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Digital learning designer

This apprenticeship standard has been approved for delivery by the Institute for Apprenticeships and Technical Education. However, starts on the apprenticeship will only be possible once a suitable end-point assessment organisation (EPAO) has given an ‘in principle’ commitment to the Education and Skills Funding Agency (ESFA) to deliver assessments on this apprenticeship standard. Once the ‘in principle’ commitment has been approved by ESFA, funding for apprentice starts will be permitted and this message will be removed.

Key information

  1. Status: Approved for delivery
  2. Reference: ST0974
  3. Version: 1.0
  4. Level: 5
  5. Typical duration to gateway: 24 months
  6. Typical EPA period: 4 months
  7. Maximum funding: £16000
  8. Route: Digital
  9. Date updated: 30/05/2023
  10. Approved for delivery: 25 May 2023
  11. Lars code: 709
  12. EQA provider: Ofqual
  13. Example progression routes:
  14. Review:

    This apprenticeship standard will be reviewed after three years

Print apprenticeship summary

Apprenticeship summary

Overview of the role

A digital designer works closely with colleagues to deliver high-quality learning activities.

Occupation summary

This occupation is found in organisations of any size or sector where there is either an internal need, or where digital learning services are part of their business outputs. Typical organisations include, but are not limited to, formal education providers, public sector organisations, private training providers, in-house and specialist digital learning design studios and private companies, for example retail and telecommunications.

Digital learning designers are experts in adult learning and have specialist skills in educational technologies. They design and develop a range of products and initiatives, such as online courses, interactive multimedia, and virtual simulations, to address a wide range of educational and business needs

The broad purpose of the occupation is to scope, design, develop, and maintain digital learning materials and provisions for educational and professional development programmes, courses, and other learning initiatives. Employees in this occupation work with a range of stakeholders, including internal or external subject experts, clients, academics, learning and development, and technology professionals. They engage with organisational and sector insights, research and performance data, and consult with learners and other stakeholders, to define the learning context and requirements, and design and develop digital learning designs within an appropriate learning model or framework. They support and advise upon the use and implementation of learning technologies to facilitate learning and assessment strategies. Digital learning designers act as subject matter experts in approaches to learning with digital technologies. This includes good practice and research-informed approaches to how humans learn and how this knowledge can be leveraged with appropriate learning technologies. They provide contextually relevant guidance on enhancing the learner experience, complying with legal and professional standards, such as accessibility, and evaluating and improving the effectiveness of learning systems. Their services may be required as an internal resource and/or as part of an external commercial, non-profit, or public service. They coordinate various aspects of different digital learning projects with a focus on enhancing and improving learner experience and achieving intended learning outcomes. Digital Learning Designers maximise platform configuration and the use of established and emerging technologies, to achieve the best outcome for learners and their organisations. They may align digital learning programmes of study, content, and experiences with professional or qualification frameworks. Digital learning designers actively engage with relevant communities of practice and maintain their professional skillset through research and continual professional development.

In their daily work, an employee in this occupation interacts with a wide range of internal and external departments and stakeholders. These include primarily subject matter experts, educators and training professionals but also various professional staff such as IT, operations, marketing and management. They may also work with independent creative and legal professionals as well as professional bodies. They interact directly with a wide range of learners who may be employees, students, or public consumers. A Digital Learning Designer may work independently or within a team depending upon the type and size of organisation. They are expected to carry out their role independently with limited supervision. A key part of the design role is to consult colleagues, management, stakeholders, subject experts and the wider community of professional practice outside of their organisation. In day-to-day project work Digital Learning Designers usually report to a relevant project or programme manager. More broadly, direct line management is often carried out by a head of department or senior learning designer. These roles and company structures vary dependent upon size and type of organisation.

An employee in this occupation will be responsible for making sure deliverables are achieved and documented within agreed project specifications and timescales. They are responsible for sound and appropriate design for effective learning in specific contexts. They ensure the quality of the digital learning content and configurations. Typically they may provide progress reports either internally or to an external client. They are responsible for data they gather during the design process and must ensure they follow legal and organisational requirements. Typically they agree the time and resource required from other professionals with whom they work collaboratively, for example a graphic designer. They capture and respond to relevant evaluative data and feedback. They may be responsible for some budgetary considerations depending on the type and size of organisations and scope of their role. This would often relate to advice in procurement processes, including choices of technology, specialist work such as video and animation and licence requirements.

 

Typical job titles include:

Digital learning designer E‐learning developer Instructional designer Learning design officer Learning designer Learning technologist

