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Glad it was helpful and all the best for your return to Australia.

That's fantastic feedback! Thank you so much.

I built an LTI tool to launch this securely however for testing and experimentation you could use a simple LTI plugin like this one (made by Instructure) called the Redirect Tool www.eduappcenter.com/apps/63 which allows you to launch any web page from a menu in Canvas. You would then simply host the script on your own server somewhere and redirect the user to launch it. I hope that helps!

Thank you!

Yeah writing good questions is tough! Glad it was helpful.

Excellent question! There is no official definition from the regulator. Essentially the provider needs to figure out the most appropriate level of supervision given the risk factors at play. They might ask questions like: 1) how experienced is this trainer? 2) what's their level of industry experience? 3) what are the potential consequences of the supervised trainer messing something up? 4) what are the students like? etc. To help plan out what the supervision should look like, we have a resources here you can feel free to use and adapt: accellier.edu.au/free-rto-trainer-supervision-plan-template-policy-pack ASQA gives us a little guidance to go off, e.g.: they must a) must be formally supervised and b) must not determine assessment outcomes. And that the supervising trainer and assessor must be fully qualified and c) is responsible for the quality of training delivered and d) makes all final decisions about assessment outcomes. I hope this helps!

Thank you

@leejoo8581 thank you. Glad it was useful.

RE "I also question Performance Criteria prior to high-risk work" this is an excellent point - love this. In TAEASS412 Assess competence one of the things we teach is around the challenges of 'readiness' for assessment. It's not apparent to assessors of low risk units. Asking candidates to demonstrate to the assessor understanding of what it is they are about to do is a fantastic way to check and confirm readiness and safety before commencing a high risk demonstration.

Thanks for the feedback Doug. This video could have been named more clearly. From memory it was the third of a 3 part series and quite deliberately dealt with the administrative side of things, having been created at the request of our community to address just that. There were two other sessions on classroom strategies. The presenter, Jasmin, is an experienced and respected VET teacher, with highly motivated students and remarkable graduate achievements. Good point, motivation indeed counts for much. Sometimes we can foster it in initially unmotivated students. Other times we can't. Especially in those settings where they are 'sent' to learn.

Thank you for watching! Hope to see you in our of our sessions this year.

That’s such a fantastic idea Russell and a great use of the technology. Have you experimented with it in ChatGPT? Once you get the prompts worked out it should be fairly easy to implement.

Thank you 😃

Hi Barry, sounds like a great idea. You could attempt to adapt the script here for your uses: github.com/accellier/ChatGPT-bot You would need to host that somewhere on your own server, then use something like the LTI redirect tool to embed that in Canvas (see www.eduappcenter.com/apps/63) Note that if you take that approach, your API key will be exposed to your users or anyone who finds where you host your chat script. Sorry that I cannot offer anything more secure at this point. It was only meant to be a proof of concept.

I will do my best to get a tutorial together soon!

@@accelliereducation do you have anything out yet?

@@tombennett2551 no, sorry. This is just a side project from our main work. Your eagerness is a good reminder though!

That’s great John! Glad they’re helpful and good on you for giving your time to share your knowledge and skills as a trainer. I wish you all the best.

Thank you for your comment! I think the challenge with this solution is that it is all client-side Javascript, meaning it is not secure and not suitable for production use. It was more a proof of concept. At the time of making this, many educators were upset about ChatGPT and I wanted to put forth a possible example of how it could be helpful to students rather than a problem for educators. I am working (very slowly in my spare time) on a more robust solution and look forward to being able to share that.

@@accelliereducation Do you have any updates that you are ready to share? This is exactly what I would like to provide for my students (with the addition of feeding in my course syllabus). Thank you.

@@justinhoshaw8192 Thanks for your interest! I have received numerous requests for a tutorial and will endeavour to produce something as soon as possible!

Good question! The biggest reason in my experience is when some performance criteria within a unit are difficult or impractical to assess through direct observation. Consider any unit that involves lengthy and detailed creative processes. While we may observe aspects of performance, we may also assess the product or result of their performance. In these cases, we may ask questions about things such as why certain decisions were made, what tools or processes were followed, how problems were overcome, etc. Unless the assessor wants to sit with each candidate for hours observing them writing a business plan, creating spreadsheets, writing reports, building web applications, building furniture etc, good questioning will reveal a great deal of valuable evidence of the candidate's performance and application of knowledge. Another example is where knowledge requirements are embedded in performance criteria, but not explicitly listed in the knowledge evidence section. Where this application of knowledge is critical to performance, the assessor can use questioning to help confirm application of knowledge. An example is PC 2.3 "Implement security features in web document based on user requirements" in the unit ICTWEB430. Knowledge of "security features" is not in the list of knowledge evidence, however it is critical to performance in 2.3. Asking the candidate to identify the security features they implemented in a project they developed, and why, would be a valid assessment strategy when used in conjunction with other methods. To be very clear, questioning alone should not be used as an assessment method in competency-based assessment. It is certainly not a valid or reliable technique to confirm performance on its own. I've seen many poorly developed assessments that lean too heavily on questioning to ask students to "describe how" they "would" do something. In a previous video we highlight the absurdity of this with the example of asking a student how they would swim 50m of freestyle, having never observed them swim.

