Unit plan of Interactions

  • This step may be started whilst awaiting feedback from validation, but needs to happen before the CW begins to write the content and assessments.

  • This will usually involve a meeting between the content writer and an OPDU Instructional Designer 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.

 


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 

 

For 15-16 projects, the unit codes should be from the new training packages and should not have a letter at the end. If this is not the case, consult with your TL.

This process is informed by Cathy Moore's approach to elearning design. Visit this page for more information: The big mistake in elearning.

Process:

  1. Familiarise yourself with the unit information from training.gov.au 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.

  2. Working with the CW, start with the list of knowledge evidence 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.

  3. Identify what PCs are 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.)

  4. 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. 

  5. In collaboration with the CW, identify the main topics areas covered by the sub topics and add them to the topics column.

  6. 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 TL. This will populate the strategy/interaction column in the unit plan.

  7. 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.

  8. You might need to work on the document to ensure a quality final version. Make sure that the CW gets a copy ASAP.

  9. Allow the CW to double check and provide any final feedback.

  10. Send a copy to the Vocational specialist to review and provide feedback.