Duties

  • Duty 1 Scope the digital learning project requirements in liaison with stakeholders in response to an organisational learning need.
  • Duty 2 Analyse learning requirements to inform and agree learning objectives in line with organisational need.
  • Duty 3 Write learning outcomes to appropriate level, and format.
  • Duty 4 Develop and map the curriculum, to structure content, formative learning activities, and summative assessment strategy. Whilst being mindful of the differences between pedagogy and andragogy, and other appropriate learning theories.
  • Duty 5 Advise project sponsors and stakeholders of appropriate good practice approaches to design for learning in line with performance, knowledge, skills and behaviours.
  • Duty 6 Capture and align technical and user requirements, considering User Experience (UX) and User Interface (UI), by working with end users / stakeholders, in conjuction with applied learning theories and models.
  • Duty 7 Determine an appropriate learning design and development strategy to ensure design objectives are met within budget and time constraints.
  • Duty 8 Communicate learning design and development strategies and proposed solutions to different stakeholders (including end users and senior management), using appropriate digital tools/formats, supported by relevant business, technical, learning needs and design justifications.
  • Duty 9 Facilitate design processes and activities with different stakeholders, such as subject matter experts, corporate services including learning and development and HR departments, and external partners.
  • Duty 10 Design digital learning outputs aligned with learning outcomes and objectives.
  • Duty 11 Create digital media and other digital assets to agreed specifications using specialist learning technologies
  • Duty 12 Present learning design proposals, storyboards and outputs at various iterative stages, using appropriate digital formats and tools to appropriate stakeholders.
  • Duty 13 Collate, document and action feedback and decisions on own work to underpin wider project management and learning design/development phases.
  • Duty 14 Inform processes and decisions, from an effective learning and user perspective relating to the selection, procurement and application of digital technologies, in line with relevant standards and policies, and wider project/business requirements.
  • Duty 15 Plan, coordinate, and support project communications and documentation, using appropriate technologies.
  • Duty 16 Populate and configure digital learning platforms to deliver, facilitate, and track learning experiences for different learning objectives and contexts. Whilst conforming to relevant organisational and regulatory data security protocols.
  • Duty 17 Review, quality check and test digital resources and platforms to ensure they meet project and compliance requirements including relevant legal, professional, technical, and organisational standards. Such as accessibility, inclusivity, branding, relevant data protection regulation, and intellectual property regulations.
  • Duty 18 Plan, coordinate and deliver communications and support needed for learners, educators and other relevant stakeholders to access and use learning resources and digital technologies.
  • Duty 19 Evaluate and analyse the effectiveness of learners’ experiences using appropriate tools and learning methodologies and make recommendations to enhance digital designs.
  • Duty 20 Organise and manage the storage of project outputs, files and documentation, and facilitate handover of assets to project owner/client, including development notes and maintenance and review recommendations.
  • Duty 21 Maintain and update one’s own knowledge and skills relating to digital learning design practices and technologies, through both formal and informal self-directed learning and engagement with professional learning communities.
  • Duty 22 Work across disciplines and fields to draw good practice and evidence based approaches across learning technologies and a variety of approaches to learning and broader societal uses of new technologies for adoption in diverse learning contexts.

Apprenticeship summary

ST0974, digital learning designer level 5

This is a summary of the key things that you – the apprentice and your employer need to know about your end-point assessment (EPA). You and your employer should read the EPA plan for the full details. It has information on assessment method requirements, roles and responsibilities, and re-sits and re-takes.

What is an end-point assessment and why it happens

An EPA is an assessment at the end of your apprenticeship. It will assess you against the knowledge, skills, and behaviours (KSBs) in the occupational standard. Your training will cover the KSBs. The EPA is your opportunity to show an independent assessor how well you can carry out the occupation you have been trained for.

Your employer will choose an end-point assessment organisation (EPAO) to deliver the EPA. Your employer and training provider should tell you what to expect and how to prepare for your EPA.

The length of the training for this apprenticeship is typically 24 months. The EPA period is typically 4 months.

The overall grades available for this apprenticeship are:

  • fail
  • pass
  • merit
  • distinction

When you pass the EPA, you will be awarded your apprenticeship certificate.

EPA gateway

The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.

The gateway requirements for your EPA are:

  • achieved English and mathematics qualifications in line with the apprenticeship funding rules
  • for the professional discussion underpinned by portfolio, you must submit a portfolio of evidence



Assessment methods


Professional discussion underpinned by a portfolio of evidence

You will have a professional professional discussion with an independent assessor. It will last 60 minutes. They will ask you at least 8 questions. The questions will be about certain aspects of your occupation. You need to compile a portfolio of evidence before the EPA gateway. You can use it to help answer the questions.


Project with a product

You will complete a project and create a product. You will be asked to complete a project. The title and scope must be agreed with the EPAO at the gateway. The report should be a maximum of 0 (with a 10% tolerance).

You will have 12 weeks to complete the project and submit the product to the EPAO.

You need to prepare and give a presentation to an independent assessor. Your presentation slides and any supporting materials should be submitted at the same time as the project output. The presentation with questions will last at least 60 minutes. The independent assessor will ask at least 8 questions about the project and presentation.

The EPAO will confirm where and when each assessment method will take place.

Who to contact for help or more information

You should speak to your employer if you have a query that relates to your job.

You should speak to your training provider if you have any questions about your training or EPA before it starts.

You should receive detailed information and support from the EPAO before the EPA starts. You should speak to them if you have any questions about your EPA once it has started.


Reasonable adjustments

If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.


Professional recognition

This apprenticeship aligns with Association for learning technology ALT https://www.alt.ac.uk for Associate Member

Please contact the professional body for more details.

Print occupational standard

Details of the occupational standard

Occupation summary

This occupation is found in organisations of any size or sector where there is either an internal need, or where digital learning services are part of their business outputs. Typical organisations include, but are not limited to, formal education providers, public sector organisations, private training providers, in-house and specialist digital learning design studios and private companies, for example retail and telecommunications.

Digital learning designers are experts in adult learning and have specialist skills in educational technologies. They design and develop a range of products and initiatives, such as online courses, interactive multimedia, and virtual simulations, to address a wide range of educational and business needs

The broad purpose of the occupation is to scope, design, develop, and maintain digital learning materials and provisions for educational and professional development programmes, courses, and other learning initiatives. Employees in this occupation work with a range of stakeholders, including internal or external subject experts, clients, academics, learning and development, and technology professionals. They engage with organisational and sector insights, research and performance data, and consult with learners and other stakeholders, to define the learning context and requirements, and design and develop digital learning designs within an appropriate learning model or framework. They support and advise upon the use and implementation of learning technologies to facilitate learning and assessment strategies. Digital learning designers act as subject matter experts in approaches to learning with digital technologies. This includes good practice and research-informed approaches to how humans learn and how this knowledge can be leveraged with appropriate learning technologies. They provide contextually relevant guidance on enhancing the learner experience, complying with legal and professional standards, such as accessibility, and evaluating and improving the effectiveness of learning systems. Their services may be required as an internal resource and/or as part of an external commercial, non-profit, or public service. They coordinate various aspects of different digital learning projects with a focus on enhancing and improving learner experience and achieving intended learning outcomes. Digital Learning Designers maximise platform configuration and the use of established and emerging technologies, to achieve the best outcome for learners and their organisations. They may align digital learning programmes of study, content, and experiences with professional or qualification frameworks. Digital learning designers actively engage with relevant communities of practice and maintain their professional skillset through research and continual professional development.

