)
- The nature of specifications, e.g.
  - storyboards
  - sketches
  - algorithms, scripts
  - working drawings
  - finished visuals

Learning and development

- the ways in which the characteristics of the learning environment may impact on the design of KILT resources, and how to minimise any negative impact

Software and hardware

- the range of software platforms that may be used, and how to select appropriate ones
- how to establish the hardware requirements for learning resources
- the range of programming and authoring tools and methodologies that may be used, and how to select appropriate ones
- likely documentation requirements and how to establish these
- the importance of checking that the specifications are capable of delivering the agreed learning objectives, and how to do so.

standards

- sources of current standards
- how to identify and assess current standards for their relevance to the product's requirements
- how to estimate the costs, specify and select distribution formats
- select and apply suitable conventions, methods and media to produce drawings and associated graphical information
- how to select methods, media and systems for producing drawings

Element A.4.1. Agree specifications for learning resources

To perform competently in this element, you must ensure that you

establish with those commissioning the learning resources the nature of the learning objectives, content and the format of the learning resources in line with learner requirements
establish the characteristics of the learning environment in which the resources will be used.
when specialist skills are required, collaborate with subject, learning and design specialists to develop specifications for KILT
draft specifications that are complete, accurate, comply with design information and relevant documentation and meet the recognised technical conventions required
base specifications on identified, applicable, current source information, including any relevant supplier and cost information
produce specifications and supporting information within agreed deadlines and check them for accuracy before release
check with those commissioning the resources that the specifications fully meet their requirements

Element A.4.2. Develop learning resources according to specifications

To perform competently in this element, you must ensure that you

define and agree on the method of development which is most relevant to the objectives and to the experience and abilities of the development team
design, develop and test user interface with learning activities to ensure they meet client and users requirements
draft resources according to technical specifications
develop the complete learning resource
import the resource to the delivery platform(s) and test that it functions correctly
test the usability and capability of the resources to meet the agreed learning objectives and its manageability with a representative sample of typical users
deliver finished KILT-based learning resources to those commissioning them and obtain their acceptance.
review the design and development process and identify ways in which the process could be improved in the future.

Element A.4.3. Use authoring tools to develop learning resources according to specifications

To perform competently in this element, you must ensure that you

identify and assess authoring tools for their capability to support the author in creating the expected learning experience from combining existing components
select authoring tools that offer the greatest potential for meeting requirements based on the author(s) abilities, complexity of the learning resource and its operation
when existing tools are inadequate for the task, assess alternatives such as acquiring another tool
in the course of using authoring tools, identify and remedy and bugs and difficulties in achieving the performance required by the specification promptly
identify accurately and exploit opportunities to improve the efficiency of operations within the constraints of the production
produce resource within agreed deadlines, assess them thoroughly and confirm them as meeting specifications
store finished resources and associated documents securely and make them available to those who require them

Element A.4.4. Use authoring tools to adapt learning resources

To perform competently in this element, you must ensure that you

identify and assess authoring tools for their capacity to modify existing learning resources in order to create the expected learning experience from combining existing components
select authoring tools that offer the greatest potential for adapting existing learning resources cost-effectively
operate authoring tools efficiently, and identify and remedy promptly any bugs or difficulties in achieving the performance required by the specification
produce completed resource within agreed deadlines, assess them thoroughly and confirm that they meet specifications
store finished products and associated documents securely and made them available to those who require them

Unit A.5. Select and implement learning resources

Teachers/trainers responsible for the selecting and implementing learning resources need to identify sources of relevant KILT-based learning materials and assess the quality and appropriateness of these materials to meet user requirements. They need to acquire relevant KILT-based learning materials, format them and make them available for use within the organisation’s physical and virtual environments. They also need to encourage people to use the materials by publicising how they can be used and the benefits they may provide.

Knowledge required

In addition to the core knowledge requirements, to perform competently in this unit, you need to know, understand and be able to apply:

Legal requirements

- legal and contractual implications of using media and software
- the law of copyright and how this may restrict the use of certain resources

Learning technologies

- how to evaluate sources of KILT-based learning materials in respect of the range and quality of materials, quality and speed of service and value for money
- the range of networks and learning communities involved in developing and using KILT-based learning materials
- sources of free and priced KILT-based learning materials
- sources of information about the product, and about intended end users
- storage and security facilities and requirements for agreed proposals
- criteria for selecting resources:
  - The value of different media (text, image, sound, simulation) and how to select and combine them in an optimum way to provide relevant learning experiences the hardware requirements
  - hardware or software
  - accessibility or mobility facilities
  - delivery modes
  - adaptability, customisation
- Criteria for evaluating learning resources:
  - ability to deliver the specified learning objectives
  - learning style and modalities (self-study, trainer led, group learning, etc.)
  - learning environment (asynchronous or synchronous, competence based or not)
- licence requirements for the use of KILT-based learning materials

Learning and development

- the ways in which the characteristics of the learning environment may impact on the selection of KILT resources, and how to minimise any negative impact

Software and hardware

- the range of software platforms that may be used, and how to select appropriate ones
- how to establish the hardware requirements for KILT resources
- likely documentation requirements and how to establish these

Standards

- sources of current standards
- how to identify and assess current standards for their relevance to the product's requirements
- how to estimate the costs, specify and select distribution formats

Element A.5.1. Identify sources of KILT-based learning materials

To perform competently in this element, you must ensure that you

identify sources of learning resources and keep updated about current and future development
participate actively in networks and learning communities involved in developing and using KILT-based learning materials
identify a sufficient range of sources of both free and priced KILT-based learning materials to meet the organisation’s current and anticipated future needs
evaluate sources of KILT-based learning materials in respect of the range and quality of materials, quality and speed of service and value for money
publicise recommended sources of KILT-based learning materials in formats that are easily accessible to staff who may use the materials

Element A.5.2. Select KILT-based learning and support resources

To perform competently in this element, you must ensure that you

establish the criteria for the selection of learning and support resources in terms of learner requirements and objectives and available resources with appropriate personnel
establish criteria, based on the requirements of, clients, colleagues and learners, for assessing the quality and appropriateness of current learning resources provision.
assess current provision for learning resources and tools,
assess the quality and appropriateness of available KILT resources against established criteria and present your assessment resources in ways that allow clients, colleagues or learners to decide whether and how to use them.
where necessary, commission and manage the production of new resources and tools to meet identified needs – taking into account possible constraints and legal requirements in using or commissioning learning resources.
assess the ability of the organisation’s KILT infrastructure to support learning delivery
carry out feasible, timely and cost-effective evaluation of learning resources and make any necessary changes to provision and practice

Element A.5.3. Integrate learning resources in the learning environment

To perform competently in this element, you must ensure that you

test the compatibility of the learning resource with existing resources
test, with a representative sample of learners, the usability and capability of the learning resources to meet the agreed learning objectives
establish systems for gathering information on the use of the resources and evaluating their effectiveness
involve learners and colleagues in evaluating the effectiveness of the resources
gather complete, valid and up-to-date information about the use of the resources
evaluate the effectiveness of the designed materials in meeting learning objectives for learners with a diverse range of abilities
provide information about the effectiveness of the designed materials to those authorised to have it

Key Area B - Run a learning event

Introduction

This Key Area is for those people who are directly responsible for the delivery or facilitation of a learning event. They will be responsible for the whole learning event from opening to close. This involves managing the learning event, ensuring that learners are provided with relevant practice activities to enable them to achieve the desired objectives, and providing them with supplementary resources where necessary, as well as contributing to the assessment of learner progress and of the learning event itself. Those carrying out these activities will demonstrate competence in using the opportunities afforded by KILT to enhance the learning experience.

