This Unit Standard is for those who design learning programmes to meet defined learning needs, thus producing a brief for the development of the learning programmes.
Design Outcomes based Learning Programs
More specifically you will be able to:
• Drafting learning outcomes for the programme.
• Conducting analysis for learning design.
• Designing the learning programme.
• Drafting a brief for the development of the learning programme.
• Evaluating learning design.
Prior Learning Requirements
It is assumed that learners are already competent in general analysis and design techniques, and have a working knowledge of outcome-based education and training. It is also assumed that learners are able to develop learning materials based on a given design
Unit Standard Range
1. This is a generic Unit Standard, and designers can design learning within any field of learning in line with their subject matter expertise. Where designers are not themselves experts in the field of learning, then they would typically work in close consultation with subject experts.
- This Unit Standard only covers the design of the learning process and materials, and does not include the actual development of the learning materials and resources. The development of the materials and resources is addressed by the Unit Standard – 123394: “Develop outcomes-based learning programmes”, Level 5, 10 credits. Such development will be carried out on the basis of the design specification produced by the designer.
- The design and development are addressed in two separate unit standards to reflect the situation where not all developers necessarily carry out the design, which is at a higher level, but develop programmes on the basis of given design specifications. Where an individual carries out both the design and the development, s/he will seek to obtain both Unit Standards.
2. This Unit Standard is to be assessed within the context of the following givens:
- The design will be in response to an identified learning need as expressed in a given brief. The need may be expressed in a variety of ways such as a workplace skills plan, a skills audit, a training and development plan, or a formal request for the learning design. The expressed need might be for courses, a learning programme or a learnership.
- The designer will have access to a range of documents such as performance appraisals, job descriptions, existing training manuals, operational manuals, workplace skills plans, learning outcomes, unit standards, qualifications, Education, Training and Development plan. The designer will also have access to an outline of the target audience and the essential nature of the skills gap.
- The designer will have access to relevant Unit Standards, Exit Level Outcomes, curriculum statements or outcomes expressed in other documents.
3. The assessment of candidate-designers will only be valid for award of this Unit Standard if the following requirements are met:
- The outcome/s selected for design of learning are significant, meaningful and coherent outcome statements that include assessment criteria and allow for judgements of competence in line with SAQA’s definition of competence i.e. embraces foundational, practical and reflexive dimensions of competence. Designers will need to demonstrate the ability to design learning that includes learning of tasks and conceptual learning. Outcomes that are highly task-orientated and do not demand much, if any, in the way of reflexive competence, will not be sufficient for measuring competence as a designer in terms of this unit standard.
- The learning programmes should be for a significant learning experience. Although this is not a rule, for the purposes of this unit standard the programme designed should generally require in the region of 50 – 80 hours of learning time.
- The design should be such that the designer demonstrates the ability to incorporate a variety of learning approaches.
- The design should be for any one of the following modes of delivery:
- Formal classroom-based training.
- On-the job training.
- Self directed learning.
Having designed for a particular mode, the designer should describe how s/he would adapt the design for the other three modes.
4. Although the design must make provision for summative assessment, this unit standard does not require designers to design full scale assessment guides, as these are covered by the Unit Standard – 115755: “Design and develop outcomes-based assessments”, Level 6, 10 credits. Where designers wish to achieve the assessment design and learning design unit standards, assessment should be integrated as far as possible.
Power point presentation of course.
Facilitation by video of an actual workshop at skills programmes level.
A template is provided for the required Portfolio and completed while viewing video of workshop and reference to the Learner Manual.
Six to eight weeks to complete the Port Folio of Evidence including a practical facilitation
Call, SMS or visit our venue for learner support.
Once you have successfully completed this unit standard we upload you to ETDP SETA who issues a Statement of Results (SOR) which you will use to register with your individual SETA as a Facilitator.