In their daily work, an employee in this occupation interacts with a wide range of internal and external departments and stakeholders. These include primarily subject matter experts, educators and training professionals but also various professional staff such as IT, operations, marketing and management. They may also work with independent creative and legal professionals as well as professional bodies. They interact directly with a wide range of learners who may be employees, students, or public consumers. A Digital Learning Designer may work independently or within a team depending upon the type and size of organisation. They are expected to carry out their role independently with limited supervision. A key part of the design role is to consult colleagues, management, stakeholders, subject experts and the wider community of professional practice outside of their organisation. In day-to-day project work Digital Learning Designers usually report to a relevant project or programme manager. More broadly, direct line management is often carried out by a head of department or senior learning designer. These roles and company structures vary dependent upon size and type of organisation.

An employee in this occupation will be responsible for making sure deliverables are achieved and documented within agreed project specifications and timescales. They are responsible for sound and appropriate design for effective learning in specific contexts. They ensure the quality of the digital learning content and configurations. Typically they may provide progress reports either internally or to an external client. They are responsible for data they gather during the design process and must ensure they follow legal and organisational requirements. Typically they agree the time and resource required from other professionals with whom they work collaboratively, for example a graphic designer. They capture and respond to relevant evaluative data and feedback. They may be responsible for some budgetary considerations depending on the type and size of organisations and scope of their role. This would often relate to advice in procurement processes, including choices of technology, specialist work such as video and animation and licence requirements.

 

Typical job titles include:

Digital learning designer E‐learning developer Instructional designer Learning design officer Learning designer Learning technologist

Occupation duties

Duty KSBs

Duty 1 Scope the digital learning project requirements in liaison with stakeholders in response to an organisational learning need.

K1 K2 K3 K4

S2 S3

B8 B9

Duty 2 Analyse learning requirements to inform and agree learning objectives in line with organisational need.

K2 K4

S3 S7

Duty 3 Write learning outcomes to appropriate level, and format.

K10

S5 S6 S7

Duty 4 Develop and map the curriculum, to structure content, formative learning activities, and summative assessment strategy. Whilst being mindful of the differences between pedagogy and andragogy, and other appropriate learning theories.

K6 K8 K10

S4 S5 S6 S7

Duty 5 Advise project sponsors and stakeholders of appropriate good practice approaches to design for learning in line with performance, knowledge, skills and behaviours.

K1 K3 K5 K8 K9 K12 K13

S2 S4 S5 S7 S16

B2 B5 B8

Duty 6 Capture and align technical and user requirements, considering User Experience (UX) and User Interface (UI), by working with end users / stakeholders, in conjuction with applied learning theories and models.

K2 K5 K6 K7 K8 K9 K12 K13

S3 S4 S7 S9

B1

Duty 7 Determine an appropriate learning design and development strategy to ensure design objectives are met within budget and time constraints.

K2 K3 K4 K5 K8 K9

S3 S4 S5 S7

B5

Duty 8 Communicate learning design and development strategies and proposed solutions to different stakeholders (including end users and senior management), using appropriate digital tools/formats, supported by relevant business, technical, learning needs and design justifications.

K1 K3 K5 K7 K8 K9 K12 K13

S1 S2 S4 S5 S8 S14 S16

B1 B4 B8

Duty 9 Facilitate design processes and activities with different stakeholders, such as subject matter experts, corporate services including learning and development and HR departments, and external partners.

K1 K3

S1 S2 S8 S14 S16

B4 B8

Duty 10 Design digital learning outputs aligned with learning outcomes and objectives.

K11 K13

S5 S9 S10

Duty 11 Create digital media and other digital assets to agreed specifications using specialist learning technologies

K11

S5 S9 S10

Duty 12 Present learning design proposals, storyboards and outputs at various iterative stages, using appropriate digital formats and tools to appropriate stakeholders.

K3 K11

S1 S2 S8 S12

Duty 13 Collate, document and action feedback and decisions on own work to underpin wider project management and learning design/development phases.

K13

S1 S2 S8 S14 S16

B6 B7

Duty 14 Inform processes and decisions, from an effective learning and user perspective relating to the selection, procurement and application of digital technologies, in line with relevant standards and policies, and wider project/business requirements.

K2 K9 K12

S9 S11 S16

B1 B2

Duty 15 Plan, coordinate, and support project communications and documentation, using appropriate technologies.

S1 S2 S8 S14 S16

B9

Duty 16 Populate and configure digital learning platforms to deliver, facilitate, and track learning experiences for different learning objectives and contexts. Whilst conforming to relevant organisational and regulatory data security protocols.

K9 K14

S3 S6 S11

Duty 17 Review, quality check and test digital resources and platforms to ensure they meet project and compliance requirements including relevant legal, professional, technical, and organisational standards. Such as accessibility, inclusivity, branding, relevant data protection regulation, and intellectual property regulations.

K14

S11 S12 S15

Duty 18 Plan, coordinate and deliver communications and support needed for learners, educators and other relevant stakeholders to access and use learning resources and digital technologies.

S1 S8 S11

B1

Duty 19 Evaluate and analyse the effectiveness of learners’ experiences using appropriate tools and learning methodologies and make recommendations to enhance digital designs.

K5 K14

S3 S6 S12 S13 S16

B1 B5 B6 B7 B8 B9

Duty 20 Organise and manage the storage of project outputs, files and documentation, and facilitate handover of assets to project owner/client, including development notes and maintenance and review recommendations.