The Area comprises 2 Units:

Unit B.1 Provide Guidance to learners and staff for the effective use of KILT

Unit B.2 Prepare a learning event

Unit B.1. Facilitate a learning event

This unit concerns the key activities associated with responsibility for facilitating a learning event. It covers opening the event and ensuring that learners are welcomed and fully briefed in order to perform effectively. The focus of the second element is on the facilitation skills required for a successful learning event. Closing an event entails debriefing learners and carrying out a preliminary evaluation of the programme. An important ongoing activity is the tracking of learner activity, participation and achievements.

Knowledge required

In addition to the core knowledge requirements, to perform competently in this unit, you need to know, understand and be able to apply:

Learning and development

different training roles, styles and tasks, and their practical implications for the teacher/trainer's work

Learning technologies

the importance of using a mix of appropriate tools and techniques to identify, record and review learners’ preferred learning styles, and how to use KILT to best effect within this mix
the ways in which KILT can be used to help learners develop and review their personal learning plans autonomously – for example by using electronic portfolios

Providing support

how to establish and maintain effective learning, coaching and counselling relationships with a wide variety of learners in a range of different training situations.
difficulties experienced by learners in different types of learning situations, and how to recognise and tackle them

Group dynamics

key theoretical models of group roles and work
how to adapt facilitation techniques to group size
how to address individual needs in a group setting

Monitoring and evaluation

how to involve stakeholders in the evaluation results
how to debrief learners

Accessibility

issues of equality of opportunity and non-discriminatory practice in relation to group work.

Knowledge management

how to collect the information produced during the learning event for the future – e.g.

recording activities and outcomes – manually or electronically, e.g. by using conferencing software functions to record the performance

using a forum to record contributions asynchronously

Element B.1.1. Open the learning programme

To perform competently in this element, you must ensure that you

introduce learners to the learning environment (physical and digital) in a way that builds their confidence and encourages them to experiment
introduce learners to the content, schedule and activities of the proposed learning programme
inform learners about access to technical and learning support
provide a ‘test’ space for practising working with the environment.
establish the rules and procedures for communication with others
help learners to identify their preferred learning styles
establish with learners how they will learn in the learning environment, according to their learning style, ability and the facilities available
encourage learners to develop and continuously review their personal learning plans autonomously
encourage learners with different abilities to benefit from available learning opportunities

Element B.1.2. Facilitate a learning event

To perform competently in this element, you must ensure that you

manage event times and scheduling
present clear and accurate information in a tone, manner, pace and style that is appropriate to the needs and capabilities of the learners
employ delivery and facilitation methods appropriate to learners’ levels and needs, taking into account the size and composition of the group
make adjustments to delivery and facilitation methods in response to learners’ needs
employ learning resources to optimise the learning experience
assess the effectiveness of the learning environment and suggest necessary improvements

Element B.1.3. Close a learning event

To perform competently in this element, you must ensure that you

collect assessment results (formative and summative) and other information in line with the success criteria defined and make an assessment based on these criteria
debrief learners using appropriate and agreed methods
prepare a post-course summary and evaluation and disseminate it to the relevant people, observing the required level of confidentiality
when required, send a report to learners’ managers
review the end of course process and suggest possible improvements
agree action plan with learners, and their line managers where appropriate, for application of learning and evaluation of results

Element B.1.4. Track learner activity, participation and achievements

To perform competently in this element, you must ensure that you

identify the data required about learners’ use of learning services
use appropriate KILT systems to capture and process data about learner participation and ensure the confidentiality of this data
encourage learners with a diverse range of abilities to use KILT to record and update information about themselves and their participation autonomously
provide the support learners need to record and update data about themselves
maintain complete, accurate and up-to-date information on learner participation using KILT
use KILT to evaluate learners’ participation and identify trends
evaluate any need for intervention to improve learners’ participation, and report this to appropriate colleagues
use information obtained to improve the tracking system

Unit B.2. Facilitate authentic learning and relevant practice

This unit focuses on the nature and quality of the learning experience. It is the responsibility of the teacher/trainer to create a learning environment that allows a variety of leaning approaches and activities that stimulate learners and that have a clear relationship to their own situation. The provision of relevant practice reinforces the pertinence of the learning activity to the learners’ context. The teacher/trainer should make use of the opportunities offered by KILT to enhance the learning experience in line with organisational resources and constraints.

Knowledge required

In addition to the core knowledge requirements, to perform competently in this unit, you need to know, understand and be able to apply:

Learning and development

different facilitation roles, styles and tasks, and their practical implications for the teacher/trainer's work
a range of methods for encouraging authentic and challenging learning, for example:
- problem-solving
- case-studies
- simulations
- communities of practice

Learning technologies

the contribution of KILT to the provision of authentic and challenging learning
the ways in which KILT can be used to help learners develop and review their personal learning plans autonomously

Providing support

how to establish and maintain effective learning, coaching and counselling relationships with a wide variety of learners in a range of different learning situations.
difficulties experienced by learners in different types of learning situations, and how to recognise and tackle them

Group dynamics

key theoretical models of group roles and work
how to adapt facilitation techniques to group size
how to address individual needs in a group setting

Monitoring and evaluation

how to involve stakeholders in the evaluation results
how to debrief learners

Accessibility

issues of equality of opportunity and non-discriminatory practice in relation to group work

Element B.2.1. Facilitate authentic and challenging learning

To perform competently in this element, you must ensure that you

provide learners with a wide variety of learning experiences and media to increase the potential for acquiring knowledge
raise and encourage essential questions to guide enquiry
include research and evidence-gathering opportunities in learning activities.
provide learners with opportunities to use creative thinking to generate solutions in the context of real situations.
provide opportunities for learners to speak, record and reflect on their own learning.
provide a social context for learning, with effective use of cooperative learning and learner interaction.
encourage learners to apply what they learn during the learning event to their own situation

Element B.2.2. Provide relevant practice to learners

To perform competently in this element, you must ensure that you

make explicit the relation between learning objectives and practice
provide clear information about the aims and expected outcomes of the activity
give learners clear and sufficient instructions in order to enable them to perform the activity
provide learners with the resources required to put into practice the learning objectives of the event
make sure that activities are appropriately structured in order to maximise learning
make sure that all participants have the opportunity to practise
provide feed-back on learners’ performance and, when needed, the means to improve their performance later
encourage self and peer assessment

Key Area C - Support learners

Introduction

Teachers/trainers carrying out this function need to make effective use of KILT to help learners take control of their own learning and development. This involves helping learners to identify their needs and learning styles, and select the learning opportunities that best match their abilities, aspirations, needs and learning styles. In particular, staff need to exploit the potential of KILT to widen access to learners who lack confidence. Staff need continuously to support learners in using KILT to develop and review their personal learning plans to meet their learning objectives. This key area covers support needed for learners in general, but also focuses on the specific needs of individual learners and of groups of learners. A further important feature of the Area is the support to be given to learners to ensure application of learning and the management of formal and informal learning.

