TAE Diploma -Design and Develop Learning Resources

Research the learning resource requirements

a)      Design and develop resources to fit the context of the client environment. Consider the following:

• Culture
• Geographical location
• Characteristics of the organisation and target audience
• Language
• Client brief (i.e. client proposal, identified gap in learning for the candidate/group, tender, or organizational need)
• Focus (whole training package, a qualification, traineeship or apprenticeship, accredited course, unit(s) of competency,|non-accredited course, learning program or induction material)
• Type of learning resource required(e.g. print, electronic, in a language other than English, classroom, workplace)
• Available and suitable technology.

b)      Gather, collate and analyse any relevant existing information. Industry best practice should be adopted.

c)      Consider any legal and ethical factors. Both of these are increasingly important issues as technology options increase in availability and use. Secure platforms and sites e.g. Moodle, should be used for any submission of assessments, and less secure platforms such as social media, used for collaborative and interactive purposes.

Declarations must be signed stating that the evidence presented for competency in a unit is the students own work. Plagiarism, if evident, must be addressed. It is not legal to copy some persons or organisations material (including websites/internet) without acknowledging the source of that information. Also privacy and confidentiality must be kept when necessary.

Copyright and intellectual property agreements must be adhered to, and acknowledgements are essential.  A duty of care by the training organisation is essential.

 

The assessment system (resources and tools used) must comply with the government or accrediting body’s requirements e.g. the Australian Qualification Framework in Australia.

 

Occupational Health and Safety, contract preparation, meeting of contractual requirements, and equity issues must also be addressed. Ethical factors such as honesty, transparency, accountability and responsibility in relationships, both within and outside the organisation, must be demonstrated in behaviour.

There must be full knowledge of potential legal consequences, or lack of consequences, regarding false or misleading or incorrect information, or breaches of the above legal and ethical issues.

d)      Develop a work plan.

This should cover the following:

• Timelines and milestones to be achieved
• Scheduled meetings and use of focus groups
• Consultative processes
• Handover requirements
• Equipment, learning resources and materials needed
• Industry information and/or practices
• Access to experts or advisors as required
• Identification of risks or risk management strategies
• Organizational and/or industrial politics and policies/regulations
• Budget

Design the learning resource and plan the content

A range of options for using a variety of techniques should be generated. A prototype or possible currently existing resource should be agreed upon with the client. The content specifications need to be clear, and have been analysed and agreed to.

 

Bloom (2000) lists a number of instructional strategies when designing and planning for learning. For a workshop these include:

• Being well organized e.g. plan the sequence of a workshop, and let people know where this is going
• Tap into all sensory modes – kinaesthetic, visual and auditory
• Be specific  – give examples and use models to make generalisations clear
• Vary instructional strategies
• Think about the energy level of the group – e.g energy levels change at different times of the day
• Schedule enough breaks (even micro ones – a little stretch, stand up etc.)

Develop the learning resource content

• Develop the resource according to the agreed specifications
• Establish how work-in-progress will be monitored and reviewed
• Ensure all features of the resource are correct and appropriate e.g. clear, concise, grammatically correct and appropriate text.
• Ensure all visuals are relevant, instructive, and appropriate for the intended audience

Review the learning resource prior to implementation

• Check the resource content for accuracy, and relevance against the specifications.
• Check text, format and visual design for clarity and focus.
• Conduct an external review using appropriate review methods and incorporate feedback.
• Review final draft against the brief and discuss with the client prior to delivery.

Evaluate the design and development process

• Review the design, development and content against suitable criteria to measure achievement of objectives.
• Reflect at this point, to ensure that there are no further areas for improvement.

At this stage a final resource can be produced. There should always be a review of the resource for future projects.