Unit plan of Interactions
- This step may be started whilst awaiting feedback from validation, but needs to happen before the Content Writer (CW) begins to write the content and assessmentsworkshop guides.
- This will usually involve a meeting between the content writer and an OPDU Instructional Designer (ID) to identify the interactions required to ensure a learner undertaking learning for this unit of competency has adequate opportunity to learn and practice what is required to be deemed competent.
- An OPDU Instructional Designer will use the unit plan template to identify the key interactions and as such the key topics required following the advice provided by the content writer (usually a teacher).
- The OPDU Instructional Designer will then provide a list of topics and the various written styles that the text (content) is required for the Content Writer to develop. This may range from writing a technical style page on a particular topic to writing case studies to writing a script for a video that has been decided on for development.
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This is the blank unit plan template: Unit Plan Template - Blank.doc Example: This is an example of a filled unit plan: Unit Plan Template - Example.doc | ||||
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This process is informed by Cathy Moore's approach to elearning design. Visit this page for more information: The big mistake in elearning. |
Process:
- Familiarise yourself with the unit information from training.gov.au before information before the meeting, and make sure you have received information from the TL about budget, level and type of media required and any other things specific to the course.
- In collaboration with the CW, identify the main topics that are to be covered and add them to the topics column.
- Working with the CW, start with the list of knowledge evidence first topic and list the sub topics for the unit information. Copy these into the sub topics column of the template. They generally separate into groups, so start with these as sub topics.
- Identify what Performance Criterias (PCs) are information is to be covered by each topic to ensure all PCs are covered. If there are any PCs that are not covered, add them into the sub topics column. (The objectives list at the start of each topic will be these PCs.)all concepts are covered in the sub topics.
- In collaboration with the CW, structure the items in the sub topics column into relevant sub-topics, grouping and separating sub topics into a logical structure.
In collaboration with the CW, identify the main topics areas covered by the sub topics and add them to the topics column.content, resources to be used, activiies that aid the learning and workshop ideas. - In collaboration with the CW, identify what types of media/activities can be created for the content to cover each topic. The ID should take the lead here in suggesting appropriate media options, informed by advice form their Team Lead (TL). This will populate the strategy/interaction column in the unit plan.
- The ID will then identify for the CW exactly what is required to be written for each topic, for example a video script or scenario. This will populate the What is needed from CW column in the unit plan. The ID needs to be as specific as possible here: if an interaction or complex media is required, detailed specifications may be needed.
- You might need to work on the document to ensure a quality final version. Make sure that the CW gets a copy ASAP.
- Allow the CW to double check and provide any final feedback.
- Send a copy to the Vocational specialist to review and provide feedback.