The Area comprises 6 Units:

Unit C.1 Help learners manage their own learning

Unit C.2 Support individual learners

Unit C.3 Support groups of learners, learning communities and networks using KILT

Unit C.4 Promote the development of learner autonomy, confidence and effectiveness in a supportive learning environment

Unit C.5 Support application of learning

Unit C.6 Manage formal and non-formal learning

Unit C.1. Help learners manage their own learning

This unit focuses on the skills needed by teachers/trainers to help learners to manage their own learning. The unit covers ways in which KILT can be used to help learners to identify their learning needs and preferred learning styles. Encouraging learner autonomy to enable learners to select learning opportunities is included, as is the support that learners need to develop and review their personal learning plans.

Knowledge required

In addition to the core knowledge requirements, to perform competently you need to know, understand and be able to apply:

Learning Technologies

the ways in which KILT can be used to help learners develop and review their personal learning plans autonomously, for example through digital learning logs or electronic portfolios

Learning and development

the importance of learners’ developing and continuously reviewing their personal learning plans autonomously, and how to encourage them to do so

Providing support

how to establish and maintain effective learning, coaching and counselling relationships with a wide variety of learners in a range of different training situations
difficulties experienced by learners in different types of learning situations, and how to recognise and tackle them

Accessibility

the contribution KILT can make to identifying the learning needs of learners with a diverse range of abilities
issues of equality of opportunity and non-discriminatory practice in relation to group work.

Element C.1.1. Help learners identify their learning needs

To perform competently in this element, you must ensure that you

identify and evaluate the particular contribution KILT can make to identifying the needs of learners with a diverse range of abilities
provide appropriate tools for identifying learners’ needs, consistent with the resources available.
use KILT within a mix of appropriate tools and techniques to identify learners’ needs
encourage learners to identify their learning needs autonomously
ensure the identified needs are consistent with the learners’ aspirations and abilities
help learners record their learning needs, plan to meet them, and review them periodically
ensure the confidentiality of information about learners’ needs, in line with organisation policy and legal requirements
evaluate the effectiveness of using KILT to help learners identify their needs

Element C.1.2. Help learners identify their preferred learning styles

To perform competently in this element, you must ensure that you

identify and evaluate the particular contribution KILT can make to identifying the preferred learning styles of learners with a diverse range of abilities
provide appropriate KILT tools for identifying learners’ preferred learning styles, consistent with the resources available
use KILT within a mix of appropriate tools and techniques to identify learners’ preferred learning styles
use KILT to allow and encourage learners to identify their preferred learning styles autonomously
ensure learners understand the implications of their preferred learning styles for the selection of learning opportunities
ensure the confidentiality of information about learners’ preferred learning styles, in line with organisational policy and legal requirements
evaluate the effectiveness of using KILT to help learners identify their preferred learning styles

Element C.1.3. Help learners select learning opportunities

To perform competently in this element, you must ensure that you

analyse the suitability of learning opportunities for the range of abilities, aspirations, needs and learning styles learners may have
make information about the suitability of learning opportunities available via KILT
use KILT to signpost those learning opportunities that provide the best match with learners’ abilities, aspirations, needs and learning styles
use KILT to help learners select learning opportunities autonomously
evaluate the outcomes of learning to identify whether the learning opportunities are suitable for learners’ particular abilities, aspirations, needs and learning styles
use the results of evaluation to improve the accuracy of signposting to learning opportunities

Element C.1.4. Help learners develop and review their personal learning plans

To perform competently in this element, you must ensure that you

encourage learners to use KILT to record their learning objectives and how they plan to meet these by establishing a personal development plan
encourage learners to establish dates for reviewing their personal learning plans
use KILT to encourage learners to review their personal learning plans autonomously in line with established schedules
encourage learners to consult relevant members of staff before making revisions to their personal learning plans
provide security systems to ensure the confidentiality of personal learning plans, in line with organisation policy and legal requirements
evaluate the effectiveness of using KILT to help learners develop and review their personal learning plans

Unit C.2. Support individual learners, using KILT

Teachers/trainers responsible for the support of individual learners need to be able to identify and exploit opportunities to use KILT to enhance the learning experience. Individuals may be members of a group or they may be learning alone. There is a particular focus here on the need to work with individuals to help them use KILT autonomously to achieve their learning objectives.

Knowledge required

In addition to the core knowledge requirements, to perform competently you need to know, understand and be able to apply:

Learning Technologies

the ways in which KILT can be used to help individual learners develop and review their personal learning plans autonomously
the range of opportunities available for using KILT to encourage learners to learn from each other
the range of opportunities available for individual learners to develop the knowledge required to use KILT autonomously and effectively for their own learning
tools and techniques for communicating effectively and promptly with learners online

Learning and development

how to analyse the suitability of different learning opportunities with regard to the range of abilities, aspirations, needs and learning styles individual learners may have
the importance of ensuring that individual learners understand the implications of their preferred learning styles, and how to do this
the importance of encouraging individual learners to identify their learning needs and select learning opportunities autonomously, and how to do this
the importance of learners’ developing and continuously reviewing their personal learning plans autonomously, and how to encourage them to do so
how to encourage individual learners to participate actively in online learning communities
how to sequence and pace information and gauge appropriateness of language for individual learners.
how to put individual learners at ease and elicit their personal views.
factors which impact on learners’ ability to plan and achieve their own learning objectives, e.g. lack of technical expertise or isolation
progression routes and further learning opportunities

Providing support

how to identify guidance most suitable for individual learners.
methods of giving information, advice and support in a manner that promotes individual autonomy and encourages self development
the particular needs of isolated learners
the types of support teachers/trainers can provide online and how to provide this support

Monitoring and evaluation

How to involve stakeholders in the evaluation results
How to plan application of learning

