TAADES402A

Design and develop learning programs

Unit Descriptor

This unit specifies the competency required to conceptualise, design, develop and evaluate learning programs to meet an identified need for a group of learners, using appropriate criteria.

Criteria may include endorsed competency standards and other specifications such as organisational performance standards, product equipment specifications and workplace procedures.

Competency Field

Learning Design

Application of the Unit

Learning programs document a cohesive and integrated learning process for the learner. They include the learning outcomes or the learning objectives (derived from the competency standards or other criteria) and outline the content, sequence and structure of learning and the delivery and assessment method/s to be used.

This unit addresses the skills and knowledge needed to identify the parameters of a learning program, determine the design, outline the content and review its effectiveness.

The trainer/facilitator uses learning programs to develop more specific and detailed delivery plans which contextualise and individualise the learning for particular groups.

A learning program can be discrete, providing a planned learning approach, relating to specific learning/training needs, or it may form part of the learning design for a qualification. In the latter context, the learning program represents a subset of a learning strategy, adding detail to specified content areas outlined within the learning strategy. For each learning strategy a number of learning programs would need to be developed to guide implementation.

The competency requirements to develop a learning strategy are separately identified in TAADES501A Design and develop learning strategies.

Competency standards must be used as the basis for determining the learning program content in a learning and assessment pathway which leads to a recognised vocational qualification or Statement/s of Attainment under the Australian Qualifications Framework (AQF).

The competency of ‘unpacking’ and interpreting Training Packages is addressed separately in TAADES401A Use Training Packages to meet client needs.

Where the learning program is designed to meet a general education need within vocational education and training or to meet specific organisational or business needs that do not lead to AQF certification, other criteria may form the basis for the learning outcomes.

Throughout this unit the ‘learner’ refers to the individual in the group being trained in any vocational area, not the person undertaking this unit.

The competency specified in this unit is typically required by trainers/facilitators, training coordinators, training consultants.

Elements define the critical outcomes of a unit of competency.

The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Italicised terms are elaborated in the Range Statement.

1.      Define the parameters of the learning program in consultation with the client/s

1.1

The purpose and focus of the learning program is clarified

1.2

Competency standards or other relevant specifications on which to base the learning program are identified, accessed and confirmed

1.3

Competency standards/other relevant specifications are read, analysed and interpreted to determine specific learning objectives/outcomes/goals, and language, literacy and numeracy requirements

1.4

The scope and breadth of the learning program is discussed and interpreted

1.5

The target group learners and their characteristics are identified and considered

1.6

Other sources of information to support the learning program are identified and accessed

1.7

The learning environment, operational resource requirements and safety implications are identified

            Generate options for designing the learning program

2.1

Relevant learning strategy documentation is accessed and used to guide the learning program development, where appropriate

2.2

The competency/educational profile and learning styles of the target group learners are investigated to inform the learning program design

2.3

Research is conducted to identify existing learning programs and/or learning resources and learning materials which could be used and/or customised

2.4

A range of options for the learning program content is generated in collaboration with other persons and based on research findings and application of learning principles

2.5

Broad time frames, possible costs and logistics of the learning program are considered

2.6

The information and ideas are evaluated and the most appropriate option/s selected

            Develop the learning program content

3.1

The specific subject matter content is researched, developed and documented in accordance with agreed design option/s and based on application of learning principles

3.2

Existing learning resources, learning materials are accessed and evaluated for content relevance and quality

3.3

Selected learning resources, learning materials are customised, where appropriate, to suit the learning purposes and audience

3.4

New, relevant and engaging learning activities and related learning materials are developed and documented, based on application of learning principles

3.5

In a learning and assessment pathway, assessment requirements for the learning program are specified

            Design the structure of the learning program

4.1

The learning content is broken into manageable chunks/segments of learning and sequenced appropriately to enhance and support effective learning and to enable achievement of identified criteria

4.2

The time frame for each segment is determined and the overall time frame is finalised

4.3

The delivery strategies and assessment methods and tools are determined/confirmed

4.4

Organisational requirements to implement the learning program are identified and documented

4.5

The learning program is finalised and documented, outlining each part of the program

            Review the learning program

5.1

The learning program draft is reviewed in collaboration with key stakeholders using an appropriate evaluation tool

5.2

The evaluation feedback is gathered, summarised and analysed to enhance the quality of the content

5.3

The draft learning program is adjusted to reflect the review outcomes, where appropriate

5.4

Final approval is obtained from appropriate personnel

5.5

The learning program documentation is held in an accessible form and updated on a regular basis following implementation and feedback