- TAADES501B - Design and develop learning strategies
TAADES501B
Design and develop learning strategies
Application
Learning strategies document a framework for the learning requirements and the teaching/delivery and assessment arrangements of a vocational education and training qualification. The learning strategy is the umbrella document that outlines the requirements for designing the learning and assessment process at the qualification level.
These requirements include: determining the specific criteria or learning outcomes to be achieved; any recognition and entry requirements (if appropriate); an outline of the areas of learning/content to be addressed; the assessment requirements, the broad sequence of learning, the delivery and assessment methods to be used, the resources required and any other additional information to support a learning and assessment pathway to a qualification.
The criteria may already exist if the qualification is part of a Training Package. In this instance the endorsed competency standards packaged within the Training Package qualification constitute the relevant criteria. Alternatively, if the learning strategy takes the form of a course for accreditation, the learning outcomes may need to be developed to reflect an identified industry, enterprise or community need.
This unit addresses the competency requirements for developing a learning strategy relevant to both Training Package qualifications and course-based qualifications.
The learning strategy provides an overview or outline only. Detailed guidance is fleshed out through the content of specific learning programs. Each learning strategy would require development of a number of learning programs, depending on the design approach of the learning strategy.
The competency of developing learning programs is addressed separately in TAADES402B Design and develop learning programs.
In a traineeship or apprenticeship context, this unit should be linked directly to TAACMQ502B Coordinate training and/or assessment arrangements for apprenticeships/ traineeships, which more closely establishes the learning strategy requirements for that model of training delivery.
The competency specified in this unit is typically required by instructional designers, trainers/facilitators, training consultants and training coordinators/managers.
Prerequisites
Not applicable.
Elements and Performance Criteria
Elements and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Determine the parameters of the learning strategy | 1.1 | The purpose of the learning strategy is clarified |
1.2 | The likely target groups and their needs for learning are clarified | ||
1.3 | The characteristics of the likely target groups are researched and identified | ||
1.4 | Qualification options for meeting the likely target group needs are researched, and the appropriate option is selected | ||
1.5 | Consultations are carried out to confirm the parameters of the learning strategy with relevant people | ||
2 | Develop the framework for the learning strategy | 2.1 | The learning strategy design reflects the qualification requirements of the selected qualification |
2.2 | Industry or organisation documentation is analysed to determine additional and supporting requirements | ||
2.3 | Options for design are researched and analysed, based on likely target groups, their learning needs and contexts for delivery | ||
2.4 | The learning strategy design reflects and is supported by appropriate learning theories and instructional design principles | ||
2.5 | The design approach is determined and broad content headings are identified and documented | ||
2.6 | Consultations are carried out to confirm the framework | ||
2.7 | The review process for the learning strategy is developed | ||
3 | Devise the content and structure of the learning strategy | 3.1 | Each content heading is elaborated and documented to form an overview of content to be addressed |
3.2 | The content is sequenced to support learning, and overall timelines are determined within operating constraints | ||
3.3 | Learning strategy outcomes are expressed to reflect both generic and specific learning outcomes to be achieved | ||
3.4 | Pathways are addressed and documented | ||
3.5 | Appropriate delivery and assessment strategies are identified and documented, taking account of the learning parameters, design framework and learning context | ||
3.6 | Operational requirements are identified and documented | ||
3.7 | The completed learning strategy is checked for completeness | ||
4 | Review the learning strategy | 4.1 | The learning strategy is reviewed in collaboration with relevant people against relevant criteria prior to and post implementation |
4.2 | A post-implementation review process is documented which includes measures for identifying the effectiveness and quality of the learning strategy | ||
4.3 | Recommendations/changes based on outcomes of the review processes are made, where appropriate, and documented | ||
4.4 | Modifications are further confirmed with relevant people, where appropriate |
Required Skills
Not applicable.