Accessibility

the range of KILT tools available for identifying preferred learning styles of individual learners with a diverse range of abilities
the contribution KILT can make to identifying the learning needs of individual learners with a diverse range of abilities
issues of equality of opportunity and non-discriminatory practice in relation to individual learners

Managing resources

how to provide individual learners with the resources required to achieve their learning objectives
how to acquire appropriate KILT tools for the needs of individual learners

Element C.2.1. Support individual learners

To perform competently in this element, you must ensure that you

identify and evaluate opportunities for supporting individual learners, using KILT
gather relevant information about the learners, their knowledge and skills, their learning needs, styles, objectives and environment in line with organisational policy and legislation
establish - by means of a formal agreement or learning contract - what the learner and the member of staff supporting the learner can expect from each other
liaise with appropriate people, when necessary, to provide additional support
provide learners with support, encouragement and reinforcement, whilst encouraging them to work autonomously using KILT where appropriate
communicate effectively and promptly with learners, using appropriate media and language
use alternative ways of supporting and communicating with online learners, as required
evaluate the effectiveness of KILT in supporting individuals

Element C.2.2. Agree the roles and resources required to support the achievement of individual learning objectives

To perform competently in this element, you must ensure that you

specify and agree the roles, responsibilities and resources needed to support learners in achieving their learning objectives.
base specifications of roles and resources on an accurate assessment of learners’ needs and context.
accurately identify likely difficulties in obtaining the necessary people and resources.
provide additional support for isolated learners where necessary
develop plans to provide on site and distant support to individual learners, taking account of the learning programme, the technology and the resources available.
provide learners with information about the types of onsite and distance support they can benefit from
where difficulties cannot be overcome, seek advice from relevant people.

Unit C.3. Support groups of learners, learning communities and networks using KILT

In this unit, the focus is on using KILT to support groups of learners in fully exploiting the benefits of group working in order to achieve their learning objectives. It involves managing the balance between tasks to be achieved and group dynamics. An important element of this competency is the facilitation of collaborative learning. Beyond this, a further vital competency the ability to capture and exploit the knowledge produced during a learning event.

Knowledge required

In addition to the core knowledge requirements, to perform competently, you need to know, understand and be able to apply:

Learning Technologies

the range of opportunities available for using KILT to support group learning and encourage learners to learn from each other
the range of tools and techniques available for asynchronous and synchronous group work, and how to use them
the range of online and offline media available for promoting online learning communities.
tools and techniques for communicating effectively and promptly with learners online

Learning and development

the importance of learners’ developing and continuously reviewing their personal learning plans autonomously, and how to encourage them to do so
how to encourage learners to participate actively and autonomously in online learning communities
how to sequence and pace information and gauge appropriateness of language for groups of learners
how to put learners at ease and elicit learners’ personal views
how to encourage learners to participate actively in online learning communities
how to establish criteria for membership of online learning groups
the importance of establishing and monitoring the observance of communication etiquette
the range of relevant online learning communities
how to initiate and provide on-going support for the development of online learning communities
how to gather information about learners online
progression routes and further learning opportunities

Providing support

providing support to groups of learners
how to arrange additional support
the types of support teachers/trainers can provide online and how to provide this support

Group dynamics

key theoretical models of group roles and work
facilitation and intervening skills adapted to group size
how to form, maintain and close groups
how to establish ‘ground rules’ governing behaviour in a group setting.
how to recognise and deal with issues of power and authority in groups
How to monitor learners’ progress in a group setting

Monitoring and evaluation

the importance of recording, planning and review, and how to use KILT to facilitate this.
how to evaluate whether the outcomes of learning indicate that learning opportunities are suitable to the learner’s particular abilities, aspirations, needs and learning styles, and how to use the results of evaluation to improve the accuracy of signposting.
How to involve stakeholders in the evaluation results
How to plan application of learning

Accessibility

issues of equality of opportunity and non-discriminatory practice in relation to group work.

Managing resources

resources and media available to provide online support to groups of learners. The resources might include:

email, computer mediated communication, telephone conference call, chats

peer support, online communities

groupware

appropriate techniques – e.g. delegating by appointing deputy moderators – to alleviate tutor’s workload and maximize learning opportunities

Knowledge management

how to collect the information produced during the learning event for the future – e.g.

recording activities and outcomes – manually or electronically, e.g. by using conferencing software functions to record the performance

using a forum to record contributions asynchronously

methods of disseminating knowledge captured

Element C.3.1. Support group learning with KILT

To perform competently in this element, you must ensure that you

agree the purpose, process and intended outcomes of group activity with the group
identify and evaluate opportunities for using KILT to support learning in groups
establish the specific learning objectives and criteria for membership of each learning group
establish, and monitor observance of, communication etiquette for each learning group
use appropriate tools and techniques to initiate, manage and close asynchronous and synchronous group discussions
evaluate the effectiveness of KILT in supporting groups of learners
challenge excluding and discriminatory behaviour or language appropriately
use power, authority and influence in the group constructively to enhance learning
deal with conflict within the group in a way that maintains the ability of group members to continue learning
provide effective support to learners with special needs and keep them motivated.

Element C.3.2. Support active learner interaction and collaborative learning using KILT

To perform competently in this element, you must ensure that you

make sure that learners understand the benefits of using KILT for communication and take the necessary steps to bring them to the right level of proficiency
communicate effectively using active listening and appropriate questioning techniques
establish indicators to track communication and encourage participants to communicate actively
identify learners’ preferred style to interact with the group and act accordingly in order to maximize individual and group gain
encourage learners’ autonomous and/or group activities
identify and evaluate opportunities for using KILT to encourage learners to learn from each other
provide opportunities for learners to develop the Knowledge required to use KILT effectively to learn from each other
evaluate the effectiveness of KILT in helping learners learn from each other

Element C.3.3. Support the development of online learning communities

To perform competently in this element, you must ensure that you

identify existing online learning communities that may be relevant to learners and initiate the development of online learning communities, where no relevant learning communities exist
develop plans to provide online support to groups of learners, taking account of the resources and media available
encourage all group members to contribute appropriately to online group discussions within an agreed timeframe
provide support for the continuous development of online learning communities
promote relevant learning communities, using both online and offline media
evaluate the effectiveness of online learning communities in helping learners meet their learning objectives

Element C.3.4. Provide support for knowledge construction and sharing

To perform competently in this element, you must ensure that you

identify technology available for knowledge construction and sharing.
make sure that learners understand the benefits of using KILT for building knowledge and take the necessary steps to bring them to the right level of proficiency.
adapt the learning environment, using the tools provided by the environment
plan how the knowledge built during the learning process should be made available, once the event or the learning programme is completed.
make explicit what is expected from learners and value their contributions.
encourage group production for knowledge sharing and construction and, when necessary, create new opportunities.
summarise contributions regularly (or ask a group member to do it), and edit regularly to ensure readability and navigation.
identify the boundaries for dissemination.