S15

Duty 21 Maintain and update one’s own knowledge and skills relating to digital learning design practices and technologies, through both formal and informal self-directed learning and engagement with professional learning communities.

K15

B2 B3 B4 B5 B7

Duty 22 Work across disciplines and fields to draw good practice and evidence based approaches across learning technologies and a variety of approaches to learning and broader societal uses of new technologies for adoption in diverse learning contexts.

K15

S16

B1 B2 B3 B4 B5 B7 B8 B9


KSBs

Knowledge

K1: Role of the digital learning designer, types of activities and projects they may engage with, and how they relate to other roles within their organisation, and as part of a rapidly evolving professional community. Back to Duty

K2: Operational, technical, regulatory, organisational, quality requirements, and evolving requisites such as carbon consciousness, that need to be gathered to inform a digital learning design project or initiative. Back to Duty

K3: Project management approaches and how they may be combined with digital learning design and development methodologies to achieve objectives. Back to Duty

K4: Information needed to establish learning needs, project requirements, and inform digital learning design processes. Back to Duty

K5: Diverse needs, abilities, and motivations of learners and the challenges and opportunities they may encounter in different learning contexts. Back to Duty

K6: Concepts and principles that underpin a range of learning theories, such as the differences between pedagogy and andragogy, and how to interpret them to guide the design of learning experiences and the selection and application of technologies for learning. Back to Duty

K7: Tools and approaches that can be used to facilitate the application of learning theories and methodologies within collaborative settings, such as design workshops and course templates. Back to Duty

K8: Diversity of delivery modes and formats used in different contexts, including self-directed, user generated synchronous, and asynchronous learning, and also formats that combine digital and non-digital features, such as hybrid and blended learning. Back to Duty

K9: Digital content and platform types that may be used to facilitate or enhance learning, including learning management systems, interactive modules, videos, podcasts, immersive formats, user generated content and games. Back to Duty

K10: Approaches and techniques for articulating aims and objectives in order to generate a learning journey and curriculum conducive to, and in alignment with, measurable outcomes and assessment strategies. Back to Duty

K11: Principles of high-quality digital learning design, including accessibility, user interface (UI) / user experience (UX), visual communication, and use of branding and style guides. Back to Duty

K12: Constraints and benefits of different types of technologies in order to determine their suitability for facilitating the design, development, or implementation of digital learning experiences and achieving learning objectives. Back to Duty

K13: Features, functionality and technical standards associated with different platforms and software used in the design, development, and curation of digital learning experiences, and how these can be combined and configured to optimise user experiences. Back to Duty

K14: Measurements and methodologies that can be applied to assure and evaluate the quality and effectiveness of learning products and experiences. Back to Duty

K15: Sources of professional guidance, support, frameworks, and communities of practice available to stay up to date and continually develop skills in digital learning design practice. Back to Duty

Skills

S1: Develop communication strategies to manage and engage with project stakeholders and use appropriate methods and technologies to facilitate and document communications. Back to Duty

S2: Plan and facilitate discussions and activities to initiate and progress work, analyse and interpret information, gather requirements, and engage effectively with stakeholders. Back to Duty

S3: Gather, analyse, and interpret information about learners and learning environments, such as learner feedback, learning analytics, needs analysis, and profile mapping, to inform the learning design approach and technical requirements. Back to Duty

S4: Select and apply appropriate learning theories and instructional design models and methodologies to inform digital learning design approaches, outputs, and implementation strategies. Back to Duty

S5: Use instructional design tools, taxonomies, and frameworks to articulate meaningful learning objectives and learning content, through scripts or storyboards. Back to Duty

S6: Use learning objectives to map a learning journey to facilitate and measure their achievement through formative and summative activities. Back to Duty

S7: Interpret and synthesise information sources and concepts to organise content and re-present information to align with learning objectives and meet learner needs. Back to Duty

S8: Communicate concepts, designs, and strategies to suit different stakeholder audiences and facilitate Collaborative processes, using appropriate formats and technologies, such as face to face and virtual presentations, storyboards, and project documentation. Back to Duty

S9: Select and use distinct software, hardware, platforms, and tools to design, develop, and implement digital learning products and experiences. Back to Duty

S10: Use professional techniques to script, edit, create, and produce a range of multimedia formats, including text, imagery, audio, and video. Back to Duty

S11: Configure and apply regulatory, professional, organisational and technical standards and techniques including accessibility standards and data security to the sustainable design and formatting of documents, multimedia, user interface, digital products and platforms. Back to Duty

S12: Conduct the quality checking and testing of digital outputs whilst ensuring there is ongoing improvement of quality assurance processes with internally and or with target users, prior to implementation, including proofreading, updating, renewing and revising existing content, application of branding, accessibility and functionality. Back to Duty

S13: Evaluate the effectiveness of digital learning products and experiences in achieving project requirements and intended learning objectives, using appropriate tools and methodologies. Back to Duty

S14: Plan and manage your own design and development activities and collaborate with others to achieve shared objectives and outputs. Back to Duty

S15: Organise and manage digital assets and outputs on a platform in accordance with organisational or professional standards, to maintain regulatory compliance, version control, efficient collaborative processes, and quality assurance. Back to Duty

S16: Assimilate and use evaluative information to contribute to the review of organisational policies, processes and systems. Back to Duty

Behaviours

B1: Champions the diverse needs, interests, and wellbeing of colleagues and learners, to create inclusive solutions. Back to Duty

B2: Takes responsibility and uses own initiative to solve problems, finding opportunities for improvement and innovation. Back to Duty

B3: Driven to keep up to date with the latest digital learning design trends, tools, techniques, and practices through relevant community networks to support the ongoing development of their own skills and knowledge and the sharing of that knowledge to develop the skills of others. Back to Duty

B4: Comfortable interacting with and learning from people from different backgrounds, demographics, and specialist areas. Back to Duty

B5: Reliable, objective, and capable of both independent and team working. Back to Duty

B6: Explore and reflect on how people learn and the interplay between learning and technology, sharing their knowledge to inspire others. Back to Duty

B7: Collaborate with other team members and wider stakeholders to continuously improve policies, processes, and systems to meet organisational needs. Back to Duty

B8: Welcomes feedback to build constructive relationships and improve practice. Back to Duty

B9: Acts with integrity with respect to ethical, legal, and regulatory frameworks ensuring the protection of personal data, safety, and security. Back to Duty


Qualifications

English and Maths

Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.

