Course Content
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
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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.
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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
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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
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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.
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Summative Assessment
Knowledge Questionnaire
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Design & Development of Learning Material
About Lesson

Page in guide covered: 111-112, 29-46, 74–78, 16-20, 23-24, 107-111, 92-102
WB Activities Covered: WB3 and Summative Assessment, Practical Assignment 3

ASSESSMENT CRITERION 6
Aligning assessment activities & Sequencing

ASSESSMENT CRITERION 7
OBE Design and Development
Principles of Adult Learning
How the learner responds to the experiential learning cycle
Training and Learning Styles
The Learner – learning type preferences

ASSESSMENT CRITERION 8
Alignment Matrix/ Aligning Outcomes and Assessment Activities/ Methods
What is the purpose of assessment?
Formative and Summative Assessment
What determines the level of Assessment?

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