Unit C.4. Promote the development of learner autonomy, confidence and effectiveness in a supportive learning environment.

This unit involves helping learners to operate effectively in the learning environment. It concerns enabling learners to become increasingly autonomous in assuming responsibility for their own learning and its outcomes, while remaining aware of the needs of others and working in a way that encourages fruitful and ethical collaboration.

Knowledge required

In addition to the core knowledge requirements, to perform competently you need to know, understand and be able to apply:

Learning Technologies

the range of opportunities available for learners to develop the knowledge required to use KILT autonomously and effectively for their own learning
the ways in which KILT can be used to help learners develop and review their personal learning plans autonomously, e.g. by using electronic portfolios
the range of opportunities available for using KILT to encourage learners to learn from each other

Learning and development

the importance of learners’ developing and continuously reviewing their personal learning plans autonomously, and how to encourage them to do so
how to encourage learners to participate actively and autonomously in online learning communities
how to sequence and pace information and gauge appropriateness of language for individual learners.
how to put learners at ease and elicit their personal views.

Providing support

how to provide support for learner collaboration and socialization
how to arrange additional support
methods of giving information, advice and support in a manner that promotes individual autonomy and encourages self-development.
how to support learners who may be at risk
how to communicate and interact with learners in a manner that fosters learners’ confidence, self-esteem and self-image

Group dynamics

facilitation and intervention skills adapted to group size
how to establish ‘ground rules’ governing behaviour in a group setting.
how to recognise and deal with issues of power and authority in groups

Accessibility

issues of equality of opportunity and non-discriminatory practice

Element C.4.1. Actively support learners in developing independence, confidence and ethical behaviour

To perform competently in this element, you must ensure that you

establish and maintain a learning environment in which relationships between learners and other actors are based on trust and mutual respect and where learners interact respectfully with others, including those with whom they have differences
plan, implement and evaluate learning experiences that enable learners to identify, clarify, and reflect on their ideas, values and opinions
plan, implement and evaluate learning experiences that involve learners in analysing their roles and responsibilities in their organisation and community
plan, implement and evaluate learning experiences that include group activities so learners can use collaborative processes to set and achieve goals, conduct investigations, create solutions and solve problems
communicate and interact with learners in a manner that fosters learners’ confidence, self-esteem and self-image

Element C.4.2. Provide support for learner collaboration and socialisation to enhance learning experiences

To perform competently in this element, you must ensure that you

encourage, and where appropriate, create socialisation opportunities for learners
use relevant technology to create public and private spaces for socialisation and collaboration
establish and agree ground rules for learner collaboration and socialisation
support socialisation in an unobtrusive way and encourage the participation and autonomy of all learners
ensure that all learners have access to collaboration and socialisation opportunities
identify inappropriate behaviour and deal effectively with it

Element C.4.3. Construct learning experiences in which learners assess and plan their personal development

To perform competently in this element, you must ensure that you

construct learning experiences that foster learner decision making in accordance with their learning needs and objectives
encourage learners to develop a vision of the future, set personal goals and establish plans for achieving those goals
provide opportunities for learners to develop skills in personal decision making, evaluating life choices, and locating and using information and professional services that take into account lifestyle, health and human relations issues
identify how technology can support learners in personal development planning
where appropriate, develop strategies for assisting, and obtain support for, learners who are at risk

Unit C.5. Support application of learning

Staff carrying out this function need to be able to identify and exploit opportunities to apply knowledge and skills gained during learning programmes and to adapt learning programmes in order to facilitate transfer to the workplace and produce competence. This involves taking into account activities. Application of learning includes exploiting the outcomes of both formal and non-formal learning activities.

Knowledge required

In addition to the core knowledge requirements, to perform competently, you need to know, understand and be able to apply:

Organisational context

Identification of stakeholders in the application of learning in the workplace
Procedures for providing opportunities for application of learning

Learning and development

relevant workplace activities for application of learning in the workplace
how to provide opportunities for application of learning
how to collect evidence of application
theories of competence development

Learning technologies

the range of KILT that can be used for carrying out, reviewing and evaluating application of learning
how KILT may be used to support relevant practice, e.g.
- problem-solving
  - case-studies
  - simulations
  - communities of practice

Accessibility

how to ensure that learners have equal access to opportunities for application of learning

Communication

liaison with stakeholders to promote the results and benefits of learning experiences

Monitoring and evaluation

reporting and recording procedures
scheduling workplace activities
methods of collecting evidence of application of learning
evaluation of application of learning
how to review learning strategies to improve learning programmes and experiences

Knowledge management

how to capture the results of the application of learning
how to promote the exploitation of the results of application

Element C.5.1. Agree on workplace learning activities

To perform competently in this element, you must ensure that you

agree with learners and other stakeholders on the outcomes of the application of learning
identify work activities during which the outcomes of learning can be produced and observed
if all outcomes cannot be achieved in the work environment, create alternative situations to practice competencies acquired, using KILT where appropriate
plan a schedule for carrying out and reviewing work activities
agree methods and timetable for the collection and presentation of evidence of application of learning
encourage learners to carry out an ongoing review of the results of application of learning
consult with all relevant persons involved in the application of learning in the workplace

Element C.5.2. Review, assess and record results of application of learning

To perform competently in this element, you must ensure that you

review with learners activities and outcomes of the application of learning in the workplace
assist learners in organising proof of application of learning using the opportunities afforded by KILT
assess evidence against criteria agreed with learners and appropriate people in the organisation
encourage learners to carry out their own assessment of the process and outcomes of the application of learning
provide learners with relevant and encouraging feed-back on their application of learning
review learning strategies in order to improve learning programmes and experiences
communicate results to stakeholders
record outcomes of the application of learning to contribute to organisational knowledge using KILT

Unit C.6. Manage non-formal and informal learning

This unit of competence concerns the management of learning experiences and opportunities that do not fall naturally within the scope of formal training and development interventions. We need to bear in mind that informal learning accounts for the vast majority of learning, whether this be by observation, experimentation, informal instruction and coaching etc. The learning professional has a responsibility both to value this learning and to help the learner to manage his/her informal learning in order to exploit and apply the results as effectively as possible. KILT can play a major role in enabling learners to record, reflect on and gain recognition for the non-formal and informal learning activities and outcomes.