Evidence Required
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of Assessment | |
To demonstrate competency against this unit candidates must be able to provide evidence that they have designed at least two learning strategies. The learning strategies provided as evidence must: establish the learning context; identify learner and client needs; identify the units or other criteria which best reflect these needs; outline the learning framework which has been designed and sequenced to maximise learning; be logical, innovative and engaging to the learner group; identify the delivery and assessment arrangements; indicate pathways to, from and within the qualification; identify the operational resources needed to deliver the strategy; and provide a review process both before and after implementation. | |
Evidence Requirements | |
Required knowledge includes: | Training Packages, including: range of current and relevant Training Packages structure and definition of the endorsable components of Training Packages content of Training Package/s relevant to learning strategy availability of relevant noted support materials relevant accredited courses relationship to the National Reporting System (NRS) AQTF including: standards for Registered Training Organisations (RTOs) standards for State and Territory Registering/Course Accrediting Bodies AQF including: key features of each qualification guidelines for each qualification title national guidelines on cross-sector links issuing a qualification guideline for qualification title of the learning strategy guidelines on cross-sector qualification linkages |
industry and enterprise knowledge, for example: the names of relevant industry associations and trade unions the relevant ISC or state/territory authorities particular industry or enterprise requirements relevant to the learning strategy industry licensing arrangements (where relevant) particular regulations and guidelines relevant to the learning strategy, e.g. immigration, labour market a general knowledge of the main branches of adult learning theory, for example: behavioural learning theory information processing theory cognitive learning theory andragogy vocational education and training pedagogy learning principles, for example: adults have a need to be self-directing adults have a range of life experience which they can connect to learning adults have a need to know why they are learning something and its benefits training needs to be learner-centred to motivate adults the learning environment encourages interaction instructional learning design, including: presenting material in a logical order and sequence presenting material in order of increasing difficulty opportunities for review of material and repetition the need for learner activity and interactivity inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning structure of the information is clear, logical | |
assessment, including: Training Package Assessment Guidelines requirements AQTF requirements the basis and rationale for different assessment methods appropriate to the learning strategy assessment tool design appropriate cultural sensitivity, for example: organisation diversity policies cultural learning styles, preferences and communication of the indigenous community cultural learning styles, preferences and communication of other potential target groups reasonable adjustment principles and practice sources of information, for example: National Training Information Service (NTIS) vocational education and training national bodies - DEST; ISCs; National Centre for Vocational Education Research (NCVER); and Australian Qualifications Framework Advisory Board (AQFAB) State and Territory Training Authorities (STAs) and agencies regulatory agencies professional associations relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example: security of information plagiarism competency standards licensing industry/workplace requirements duty of care under common law anti-discrimination including equal opportunity, racial vilification and disability discrimination workplace relations industrial awards/enterprise agreements | |
relevant OHS knowledge relating to the work role, and OHS considerations which need to be included in the learning strategy, including: internal policies and procedures to meet OHS requirements hazards commonly found in the work environment to which learning is related | |
Required skills and attributes: | literacy skills to: read, interpret and analyse information develop and revise the content write the learning strategy in accordance with design requirements document and record the strategy using appropriate computer software planning skills to: set timelines to develop the learning strategy organise and structure the development process identify the tasks to be undertaken identify measures to monitor progress research skills and techniques to gather and interpret information relevant to the content and development of the learning strategy, for example: literature and web-based research interviews focus groups communication skills to: clearly articulate information collaborate with others on the strategy development get feedback on the strategy interpersonal skills to: manage conflict and problems negotiate the strategy development solve problems |
Products that could be used as evidence include: | documented learning strategies documented reviews of learning strategies evidence of collaboration that took place during the strategy development documentation analysing industry or organisational documentation documentation outlining content research |
Processes that could be used as evidence include: | how learner characteristics were researched, the methods used and why how others were consulted to plan the strategy and why those people were selected how Training Package qualification rules were interpreted or how learning outcomes were defined how the learning framework was designed and the reasons for the approach adopted why the content was sequenced in the proposed order how reflection has been built into the learning design process and why it is important |
Resource implications for assessment include: | access to industry/organisation documentation access to relevant learner information access to materials/information to support content outline of learning framework time to achieve the unit and meet the evidence requirements access to relevant persons |
The collection of quality evidence requires that: | assessment must address the scope of this unit and reflect all components of the unit, i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills a range of appropriate assessment methods/evidence gathering techniques is used to determine competency evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice assessment meets the rules of evidence a judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated |
Specific evidence requirements must include: | a minimum of two examples of a learning strategy designed by the candidate with differentiated design structures in each that reflect the specific qualification requirements, client needs and contexts of application |
Integrated assessment means that: | this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to: TAADES401B Use Training Packages to meet client needs. TAACMQ502B Coordinate training and/or assessment arrangements for apprenticeships/ traineeships TAAASS501B Lead and coordinate assessment systems and services. |
Range Statement
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
Purposemay be to: | implement a Training Package qualification meet an identified client, industry or community need provide learning pathways/career development provide for apprenticeship/traineeship qualifications |
settle in Australia develop of English language, literacy and numeracy skills meet regulatory requirements | |
Alearning strategymay apply to: | a nationally endorsed qualification from a Training Package or accredited course a traineeship or apprenticeship a course to be accredited with an AQF qualification outcome |
