Course Content
MODULE 1: UNIT 1: SO1: DRAFT LEARNING OUTCOMES FOR THE PROGRAMME
The outcomes reflect the required results of learning as per the given brief. – ACRN: Where applicable, the learning outcomes are consistent with the specifications of Unit Standards, Exit Level Outcomes or Curriculum Statements.
0/6
Lesson AC1: The outcomes reflect the required results of learning as per the given brief
Lesson 2: AC2: The outcomes and criteria are written in a format that is consistent with established norms for outcomes and criteria.
Lesson 3: AC3:The outcomes, together with criteria, are achievable and assessable
Lesson 4: AC4: Criteria provide clear guidelines of the expected standard of performance required and are written in a language accessible to the trainer and the learner with minimum mediation required.
Lesson 5: AC5: Clarifying statements are used where required to provide scope and context for the learning programmes and to ensure consistent interpretation of the outcomes and criteria by users
Lesson 6: AC6: Language used is consistent with field-usage.
MODULE 1: UNIT 2: SO2: CONDUCT ANALYSIS FOR LEARNING DESIGN
Assessment Criteria: 1. The analysis provides accurate information on the nature and type of potential learners, their typical learning backgrounds, possible special needs and their skills profile in relation to the intended outcomes. Pages 62 - 78: WB Activities 2.1, SA 2 - 7.1 Topics addressed are: Why it is important to establish needs Considering the relevant National Qualification in the field Engaging Industry Individual Needs Learner and Career Path Needs
0/4
SO2: AC2: The analysis identifies the expected or required starting point for learning
SO2: AC3: The analysis makes use of appropriate tools to identify all the skills that learners need to develop in order to achieve the outcomes. The skills are broken down into the detail of what learners need to know and do in order to develop the skills
SO2: AC4: The skills are sequenced in a manner that ensures an appropriate build up and integration of skills.Draft Lesson
SO2: AC5: The analysis helps to group and sequence learning outcomes across programmes to facilitate integration.Draft Lesson
MODULE 1: UNIT 3: SO3: DESIGN THE LEARNING PROGRAMME
AC1. The design is based on the results of the analysis and incorporates lessons from previous developments, pilot projects and evaluations. AC2. Learning activities and methodologies are selected which are appropriate to the learner and the learning content, and have the potential to enable the learner to integrate all the needed skills required to achieve the outcomes. AC3. The design meets budgetary constraints and ensures that implementation of the learning programme is manageable within reasonable time frames. AC4. The design makes effective use of existing resources without compromising the quality of the learning experiences. AC5. The design ensures sufficient opportunities for learners to practice and thereby achieve mastery of the required outcomes.
0/3
SO3: AC2: Learning activities and methodologies are selected which are appropriate to the learner and the learning content, and have the potential to enable the learner to integrate all the needed skills required to achieve the outcomes.Draft Lesson
SO3: AC3-AC5: The design meets budgetary constraints and ensures that implementation of the learning programme is manageable within reasonable time frames.
SO3: AC6-AC8: Design sequence, design is outcomes-based, assessments directed at outcomes
MODULE 1: UNIT 4: SO4: DRAFT A BRIEF FOR THE DEVELOPMENT OF THE LEARNING PROGRAMME
The following assessment criteria are addressed: 1. The brief is developed with sufficient background information to ensure the developer understands the learning context. 2. The brief provides the developer with insights into the learning design, with explanations for selected learning activities and methodologies. 3. The brief provides sufficient instructions and guidelines to ensure the developer develops the programme to design specifications/ 4. Instructions and guidelines for the development of learning activities, the development of learning aids, links to other resources, style, formatting, packaging. The brief will also contain broad costing
0/1
SO4: AC1-AC4: The Design Bried is developed: 4. Instructions and guidelines for the development of learning activities, the development of learning aids, links to other resources, style, formatting, packaging, available budget,
MODULE 1: UNIT 5: SO5: EVALUATE LEARNING DESIGN
The following Assessment Criteria will be addressed: 1. The evaluation is conducted in a consistent and systematic manner, including the use of pilots where possible. Pilots make use of representative samples of the material, learners and practitioners. 2. The evaluation is conducted in accordance with the learning organisation's quality assurance requirements for design. 3. The evaluation reveals strengths and weaknesses of the drafted learning outcomes, the analysis for learning design, the learning design and the brief for development. 4. Opportunities and mechanisms to improve upon the design are identified and recorded for integration into future revisions. 5. Recommendations are made which contribute towards the improvement of learning design in line with the learning need and required outcomes
0/1
SO5: AC1- C5: Recommendations are made which contribute towards the improvement of learning design in line with the learning need and required outcomes.
MODULE 2: UNIT 6: US 123394: NQF LEVEL 05, 10 CREDITS – DEVELOP OUTCOMES-BASED LEARNING PROGRAMMES
This modules addresses 4 x Specific Outcomes and 26 x Assessment Criterion: It addresses the following Outcomes: Planning and prepare for development. Developing learning materials. Developing learning facilitation guidelines. Piloting and evaluate the development.
0/1
Unit 6: SO1: AC1-AC7: A development plan is produced, giving details of development stages, roles and responsibilities, timelines, equipment needed and costing.
Summative Assessment
Knowledge Questionnaire
0/1
Knowledge Questionnaire
Design & Development of Learning Material
About Lesson

This session addresses pages 49 – 64: WB Activities 1.1/1.2/1.3 and SA 6.1

The topics addressed are:
Applied Competence
Writing Outcomes against Applied Competence requirements
Determining Levels for Learning Outcomes – Bloom’s Taxonomy
Level Descriptors for the Cognitive Domain
Expanded Taxonomy of Learning
Developing Assessment Criteria

Previous
Next
  • Hello, I am an AI bot. Ask me anything!
AI thinking ...
Chat Icon
Skip to content