Knowledge required

In addition to the core knowledge requirements, to perform competently you need to know, understand and be able to apply:

Organisational context

the opportunities available for non-formal/informal learning in the organisation
organisational arrangement for the recognition of non-formal/informal learning

Learning and development

the nature and importance of informal learning
how to exploit opportunities for informal learning
naturally occurring informal learning opportunities:in diverse activities at work
in activities beyond immediate work responsibilities: clubs, associations, unions etc.
libraries, journals
Internet, mailing lists
professional communities, colleagues
- sources of support for learning:
  colleagues
  family
  friends
  experts
- techniques of reflection, analysis and synthesis
- how to encourage learner interaction and mutual learning
- feedback techniques
- coaching techniques

Learning technologies

the range of opportunities available for individual learners to develop the knowledge required to use KILT effectively for their own learning
the ways in which KILT may contribute to the identification and exploitation of informal learning opportunities
the ways in which KILT may be used to reflect on and record the experience and outcomes of non-formal and informal learning, e.g.electronic portfolios
personal website
weblogs
- the range of opportunities available for using KILT to encourage learners to learn from each other’s non-formal/informal learning experiences
- the ways in which KILT can be used to help learners develop and review their personal learning plans autonomously
- the importance of encouraging learners to work autonomously through KILT, and how to do so

Providing support

the types of support learners may need to identify opportunities for identifying and exploiting opportunities for non-formal/informal learning, and how to provide this support.
how to identify opportunities for learner collaboration

Accessibility

the contribution KILT can make to identifying the learning needs of learners with a diverse range of abilities
issues of equality of opportunity and non-discriminatory practice

Communication

how to communicate the importance of non-formal/informal learning opportunities
how to communicate the outcomes of non-formal/informal learning opportunities
how to recognise and value the outcomes of non-formal/informal learning, providing positive and encouraging feedback:

annual review

meetings

during ‘formal’ learning activities

Knowledge management

how to exploit the results of informal learning, e.g. through knowledge management systems and the organisation’s internet

Element C.6.1. Help learners identify and exploit the opportunities for non-formal/informal learning

To perform competently in this element, you must ensure that you

help learners understand the nature and importance of non-formal/informal learning
help learners to identify a variety of sources for learning
encourage learners to take responsibility for organising non-formal/informal learning opportunities, using KILT where appropriate
encourage learners to identify and exploit naturally occurring learning opportunities involving non-formal/informal learning, using KILT where appropriate
help learners to identify sources of support for identifying and exploiting the opportunities for non-formal/informal learning
encourage learners to learn from each other and to support others’ non-formal/informal learning, using KILT where appropriate

Element C.6.2. Encourage learners to build on and recognise the outcomes of non-formal/informal learning

To perform competently in this element, you must ensure that you

encourage learners to reflect on, and formalise what they have learned, using KILT where appropriate
encourage learners to communicate what they have learned to others and get feedback from others
integrate the outcomes of the learning activities into the learning programme
publicise the value of informal learning and demonstrates how it can make a difference
identify opportunities to recognise and value the outcomes of informal learning
provide positive and encouraging feed-back using appropriate incentive and rewards
support application of the outcomes of non-formal/informal learning

Key Area D - Assess learner progress

Introduction

This key area focuses on the competencies associated with the assessment of learner progress. The first unit concerns planning the assessment using a variety of methods and making use of KILT to enhance the assessment process. The competency covers all aspects of the assessment process from planning to using the results of assessment to improve future learning programmes.

The Area comprises 2 Units:

Unit D.1 Plan assessment of learner progress

Unit D.2 Monitor, assess and report on learners’ progress

Unit D.1. Plan assessment of learner progress

This Unit concerns planning how to assess the progress made by learners in the course of a learning experience – non-formal and informal as well as formal, and involves identifying the contribution that KILT can make to the assessment process. The emphasis is on using a range of assessment methods and encouraging self and peer assessment to complement that of the teacher/trainer.

Knowledge required

In addition to the core knowledge requirements, to perform competently you need to know, understand and be able to apply:

Organisational context

the organisation’s policy and procedures for recording information about learners

Learning and development

methods of assessing learners, e.g.competence based
knowledge based
standards based
- relevant information for planning assessment, e.g.
  programme/curriculum objectives,
  standards of competence
- evidence required for assessment of results

Learning technologies

role of KILT in the assessment process, e.g.:collection of data and evidence
presentation of data and evidence
tools to assess skills, knowledge and understanding
- KILT assessment tools and methods, e.g.
  digital portfolio
  simulation
  distant assessment
  automated tests

Accessibility

how to ensure that learners have equal access to assessment opportunities
how to involve learners in planning assessment

Monitoring and evaluation

methods of evaluating KILT assessment tools
how to use KILT to monitor and assess learner progress

Element D.1.1. Identify the value of KILT in the assessment process

To perform competently in this element, you must ensure that you

identify and evaluate from a diversity of sources the particular contribution KILT can make to assessing what individuals have learned (both formally and non-formally)
identify and evaluate KILT assessment tools, methods and strategy in regard to specific learning objectives and in line with organisational policy
review and assess KILT assessment tools, methods and strategy, based on your experience, that of your organisation and best practice
make recommendations on the use of KILT for improvement of the assessment process and communicate your recommendations to the relevant people

Element D.1.2. Plan assessment

To perform competently in this element, you must ensure that you

obtain and interpret relevant information to identify learning goals and assessment criteria
establish evidence required to make judgments about learner achievement in consultation with colleagues
select a range of assessment methods, including peer assessment and self-assessment to take account of the characteristics of the learner group, learning styles, the type and amount of evidence required and resource requirements
plan assessment activities, including formative, diagnostic and summative assessment methods, in order to ensure that a variety and balance of assessment approaches are used to gather evidence throughout the program
select or develop assessment materials in order to gather valid, reliable and sufficient evidence
organise and arrange resources required to support assessment activities within a safe and accessible learning environment
take into account the special assessment needs of the person being assessed in respect of organisational policy
communicate and explain learning goals and assessment criteria to learners and other stakeholders
involve learners in planning assessment

Unit D.2. Monitor, assess and report on learners’ progress

Teachers/trainers involved in this activity need to use KILT to record and analyse information about learner achievement. They need to assess what individuals have learned and achieved and monitor their progress against their personal learning plans. Furnished with this information, they need to give learners feedback to support their future learning and report on learners’ achievement as required by the organisation or by external agencies.

Knowledge required

To perform competently, you need to know, understand and be able to apply:

Organisational context

the organisation’s policy and procedures for recording information about learners

Assessment of learning

the organisation’s policy regarding learner assessment and verification
the range of opportunities available for providing feedback to learners using KILT
how to give constructive feedback, both formative and summative
how to collect informed testimonies
methods of self assessment, e.g.skill-check lists
competence database
simulations
tests
feed-back from other learners, colleagues, clients
- evidence to support assessment:
  exercises, problems solved
  work outcomes
  testimonies
  peer reviews
- providing feedback to learners on outcomes of assessment

Learning technologies

how KILT can automate reporting on learners’ achievements.
how to identify and evaluate the particular contribution KILT can make to assessing what individuals have learned
the range of appropriate KILT tools available to assess what individuals have learned and achieved
how to integrate KILT within an appropriate mix of assessment tools and techniques.
the range of tools available for supporting the collection and presentation of evidence

Accessibility

how to ensure that learners have equal access to assessment opportunities
how to involve learners in planning assessment

Communication

how to prepare and communicate reports on learner progress and performance to the relevant people (manager, administrator, etc) and authorities in accordance with organisational policy and procedures.