Professional recognition

This standard aligns with the following professional recognition:

  • Association for learning technology ALT https://www.alt.ac.uk for Associate Member
Print EPA plan

End-point assessment plan

V1.0

Introduction and overview

This document explains the requirements for end-point assessment (EPA) for the digital learning designer apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.

Digital learning designer apprentices, their employers and training providers should read this document.

An approved EPAO must conduct the EPA for this apprenticeship. Employers must select an approved EPAO from the Education and Skills Funding Agency’s Register of end-point assessment organisations (RoEPAO).

A full-time apprentice typically spends 24 months on-programme (this means in training before the gateway) working towards competence as a digital learning designer. All apprentices must spend at least 12 months on-programme. All apprentices must complete the required amount of off-the-job training specified by the apprenticeship funding rules.

This EPA has 2 assessment methods.

The grades available for each assessment method are:

Assessment method 1 - professional discussion underpinned by portfolio:

  • fail
  • pass
  • distinction

Assessment method 2 - project with presentation, and questioning:

  • fail
  • pass
  • distinction

The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:

  • fail
  • pass
  • merit
  • distinction

EPA summary table

On-programme (typically 24 months)
The apprentice must complete training to develop the knowledge, skills and behaviours (KSBs) of the occupational standard.

The apprentice must complete training towards English and maths qualifications in line with the apprenticeship funding rules. This includes those with an education, health and care plan or a legacy statement. British sign language (BSL) qualifications are an alternative to English qualifications for those who have BSL as their primary language.

The apprentice must compile a portfolio of evidence.

End-point assessment gateway
The employer must be content that the apprentice is working at or above the occupational standard.

The apprentice’s employer must confirm that they think the apprentice:

  • is working at or above the occupational standard as a digital learning designer
  • has the evidence required to pass the gateway and is ready to take the EPA

The apprentice must have achieved English and maths qualifications in line with the apprenticeship funding rules. This includes those with an education, health and care plan or a legacy statement. British sign language (BSL) qualifications are an alternative to English qualifications for those who have BSL as their primary language.

For the professional discussion underpinned by portfolio the apprentice must submit a portfolio of evidence.

The apprentice must submit any policies and procedures as requested by the EPAO.

End-point assessment (typically 4 months)
Grades available for each assessment method:

Professional discussion underpinned by portfolio

  • fail
  • pass
  • distinction

Project with presentation, and questioning

  • fail
  • pass
  • distinction

Overall EPA and apprenticeship can be graded:

    • fail
    • pass
    • merit
    • distinction
Professional recognition
This apprenticeship aligns with Association for learning technology ALT https://www.alt.ac.uk for Associate Member

The apprenticeship will either wholly or partially satisfy the requirements for registration at this level.





Re-sits and re-takes



  • Re-take and re-sit grade cap: pass
  • Re-sit timeframe: typically 1 months
  • Re-take timeframe: typically 4 months

Duration of end-point assessment period

The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 4 months.

The EPAO should confirm the gateway requirements have been met and the EPA should start as quickly as possible.

EPA gateway

The apprentice’s employer must confirm that they think their apprentice is working at or above the occupational standard. The apprentice will then enter the gateway. The employer may take advice from the apprentice's training provider(s), but the employer must make the decision.

The apprentice must meet the gateway requirements before starting their EPA.

These are:

  • achieved English and maths qualifications in line with the apprenticeship funding rules
  • for the professional discussion underpinned by portfolio the apprentice must submit Portfolio of evidence

The portfolio underpins the professional discussion and therefore is not directly assessed



Portfolio of evidence requirements: The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by this assessment method. It will typically contain 8 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.

Evidence sources may include:

  • workplace documentation and records, for example: workplace policies and procedures
  • witness statements
  • annotated photographsvideo clips (maximum total duration 10 minutes); the apprentice must be in view and identifiable

This is not a definitive list; other evidence sources can be included. The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance (for example, witness statements) rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this. The EPAO should not assess the portfolio of evidence directly as it underpins the discussion The independent assessor should review the portfolio of evidence to prepare questions for the discussion . They are not required to provide feedback after this review.

The apprentice must submit any policies and procedures as requested by the EPAO.

Order of assessment methods

The assessment methods can be delivered in any order.

The result of one assessment method does not need to be known before starting the next.

Professional discussion underpinned by portfolio

Overview

In the discussion, an independent assessor and apprentice have a formal two-way conversation.

The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence. It gives the apprentice the opportunity to demonstrate their competency across the KSBs mapped to this EPA method.

Rationale

This assessment method was selected as a valid way to draw out KSBs, in particular, the behaviours, which would be less likely to naturally occur in the project with presentation and questioning. It is commonplace for people in this occupation to engage in detailed technical discussions, so this assessment method mirrors their day to day work.

A professional discussion is a well-recognised method and is widely used within the digital sector. It allows for knowledge, skills and behaviours that may not naturally occur as part of another assessment method to be assessed and more easily discussed. • It allows for testing of responses where there are a range of potential answers • It is cost-effective as it can be conducted remotely to reduce travelling time.

Delivery

The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.

An independent assessor must conduct and assess the professional discussion.

The purpose of the independent assessor's questions will be

To give the digital learning designer apprentice the best opportunity to cover all of the KSB assigned to this assessment method.

