How to Design and Develop Learning Programmes for Quality Council Approval
Design and Develop Learning Programmes for Accreditation
I help Design & Develop Learning Programmes for accreditation. Make contact immediately when you need my support!
I’m a former high school teacher, OBE teacher trainer and also co-wrote the first set of qualifications for the Art, Craft and Design sector. I find the entire realm of learning and development quite intoxicating! 🙂
When I ran my accredited organisation prior to 2010, the large amount of readily available content we see today, didn’t exist. As a result, we developed the content for Live Event Technical Production, Music Business and Arts & Culture Administration ourselves. Phew!
Is it Best to Purchase or Design and Develop Learning Programmes From Scratch?
If you’re new to accredited education and training, it’s best to purchase or apply for free SETA content. This saves you time and means you can learn about content design and development while customizing content that already meets the standards. Contact me when you want a wingwoman to help your decision!
But if you’ve done a ballsy thing by putting your own learning programme together, then have it moderated before submission. The moderator will use the moderation report for that particular qualification which then means you have a proper moderator report template. If you’ve never seen a proper moderation report, you need to do so before starting with learning programme design and development.
Take a look at SETA learning programme moderation examples:
The OBE “Plan Up Deliver Down” Principle for Curriculum Planning
Now I’m giving away my crustiness! 😉 If you’ve been invloved in education in the 90’s, no doubt you heard ‘Plan up, deliver down” somewhere. Let me know in the comments if you’re familiar with the term.
This principle makes your planning learner centred. Meaning curriculum planning should start with the glorious ending you wish to obtain as a result of the learning programme. If your programme ends with an awards ceremony and learner video reviews, then that’s where your planning begins. You want those reviews to be brilliant, so plan the journey towards that result.
Then continue to work backwards to resolve each element. When you ‘deliver down’ you are doing so from a bottom up, not top down perspective.
What is an Accredited Learning Programme?
An accredited learning programme is structured so that learners can meet unit standard or specific qualification criteria. Learning programmes that are accredited must conform to particular quality standard conventions.
The Curriculum for Design and Develop Learning Programmes
Designing and developing effective learning programmes involves careful planning, analysis, and evaluation. In this post, we will explore the key steps for learning programme design, development and evaluation. Since there are unit standards that help define these three processes, this posts adopts their structure.
3 Unit Standards to Design, Develop and Evaluate Learning Programmes:
- First Design Outcomes-Based Learning Programmes
- Then Develop Outcomes-Based Learning Programmes,
- Finally, Evaluate a Learning Intervention.
These three unit standards form the basis of the curriculum so we follow the unit standard process in this post.
The Process to Design and Develop Learning Programmes
Design, Develop and Evaluate Learning Programmes
1. Conducting Analysis for Learning Programme Design:
The first step in creating a successful learning programme is to conduct a thorough analysis. This involves identifying the target audience, understanding their needs, and assessing the context in which the programme will be implemented. By conducting a detailed analysis, educators can tailor the learning experience to meet specific objectives and ensure relevance.
2. Designing the Learning Programme:
Once the analysis is complete, the next step is designing the learning programme. This encompasses the following:
- drafting learning outcomes,
- creating a framework, and
- outlining the content and structure of the program.
Designing a comprehensive and cohesive learning experience is crucial for achieving the desired educational objectives.
3. Drafting a Brief for Development:
With the design in place, the next phase involves drafting a brief for the development of the learning programme. This step outlines the following:
- the guidelines,
- parameters, and
- expectations for the development team
Thus ensuring consistency and alignment with the overall program objectives.
4. Planning and Preparing for Development:
Planning and preparation are critical aspects of the development process. For example, this includes coordinating resources, timelines, and personnel to ensure a smooth and efficient development phase. Proper planning helps avoid delays and also ensures that the learning materials and facilitation guidelines are created with precision.
5. Developing Learning Materials:
The heart of any learning programme lies in its materials. Consequently, this stage involves creating content, resources, and activities that engage learners and facilitate effective knowledge transfer. Note that developing materials that are interactive, relevant, and aligned with the learning outcomes is essential for program success.
6. Developing Learning Facilitation Guidelines:
Equally important is the development of facilitation guidelines. These guidelines provide instructors with the tools and strategies needed to deliver the program effectively. Clear guidelines enhance the overall learning experience and contribute to successful knowledge dissemination.
7. Piloting and Evaluating the Development:
Before full implementation, a pilot phase allows for testing the effectiveness of the learning materials and facilitation guidelines. Evaluation during this stage provides valuable insights into potential improvements and ensures that the final program meets the desired standards.
8. Evaluating Learning Design:
Following implementation, the learning programme undergoes an evaluation process. This involves assessing the effectiveness of the design, materials, and facilitation guidelines in achieving the intended learning outcomes.
9. Planning and Preparing for Evaluation:
Prior to evaluation, educators must plan and prepare for the assessment process. This includes defining evaluation criteria, selecting appropriate instruments, and establishing a systematic approach to data collection.
10. Collecting and Recording Data:
During the evaluation phase, data is collected and recorded systematically. This information is crucial for assessing the impact of the learning programme and identifying areas for improvement.
11. Analysing and Interpreting Data:
Data analysis allows educators to draw meaningful conclusions about the effectiveness of the learning programme. When interpreting the collected data, adjustments can be made to enhance future iterations of the program.
12. Compiling an Evaluation Report:
The culmination of the evaluation process is the compilation of a comprehensive report. As a result, this document must outline the strengths, weaknesses, and recommendations for the learning programme. It must also provide valuable insights for future enhancements and massification opportunities.
13. Reviewing the Evaluation Process:
Finally, a critical step in the continuous improvement cycle is reviewing the evaluation process itself. For example, trainers must:
- assess the effectiveness of the evaluation instruments,
- identify areas for refinement,
- and also apply lessons learned to future iterations of the learning programme.
Design & Develop Learning Programmes for Success
To sum up, designing and developing learning programmes is a dynamic and iterative process. As a result, it requires careful planning, implementation, and evaluation. By following these key steps and incorporating the associated learning outcomes, you can create impactful and results-driven educational experiences for learners.