Most instructional design or learning strategy design and development exercises commence with analysis of learning needs and goals, and end with the development of delivery materials and an evaluation system to satisfy those needs. However, within this process a remarkable array of different actions can exist. Differences that often lack consideration of wider organisational strategic needs or th e affect different individual learning styles, available technologies and learning contexts can cause (Bowles, 2004:174).
This topic will introduce participants to the principles of designing and developing learning strategies that will in particular be implemented in workplace environments. Learning will confirm how to implement learning strategies that not only contribute to satisfying individual learning needs, but also enhance an organisation's competitive advantage.
This topic area is laid out very much like a 'how to do it manual'. This is deliberate. This topic aims to provide participants with a theoretical understanding on how to build an effective and efficient learning strategy, while also necessitating the completion of the tools required to systematically implement learning within a workplace context.
TAADES501A |
Design and develop learning strategies |
Unit Descriptor |
This unit specifies the competency required to design, develop and evaluate learning strategies. |
Element |
Performance Criteria |
• Determine the parameters of the learning strategy |
1.1 |
The purpose of the learning strategy is clarified |
1.2 |
The likely target groups and their needs for learning are clarified |
1.3 |
The characteristics of the likely target groups are researched and identified |
1.4 |
Qualification options for meeting the likely target group needs are researched, and the appropriate option is selected |
1.5 |
Consultations are carried out to confirm the parameters of the learning strategy with relevant people |
• Develop the framework for the learning strategy |
2.1 |
The learning strategy design reflects the qualification requirements of the selected qualification |
2.2 |
Industry or organisation documentation is analysed to determine additional and supporting requirements |
2.3 |
Options for design are researched and analysed, based on likely target groups, their learning needs and contexts for delivery |
2.4 |
The learning strategy design reflects and is supported by appropriate learning theories and instructional design principles |
2.5 |
The design approach is determined and broad content headings are identified and documented |
2.6 |
Consultations are carried out to confirm the framework |
2.7 |
The review process for the learning strategy is developed |
• Devise the content and structure of the learning strategy |
3.1 |
Each content heading is elaborated and documented to form an overview of content to be addressed |
3.2 |
The content is sequenced to support learning, and overall timelines are determined within operating constraints |
3.3 |
Learning strategy outcomes are expressed to reflect both generic and specific learning outcomes to be achieved |
3.4 |
Pathways are addressed and documented |
3.5 |
Appropriate delivery and assessment strategies are identified and documented, taking account of the learning parameters, design framework and learning context |
3.6 |
Operational requirements are identified and documented |
3.7 |
The completed learning strategy is checked for completeness |
• Review the learning strategy |
4.1 |
The learning strategy is reviewed in collaboration with relevant people against relevant criteria prior to and post implementation |
4.2 |
A post-implementation review process is documented which includes measures for identifying the effectiveness and quality of the learning strategy |
4.3 |
Recommendations/changes based on outcomes of the review processes are made, where appropriate, and documented |
4.4 |
Modifications are further confirmed with relevant people, where appropriate |