Giving the opportunity for the apprentice to make detailed contributions to confirm their competency across the knowledge, skills and behaviours.

The EPAO must give an apprentice 2 weeks notice of the professional discussion.

The independent assessor must have at least 2 week(s) to review the supporting documentation.

The apprentice must have access to their portfolio of evidence during the professional discussion.

The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence is however the portfolio of evidence is not directly assessed.

The professional discussion will typically last for 60 minutes. A tolerance of 10% above or below the duration is allowed at the independent assessor discretion They can flex the duration of professional discussion dependent on apprentice need. This time is to allow the apprentice to respond to a question, if necessary, take into account different accessibility needs and give best chance of achieving correct grading.

The independent assessor must ask at least 8 questions. Follow-up questions are allowed where clarification is required. The independent assessor must use the questions from their EPAO’s question bank or create their own questions in-line with the EPAO’s training.

The independent assessor must make the grading decision. The independent assessor must keep accurate records of the assessment. They must record:

  • the apprentice’s answers to questions
  • the KSBs demonstrated in answers to questions
  • the grade achieved 

Assessment location

The professional discussion must take place in a suitable venue selected by the EPAO (for example the EPAO’s or employer’s premises).

The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.

The professional discussion should take place in a quiet room, free from distractions and influence.

Question and resource development

The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO should maintain the security and confidentiality of EPA materials when consulting employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.  

The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.

The EPAO must ensure that apprentice has a different set of questions in the case of re-sits or re-takes.

The EPAO must produce the following materials to support the professional discussion underpinned by portfolio:

  • independent assessor assessment materials which include:
  • training materials
  • administration materials
  • moderation and standardisation materials
  • guidance materials
  • grading guidance
  • question bank
  • EPA guidance for the apprentice and the employer

The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation, training, and moderation.

Project with presentation, and questioning

Overview

A project involves the apprentice completing a significant and defined piece of work that has a real business application and benefit. The project must start after the apprentice has gone through the gateway. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.

The project must meet the needs of the employer’s business and be relevant to the apprentice’s occupation and apprenticeship. The EPAO must confirm that it provides the apprentice with the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade. The EPAO must refer to the grading descriptors to ensure that projects are pitched appropriately.

This assessment method has 2 components:

  • project with a project output
  • presentation with questions and answers

Rationale

This assessment method is being used because:

Digital Learning designer work in a project-based environment and are responsible for producing, analysing, and presenting products to a range of stakeholders. The project will address a digital learning designer task tailored to the organisational requirements of the apprentice’s employer which reflects the normal working practices within the role. As part of the role they will be expected to complete project reports and the project will reflect the areas their report would cover within their industry. By using this assessment method, the apprentice will be able to demonstrate not only their digital learning skills but also their use of varied methods of presenting digital learning design outputs and their ability to distil key design outputs into a presentation. The questioning element allows the apprentice an opportunity to provide further detailed evidence to support their demonstration of the mapped KSBs to this method. Both the presentation and the questioning element will reflect their day-to-day duty of working with, and communicating effectively with key stakeholders.

Component 1: Project with a product output

Delivery

The project with presentation, and questioning must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.

The apprentice’s project can be based on any of the following:

  • a specific problem
  • a recurring issue
  • an idea or opportunity

To ensure the project allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO should sign-off the project’s title and scope at the gateway to confirm it is suitable.

The project output must be in the form of a product.

The apprentice must start the project after the gateway. They must complete and submit the product to the EPAO by the end of week 12 of the EPA period. The employer should ensure the apprentice has the time and resources, within this period, to plan and complete their project. The apprentice must complete their project and the production of its components unaided.

The apprentice may work as part of a team to complete the project which could include technical internal or external support. However, the project output must be the apprentice’s own work and reflective of their own role and contribution. The apprentice and their employer must confirm that the project output(s) is the apprentice’s own work when it is submitted.

The product must include at least: The apprentice’s project can be based on any of the following:

  • an idea or opportunity that addresses a new need in their workplace.
  • a redesign of an existing programme.
  • a digital learning output that addresses a recurring issue in their workplace.

Example 1: Corporate - Design or redesign and development of an induction programme or mandatory compliance training programme

Example 2 : HE - Design or redesign of a blended learning programme

To ensure the project allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO should sign-off the project’s title and scope at the gateway to confirm it is suitable.

The project output must be in the form of a digital learning product.

The digital learning product can take the form of

  • a Multimedia eLearning course
  • a range of learning Aids – Podcasts, Infographics etc
  • a Virtual Classroom
  • a Video series – Instructional video, screencast, animated video etc.
  • a Social learning experience
  • a software simulation

The apprentice must start the project after the gateway. They must complete and submit the digital learning product to the EPAO by the end of week 12 of the EPA period. The employer should ensure the apprentice has the time and resources, within this period, to plan and complete their project and product.

The apprentice may work as part of a team to complete the project which could include technical internal or external support. However, the product output must be the apprentice’s own work and reflective of their own role and contribution. The apprentice and their employer must confirm that the product output is the apprentice’s own work when it is submitted.

The project must include at least:

  • A project report
  • A final product output

1: The project report

As a minimum all project reports outputs must include:

  • The scope of the project (including key performance indicators, learning objectives, and technical scope)
  • A high-level project plan (Gantt/ Kanban/ etc)
  • Evidence of research and findings with analysis (Consideration of legislation, regulation, industry and organisational policies, procedures,user requirements and constraints)
  • Recommendations and conclusions based on the research and findings (referencing learning theories and frameworks)

Design Process

  • Explanation of the design process to include rationale and constraints (to include supporting evidence e.g different iterations of the design throughout the process)

Development Process

  • Method of development and description of development process
  • Details of the internal evaluation and quality control process before implementation.

Summary

  • Particulars of the implementation of the project output
  • Self and/ or employer evaluation of the final project output and outcomes.