@Accellier Thanks for detailed response and yes, I fully agree. I thought you were writing a KQ for each of the PC rather than just the difficult or impractical ones. Completely agree with too many assessments asking 'How would you?' rather than 'How did you?, Show me, tell me...' for the 'doing' requirements. Will check out your other videos, you have a good way of explaining some quite complex tasks. Thanks😀

Hi Jason thanks for mentioning this. Is in the little drop-down tool seen at around 30:20 in the video? If so this is a really great feature native to Google Docs. Just go to the top menu of Google Docs - Insert > Drop-down. And you can configure it there. I have updated the template document with one if that's easier. Alternatively the entire review tool is available within Trello itself (accellier.edu.au/free-rto-compliance-self-assessment-tools) Let me know if that wasn't what you meant. Sorry if I misunderstood.

Yes! I’m on a handheld device right now so will send tomorrow. Basically I just created a new async function to make a POST request to the ChatGPT API via fetch(). So instead of passing the entered text string to where the original responses are generated, it sends it to the ChatGPT endpoint, awaits the response, then updates the DOM with that response. For now, this could be useful: dmitripavlutin.com/javascript-fetch-async-await/ And this: beta.openai.com/docs/api-reference/completions

github.com/accellier/ChatGPT-bot Please heed the warning about API keys. Don't use in production.

@@accelliereducation Thanks. How did you integrate this into Canvas LMS?

@@albertchin-a-young2132 I used a custom LTI wrapper written in PHP.

Congratulations on completing your Certificate IV in Training and Assessment! 🏆

@@accelliereducation Thanks a lot !

​@@muhammaddaudalam3100Hi mate! I am thinking about doing this course. That's why I wanted to ask you if it's worth it for you. Thankyou

Hi Jason thanks for stopping by! Here they are - I hope they're useful: accellier.edu.au/free-rto-compliance-self-assessment-tools/

Hi thanks for checking this out! It is currently a private app in beta. Are you from an education institute? I may be able to invite you to use it.

@@accelliereducation SAME! I want to add an integration was well for my personal Canvas going to Glide

@@Jonathandkeck thanks for the reply. Sounds like an interesting use case! A lot of these triggers I created were based on Canvas Data Services which might require administrator access to your institute's Canvas account. Without that level of access they may not work. I get a lot of requests for personal users though so need to consider some alternative ways to get the data out of the Canvas API using polling rather than webhook-based approaches. Could you describe your use case a little more?

@@accelliereducation I am an admin, but I want for my own class (and anyone who wants to do the same at the site) to take grades assigned and send them to a Google sheet/Glide sheet to award some point value beyond the grade percentage/points to convert to Game Points and awards for Gamification and leveling their characters in a game-based learning context

@@Jonathandkeck thanks for that! I will need to build out additional functionality for this I think, but you can try this rough draft: zapier.com/developer/public-invite/176985/d2f629ab6fb88374f24011658956c0c7/

Eliza thank you! Great question too. Usually the goal of mapping is to determine how and where each aspect of any given unit is covered. So even in a clustered or integrated scenario, having it mapped back to one unit at a time is a good idea. While I've not seen it done this way, I can imagine a spreadsheet might open enough columns to create a mapping tool that will allow for a unit on either side, and the tasks and activities down the middle. It could get a little messy though!

@@accelliereducation Thank you for this answer. I mapped 2 UOC into the same Mapping document and couldn't find a sample of how it should be done so I mapped them separately one after the other. This gives me validation of the process.

Great question Eliza. I had been pondering this very thing for a while.

@@tamatitata3864 Interestingly enough I came across a clustered mapping tool and completed example since these comments, and I have to say while it was a good idea in theory, in practice, the result was confusing and was not particularly useful. I think mapping needs to be useful for the person who picks it up to read 12 months later too.

Thank you Prabhakar.

Thanks Sarah glad it was useful! What else would you like to see to help with your TAE?

Cheers Zane! Good luck with everything

Thanks Wayne! Very briefly trialled Integromat but not enough to fully appreciate it. I also use pipedream.com more technical (node.JS based) but more powerful.

Glad it was helpful!

Happy to help!