Likely target groups and their needsmay include: | existing industry/enterprise employees school leavers new entrants to the workforce apprentices/trainees individuals learning new skills/knowledge individuals seeking to upgrade skills/knowledge individuals changing careers unemployed individuals and groups learners who have a disability, or are members of target groups such as Aboriginal and Torres Strait Islander communities recent migrants individuals/groups meeting licensing or other regulatory requirements particular class of visa holder |
Characteristicsof target groups may include: | level and breadth of work experience level and previous experiences of formal education skill/competency profile socio-economic background cultural background and needs age specific physical or psychological needs motivation for learning language, literacy and numeracy needs learning styles and preferences as determined by funding body, e.g. residence and length of time in Australia, length of time unemployed specific levels of English language, literacy and numeracy skill as determined by initial assessment process |
Qualification optionsmay include: | selecting a relevant qualification from an endorsed Training Packages using the packaging guidelines of the Training Package to determine the final mix of units which form the qualification selecting appropriate existing accredited courses developing a new accredited course based on combining endorsed units from different Training Packages or developing new competency standards to meet the identified need |
Relevant peoplemay include: | enterprise/industry clients Industry Skills Councils state/territory industry training advisory bodies industry associations/employer bodies trade unions professional associations universities research agencies regulatory/licensing authorities subject or technical specialists/experts previous clients people working in the roles targeted by training government agencies and departments, including: OHS authorities Department of Education, Science and Training (DEST) Department of Immigration and Multicultural and Indigenous Affairs (DIMIA) |
Qualification requirementsmay include: | relevant Training Package qualification or packaging rules AQF guidelines for qualifications, including: key features of each qualification guidelines for each qualification title national guidelines on cross-sector linkages issuing a qualification Australian Quality Training Framework (AQTF) Standards for State/Territory Registering/Course Accrediting Bodies levels and aspects of communication of the National Reporting System (NRS) |
Industry or organisation documentationmay include: | workplace policies and procedures internal competency specifications existing training or learner support materials existing course information/curriculum industry codes of practice, guidance notes and other industry information on hazard and risk control business and risk management strategies job descriptions case studies regulatory requirements related to the job, including licensing outcomes of organisational training needs analyses documented research relating to potential content contextualisation rules of relevant endorsed industry Training Package/s relevant Training Package noted support materials |
Options for designmay include: | a learning framework that addresses each unit of competency separately unit by unit within the qualification a learning framework that is based on clustering units into meaningful combinations to create an integrated learning framework for the qualification a learning framework-based on building from less complex to more complex tasks/skills/knowledge learning objectives/outcomes a learning framework designed around work structures, work organisation and work activities project-based learning models a learning framework built around synthesising knowledge and skill requirements across the qualification an articulated approach combinations of the above |
Appropriate learning theoriesmay include: | behaviourist social learning discovery learning cognitive learning theory constructivist |
situational humanistic action science applied learning models | |
Instructional design principlesmay include: | presenting material in a logical order and sequence presenting material in order of increasing difficulty opportunities for review of material and repetition the need for learner activity and interactivity inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning structuring the information effectively application of adult learning principles |
Content headingsmay separate learning into: | topics subjects modules units knowledge components technical skill sets work activities the development of specific English language, literacy and numeracy skills generic skills |
Operating constraintsmay include: | budget timelines availability of support materials nominal hours human and physical resourcing requirements occupational health and safety (OHS) requirements |
Genericoutcomes may include: | spoken and written communication team work numeracy problem solving planning and organising work use of technology self-management initiative and enterprise how to learn OHS |
Pathwaysmay include: | entry and exit prerequisites/co-requisites access and equity RPL/RCC arrangements credit transfer arrangements articulation with other qualifications |
Appropriate delivery strategiesmay include: | the focus of delivery, for example: groups of varying sizes groups from single context/from multiple contexts groups of similar educational/competency levels/groups with divergent educational/competency backgrounds individuals the context of delivery, for example: in the workplace in a simulated work environments in the training room/classroom in specialist environments - e.g. laboratory, computer room through the Internet at home in a community setting the mode of delivery, for example: face-to-face technology-based - electronic/computer-based/ online/audiovisual experiential distance resource-based blended delivery methods, including: lock step/learner-paced/mixed interactive/participative/collaborative trainer/facilitator-centred/learner-centred time and place dependent/independent demonstration instruction presentations guided facilitation learning activity-based guided work-based activities/applications/experiences tutoring project-based individual facilitation techniques - coaching/ mentoring blended delivery methods |
Appropriate assessment strategiesmay include: | the identification and interpretation of competency standards/other criteria for assessment and for validation application of Training Packages Assessment Guidelines arrangements for recognition of existing competency (RCC/RPL), including provision of guidance and assistance to candidates in gathering and evaluating evidence determination of assessment methods for identified competency standards selection of assessment tools for identified competency standards organisational arrangements for assessment, including physical and human resources, roles and responsibilities and partnership arrangements, where relevant nominated quality assurance mechanisms identified risk management strategies |
Operational requirementsmay include: | infrastructure including facilities, plant/equipment staffing requirements including number of full-time, part-time and sessional trainers/facilitators other staffing needs including technical support, specialist and administrative personnel copy/ies of relevant Training Package/s learning resources reference lists |
Relevant criteriamay include: | Training Package requirements accreditation requirements curriculum design OHS implications for delivering the learning strategy |
Measuresmay include: | learner/participant feedback feedback from clients and industry bodies enrolments completion rates Statements of Attainment, competencies achieved, qualifications awarded |
return business development of language, literacy and numeracy skills as measured by the National Reporting System (NRS) |
Sectors
Not applicable.
Employability Skills
This unit contains employability skills.
Licensing Information
Not applicable.