The project report should acknowledge sources.

The project report has a maximum word limit of 5,000. A tolerance of plus or minus 10% is allowed.

Appendices, references, diagrams etc. will not be included in this total.

The project must map, in an appendix, how it evidences the relevant KSBs for this assessment method.

The apprentice will need to consider the availability of company and external resources required to complete the project. They must also ensure they are fully aware of the KSBs the project is intended to assess as that is what the grading of the project will be based on.

The apprentice may work as part of a team which could include technical internal or external support. however, the report will be the apprentice’s own work and will be reflective of their own role and contribution. When the project is submitted, the employer and the apprentice should verify the submitted work is that of the apprentice.

2.The final product output

As a minimum all product output must:

  • Be developed in a suitable software program/authoring tool. Ideally, a tool that is used in their role. For example: Articulate Storyline, Moodle etc
  • Be equivalent to a minimum of 15 mins learning time for an end user
  • Demonstrate the apprentices' visual design skills Be accessible, as per regulations or organisational policies (eg Closed captions, alt text etc)
  • Evidence the apprentices' technical and digital production skills
  • Be published in a relevant format for review, i.e: Review link (for authoring tools), MP4 (videos and multimedia packs), Hyperlink etc.
  • Be accessible to the assessor for the full-time required.

Component 2: Presentation with questions

Delivery

In the presentation with questions the apprentice delivers a presentation to an independent assessor on a set subject. The independent assessor must ask questions following the presentation. This gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.

The apprentice must prepare and submit their presentation speaker notes and supporting materials presentation with questions and answers. The independent assessor must ask questions after the presentation. The presentations must include:

  • an overview of the project
  • the project scope (including key performance indicators)
  • summary of actions undertaken by the apprentice
  • project outcomes and how these were achieved

The apprentice must prepare and submit their presentation speaker notes and supporting materials to the EPAO at the same time as the product by the end of week 12 of the EPA period.

The apprentice must notify the EPAO, at that point, of any technical requirements for the presentation. During the presentation, the apprentice must have access to:

  • audio-visual presentation equipment
  • flip chart and writing and drawing materials
  • computer

The independent assessor must have at least 2 weeks to review the project output(s) and presentation speaker notes and supporting materials, to allow them to prepare questions. 

The EPAO must give the apprentices at least 2 weeks notice of the presentation with questions.

The apprentice must deliver their presentation to the independent assessor on a one-to-one basis.

The independent assessor must ask questions after the presentation.

The purpose of the questions is:

To give the digital learning designer apprentice the opportunity to cover all the KSB asigned to this assessment method.

The presentation and questions will typically last 60 minutes. This will usually include a presentation of 20 minutes and questioning lasting 40 minutes. A tolerance of 10% above or below the duration is allowed at the independent assessor discretion. They can flex the duration of presentation and questions dependent on apprentice need. This time is to allow the apprentice to complete thier last point, respond to a question, if necessary, take into account different accessibility needs and give the apprentice the best chance of achieving correct grading.

The independent assessor must ask at least 8 questions. They must use the questions from the EPAO’s question bank or create their own questions in-line with the EPAO’s training. Follow up questions are allowed where clarification is required.

The independent assessor must use the full time available for questioning. The independent assessor must make the grading decision. The project components must be assessed holistically by the independent assessor when they are deciding the grade.

The independent assessor must make the grading decision. The project components must be assessed holistically by the independent assessor when they are deciding the grade.

The independent assessor must keep accurate records of the assessment. They must record:

  • the KSBs demonstrated in the product and presentation
  • the apprentice’s answers to questions
  • the KSBs demonstrated in answers to questions
  • the grade achieved 

Assessment location

The presentation with questions must take place in a suitable venue selected by the EPAO (for example the EPAO’s or employer’s premises).

The presentation with questions should take place in a quiet room, free from distractions and influence.

The presentation with questioning can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.

Question and resource development

The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO should maintain the security and confidentiality of EPA materials when consulting employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.  

The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.

The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.

EPAO must produce the following materials to support the project with presentation, and questioning:

  • independent assessor EPA materials which include:
    • training materials
    • administration materials
    • moderation and standardisation materials
    • guidance materials
    • grading guidance
    • question bank
  • EPA guidance for the apprentice and the employer

The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation, training, and moderation.

Grading

Professional discussion underpinned by portfolio

Fail - does not meet pass criteria

Theme
KSBs
Pass
Apprentices must demonstrate all the pass descriptors
Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
Context
K1 S5 S11 B5

Outlines their role within the organisation including their own activities and contributions to collaborative projects that use digital design tools, taxonomies and frameworks to meet objectives and produce learning content though scripts or storyboards. (K1, S5, B5)

Evaluates how they apply the correct standards and techniques in the design and formatting of documents, multimedia, user interface, digital products and platforms, including those regarding Accessibility and data security. (S11)

N/A

Scoping
K7 K8 K9 S7 B6

Evaluates the range of tools and approaches that can be used to facilitate the application of learning theories and methodologies within collaborative settings, such as design workshops and course templates. (K7)

Compares and contrasts the diversity of delivery modes and formats used in different contexts, including self-directed, user generated synchronous, and asynchronous learning, and also formats that combine digital and non-digital. (K8)

Evaluates how they have analysed the interplay between learning and technology, the different digital content and platform types, and how people learn, to align with specific learner needs and learning objectives, and organised and presented this to stakeholders (K9, S7, B6)

Becomes an authority on how different technologies and digital content types may be used to facilitate or enhance a learning journey conducive to a set of measurable objectives and outcomes. (K9)

Improvement
K15 S13 S16 B3 B7 B8

Analyses how they have evaluated digital learning products and experiences in terms of meeting specific project requirements, learning objectives and the use of tools and methodologies. (S13)