Monitoring and evaluation

keeping records on learner progress and results of assessments, e.g. scores, statistics, assessment records of learners’ portfolio or any other relevant information.
methods of evaluating assessment methods and results
how to use the results of monitoring and evaluation to improve future assessment activities

Element D.2.1. Assess what individuals have learned and achieved

To perform competently in this element, you must ensure that you

implement assessments using a range of appropriate methods
review the outcomes of assessment
use outcomes of assessment processes to identify strengths and weaknesses in individual learner performance in relation to the learning outcomes of the programme
encourage learners to carry out self-assessment
encourage learners to collect a variety of evidence to support assessment
when required, provide alternative assessment methods
reach a decision regarding learners’ achievements based on relevant evidence and in line with organisational policy.

Element D.2.2. Provide feedback to learners

To perform competently in this element, you must ensure that you

identify and evaluate opportunities for providing feedback on progress and achievements to learners
provide clear, accurate and concise feedback on progress and achievements to learners effectively and promptly, using language appropriate to the learners
provide learners with opportunities to reflect on their assessment results, undertake self-assessment and identify their own learning needs
prepare and communicate reports on learner progress and performance to the relevant people and authorities in accordance with organisational policy and procedures
conduct assessment activities and reporting of assessment results in an ethical manner, with due regard for confidentiality and the privacy of learners
evaluate the effectiveness of KILT in providing feedback to learners

Element D.2.3. Maintain records on learners’ achievements

To perform competently in this element, you must ensure that you

identify and evaluate the particular contribution KILT can make to recording learners’ progress and achievements, taking into account the organisation’s policies and resources
define the format of reports on learners’ achievements, taking into account the organisation’s policies, resources and learning management system where relevant
inform learners of the existence of learning records and provide them with an opportunity to check or update their contents
provide complete, accurate and up-to-date reports on learners’ achievements to those entitled to this information, in the required formats and at the required times
ensure the confidentiality of information about learners, in line with organisational policy and legal requirements

Element D.2.4. Use assessment results to guide programme planning, delivery and assessment

To perform competently in this element, you must ensure that you

analyse learner performance on assessment activities to identify learning needs as well as strengths and weaknesses in programme planning, delivery and assessment
review programme content, learning strategies and assessment arrangements during the programme to take into account the outcomes of assessment processes
incorporate assessment data in reviews of assessment methods, materials and procedures.
incorporate assessment data in program review and planning processes
communicate results to stakeholders

Key Area E - Promote accessibility for learners

Introduction

This Key Area concerns all those involved in providing learning services. It entails assuming personal responsibility for ensuring that learning is accessible to all those who wish to benefit, especially those with special needs. This will require keeping abreast of current organisational and legal requirements regarding accessibility to learning; gaining the commitment of all relevant actors; making the best use of available resources, and constantly monitoring progress and recommending improvements.

The Area comprises 1 Unit:

Unit E.1 Promote accessibility to learning

Unit E.1. Promote accessibility to learning

This unit focuses on the ways in which teachers/trainers can use KILT to ensure that learning opportunities are available to a diverse range of potential learners. It entails evaluating the accessibility of learning environments and resources and being proactive in encouraging the inclusion of people with special needs into learning programmes.

Knowledge required

In addition to the core knowledge requirements, to perform competently you need to know, understand and be able to apply:

Health and safety

how to ensure that the learning environment within your control conforms to organisational and legal requirements regarding accessibility to learning.
your own responsibility for ensuring a healthy and safe learning environment for all learners and especially those with special needs

Legal requirements

legal requirements concerning making learning opportunities accessible to all
data protection requirements concerning recording information on those with special needs

Accessibility

how to access information on current legislation, recommendations and guidelines on accessibility, e.g. Web Accessibility Initiative (WAI)
how to access best practice in accessibility provision
how to apply legislation on accessibility
how to apply recommendations and guidelines on accessibility

Learning and development

how to make a learning experience accessible to people with different abilities
how to provide alternatives when critical resources are not accessible to learners with special needs
how to involve potential learners in ensuring that learning opportunities are accessible – particularly those with special needs

Learning technologies

the range of ways in which KILT (hardware, software and systems) may be used to facilitate the learning of those with special needs, currently and in the future
the basic principles of technological standards and their impact on interoperability with regard to assistive technologies
the importance of establishing service standards and how to do so

Providing support

how to provide support for learners with particular accessibility needs
how to provide support for staff working with those with particular accessibility needs

Communication

how to make known to all potential learners the learning opportunities available
how to communicate the importance of extending learning opportunities to those with particular accessibility needs

Element E.1.1. Evaluate the accessibility of learning environments and resources

To perform competently in this element, you must ensure that you

establish and exploit the range of resources available to access current information on accessibility regulations relating to learning opportunities
identify the contribution of KILT to providing and extending accessibility to learning
identify best practice and conformant solutions in ensuring accessibility to learning opportunities in the physical and digital world
carry out an evaluation of facilities and resources in the light of conformant practice
involve potential users in your evaluation of learning environments
identify potential physical and digital barriers and provide alternatives, when possible
report to the appropriate authority any discrepancy with laws, regulations or the organisation’s policy regarding accessibility

Element E.1.2. Encourage the inclusion of people with special needs into learning programmes and value diversity

To perform competently in this element, you must ensure that you

ensure that the area under your responsibility reflects best practice in accessibility.
provide recommendations to improve accessibility in your area of responsibility.
take the advice of those with special needs to ensure that their needs and expectations are met.
encourage the inclusion of people with special needs into learning programmes by providing appropriate guidance and support.
provide information and training to staff on working with those with particular accessibility needs.
provide opportunities for learners to use a rich variety of learning strategies to maximize learner acquisition of required learning.
provide a variety of assessments to ensure that all learners have an equal opportunity to demonstrate what they have learned.
communicate the importance of inclusion at an organisation-wide level.
make known the learning opportunities and resources available as widely as possible.

Key Area F - Evaluating learning programmes

Introduction

Evaluating the effectiveness of learning programmes is the responsibility of all those responsible for learning events. Assessing the service or programme against clearly defined criteria allows teachers/trainers and their managers and clients to reach an informed decision about the success of the learning experience and to put in place necessary improvement measures for future interventions. KILT can play an important role in this process.

The Area comprises 1 Unit:

Unit F.1 Assess the effectiveness of learning services and programmes

Unit F.1. Assess the effectiveness of learning services and programmes

This unit focuses on two vital aspects of the evaluation of learning services and programmes; the ongoing monitoring and review of programmes and a summative assessment that will allow corrective measures to be taken where necessary and improvements made to improve the quality of future events.

Knowledge required

To perform competently, you need to know, understand and be able to apply:

Organisational context

the organisation’s policy and procedures for recording information about learning events

Learning technologies

how KILT can automate reporting on the performance of learning services and programmes
the range of appropriate KILT tools available to assess what individuals have learned and achieved
how to integrate KILT within an appropriate mix of assessment tools and techniques.

Monitoring and evaluation

the range of evaluation criteria available, e.g.
- - performance indicators
  - national standards
  - organisational standards
  - methods of evaluating learning services and programmes
  - how to collect information for evaluating learning services and programmes, e.g.
  - questionnaires
  - individual interviews
  - group interviews
  - tracking
  - records of event: documents, electronic records etc
  - how to keep records on the ongoing progress of the learning event
  - how to use the results of monitoring and evaluation to improve future assessment activities

Accessibility

how to involve learners in evaluating learning services and programmes

Communication

how to prepare and communicate reports on the progress and outcomes of the learning event to the relevant people (manager, administrator, etc) and authorities in accordance with organisational policy and procedures
methods of promoting and facilitating commitment to change

Continual improvement

- the importance of reviewing processes to identify ways in which they can be improved
- how to judge the strengths and weaknesses of systems
- how to prepare plans that are capable of implementation

Element F.1.1. Monitor and review the effectiveness of learning services and programmes

To perform competently in this element, you must ensure that you

identify clearly the specific objectives and desired outcomes of the learning services and programmes to be monitored
schedule monitoring and review activities in consultation with stakeholders
put in place methods of monitoring and review that are capable of being implemented within the resources allocated
specify clearly the information required to monitor learning services and programmes
collect information using suitable methods and procedures, using KILT where appropriate
ensure that information collected is sufficient and representative enough to produce reliable results on which to base future decisions
evaluate information, and report the results at required intervals, using agreed methods and against specified performance measures.
apply monitoring and review procedures correctly and consistently, and record the results according to agreed procedures and following rules of confidentiality

Element F.1.2. Evaluate and improve learning services and programmes

To perform competently in this element, you must ensure that you

provide opportunities for those involved in using or operating the learning services and programmes to contribute to their improvement
define and agree on the criteria against which services and programmes should be assessed
analyse the information collected using the agreed criteria and identify potential improvements
carry out an accurate assessment of the feasibility of potential improvements with regards to their costs and benefits
present suggested improvements to relevant people at a time and place and in a format appropriate to their needs, and confirm their understanding
agree on changes, obtain the support of all stakeholders and resolve any conflicts of interest
implement changes within an agreed timescale and in accordance with resource constraints
fully inform those people affected by the proposed improvements
put in place measures to monitor and review the impact of the improvements implemented.

↑ ^{Trends in the development of training and the role of innovations a transferable practice, TTnet Dossier no 1, 2000.} ^{The role of the tutor from a Community perspective, TTnet Dossier no 2, 2000.} ^{PROFF - Professionalisation of VET teachers for the Future, draft final report, 2003.}

[ftn1-1] {Trends in the development of training and the role of innovations a transferable practice, TTnet Dossier no 1, 2000.} ^{The role of the tutor from a Community perspective, TTnet Dossier no 2, 2000.} ^{PROFF - Professionalisation of VET teachers for the Future, draft final report, 2003.}

[1]

EIfEL qualification framework

Contents

Introduction

eLearning and the transformation of the teacher/trainer profession

The competencies

Components of the Framework

Knowledge requirements

Performance criteria

Implementation guides

The Competency Framework

Core knowledge requirements

Key Area A - Prepare a learning event

Introduction

Unit A.1. Provide guidance to learners and staff for the effective use of KILT

Knowledge required

Element A.1.1. Support staff in acquiring and developing the knowledge and skills needed for using KILT to facilitate the learning of others

Element A.1.2. Help learners to acquire and continuously develop their use of KILT

Unit A.2. Prepare participants for the learning event

Knowledge required

Element A.2.1. Prepare learners for the learning event

Element A.2.2. Prepare contributors to the learning event

Unit A.3. Design learning programmes

Knowledge required

Element A.3.1. Design a learning programme

Element A.3.2. Design challenging and relevant learning

Element A.3.3. Design feedback

Unit A.4. Develop KILT- based learning resources

Knowledge required

Element A.4.1. Agree specifications for learning resources

Element A.4.2. Develop learning resources according to specifications

Element A.4.3. Use authoring tools to develop learning resources according to specifications

Element A.4.4. Use authoring tools to adapt learning resources

Unit A.5. Select and implement learning resources

Knowledge required

Element A.5.1. Identify sources of KILT-based learning materials

Element A.5.2. Select KILT-based learning and support resources

Element A.5.3. Integrate learning resources in the learning environment

Key Area B - Run a learning event

Introduction

Unit B.1. Facilitate a learning event

Knowledge required

Element B.1.1. Open the learning programme

Element B.1.2. Facilitate a learning event

Element B.1.3. Close a learning event

Element B.1.4. Track learner activity, participation and achievements

Unit B.2. Facilitate authentic learning and relevant practice

Knowledge required

Element B.2.1. Facilitate authentic and challenging learning

Element B.2.2. Provide relevant practice to learners

Key Area C - Support learners

Introduction

Unit C.1. Help learners manage their own learning

Knowledge required

Element C.1.1. Help learners identify their learning needs

Element C.1.2. Help learners identify their preferred learning styles

Element C.1.3. Help learners select learning opportunities

Element C.1.4. Help learners develop and review their personal learning plans

Unit C.2. Support individual learners, using KILT

Knowledge required

Element C.2.1. Support individual learners

Element C.2.2. Agree the roles and resources required to support the achievement of individual learning objectives

Unit C.3. Support groups of learners, learning communities and networks using KILT

Knowledge required

Element C.3.1. Support group learning with KILT

Element C.3.2. Support active learner interaction and collaborative learning using KILT

Element C.3.3. Support the development of online learning communities

Element C.3.4. Provide support for knowledge construction and sharing

Unit C.4. Promote the development of learner autonomy, confidence and effectiveness in a supportive learning environment.

Knowledge required

Element C.4.1. Actively support learners in developing independence, confidence and ethical behaviour

Element C.4.2. Provide support for learner collaboration and socialisation to enhance learning experiences

Element C.4.3. Construct learning experiences in which learners assess and plan their personal development

Unit C.5. Support application of learning

Knowledge required

Element C.5.1. Agree on workplace learning activities

Element C.5.2. Review, assess and record results of application of learning

Unit C.6. Manage non-formal and informal learning

Knowledge required

Element C.6.1. Help learners identify and exploit the opportunities for non-formal/informal learning

Element C.6.2. Encourage learners to build on and recognise the outcomes of non-formal/informal learning