Collaborates with, and is willing to learn from, other team members and wider stakeholders to continuously improve policies, processes and systems, using evaluative information, and in line with organisational guidelines. (S16, B7)

Records the development opportunities they have undertaken for digital learning design practice with professional bodies, events, frameworks, and communities, and outlines how they have shared these experiences to support the development of others.  (K15, B3)

Critically reflects on how they have handled constructive feedback or challenging situations and found positive opportunities for personal development and improvements in the digital learning design approach. (B8)

Critically engages and is involved with sources of professional guidance, support, frameworks, and communities of practice, stays up to date and continually develops skills in digital learning design practice. Explores and understands the interplay between technology and learning. (K15, B3)

 

Communication
K5 K10 S8 B1 B4

Collaborates with, and learns from, stakeholders from diverse backgrounds to communicate aims, concepts, designs, and strategies by selecting formats and technologies appropriate to the audience, to align with the outcomes and assessment strategies for the learning journey and curriculum. (K5, K10, S8, B4)

Critically examines aspects of digital learning design practices that could disadvantage specific groups of learners or colleagues, and propose ethical ways to eliminate or alleviate those disadvantages. (B1)

Critically evaluates how they have developed and demonstrated outstanding communication skills to suit different audiences, using appropriate formats and technologies. (S8)

 

 

Project with presentation, and questioning

Fail - does not meet pass criteria

Theme
KSBs
Pass
Apprentices must demonstrate all the pass descriptors
Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
Analysis
K4 K6 S1 S2 S3

Develops effective communication strategies to facilitate engagement with project stakeholders to establish project requirements, and to initiate and progress work, utilising appropriate technologies to document this communication. (K4, S1, S2)

Using their knowledge of the concepts and principles of learning theories, gather and undertake detailed analysis of a range of information about learners and learning environments to inform their approach to the requirements and design of the project solution. (K6, S3)

 

NA

Design / Develop
K11 K12 K13 S4 S6 S9 S10 B2

Selects and applies appropriate learning theories and instructional design models and methodologies, drawing on their understanding of the principles of digital learning design, to inform the project approach and implementation strategy. (K11, S4) 

Selects and uses software, hardware and tools to design develop and implement digital learning products considering their constraints, benefits, features, functionality and technical standards to determine suitability for achieving learning objectives and configuration to optimise learner experience. (K12, K13, S9) 

Selects and uses approaches to map a learning journey to facilitate the measurement of achievement of learning objectives through formative and summative activities. (S6)  

Uses own initiative within the project scope to innovatively problem solve by selecting and using professional techniques to create the final output, and taking responsibility for finding opportunities for improvement (S10, B2)

 

 

Demonstrates advanced technical skill and innovative or creative use of technology to develop learning materials and experiences. (S9)

Evaluation
K14 S12

Assures and evaluates the quality of the project output by conducting testing with project stakeholders prior to implementation. (K14, S12) 

Justifies and critically evaluates their choice of quality checking and testing methods applied to the product. (K14, S12) 

Organisation
K2 K3 S14 S15 B9

Organises and manages digital assets and outputs according to relevant organisational, regulatory and professional standards, acting with integrity and ensuring the protection of personal data, safety and security. (K2, S15, B9)

Manages own development activities within the project by utilising project management approaches and digital learning design methodologies to achieve the agreed outputs and objectives. (K3, S14) 

Actively engages in professional development activities to optimise personal performance. (S14)

Overall EPA grading

Performance in the EPA determines the apprenticeship grade of:

    • fail
    • pass
    • merit
    • distinction

An independent assessor must individually grade the: professional discussion underpinned by portfolio, project with presentation and and questioning in line with this EPA plan.

The EPAO must combine the individual assessment method grades to determine the overall EPA grade.

If the apprentice fails one or more assessment methods, they will be awarded an overall fail. 

To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. To achieve an overall EPA merit, the apprentice must achieve a pass in the either assessment method and a distinction in the other assessment method.To achieve an overall EPA distinction, the apprentice must achieve a distinction in both assessment methods.

Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.

Professional discussion underpinned by portfolio Project with presentation, and questioning Overall Grading
Fail Fail Fail
Pass Fail Fail
Fail Pass Fail
Pass Pass Pass
Distinction Pass Merit
Pass Distinction Merit
Distinction Distinction Distinction

Re-sits and re-takes

If the apprentice fails one or more assessment methods they can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does.

The apprentice should have a supportive action plan to prepare for a re-sit or a re-take.

The employer and EPAO agree the timescale for a re-sit or re-take. A re-sit is typically taken within 1 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 4 months of the EPA outcome notification.

If the apprentice fails the project assessment method, they must to amend the project output in line with the independent assessor’s feedback. The apprentice will be given 12 weeks to rework and submit the amended product.

Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.

Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.

The apprentice will get a maximum EPA grade of pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.

Roles and responsibilities

Roles Responsibilities

Apprentice

As a minimum, the apprentice should:

  • participate in and complete on-programme training to meet the KSBs as outlined in the occupational standard for a minimum of 12 months
  • complete the required amount of off-the-job training specified by the apprenticeship funding rules and as arranged by the employer and training provider
  • understand the purpose and importance of EPA
  • meet the gateway requirements 
  • undertake the EPA  

 

Employer

As a minimum, the apprentice's employer must:

  • select the EPAO and training provider 
  • work with the training provider (where applicable) to support the apprentice in the workplace and to provide the opportunities for the apprentice to develop the KSBs
  • arrange and support off-the-job training to be undertaken by the apprentice 
  • decide when the apprentice is working at or above the occupational standard and is ready for EPA 
  • ensure that supporting evidence required at the gateway is submitted in line with this EPA plan 
  • liaise with the training provider and EPAO to ensure the EPA is booked in a timely manner

Post-gateway, the employer must: 

  • confirm arrangements with the EPAO for the EPA (who, when, where) in a timely manner (including providing access to any employer-specific documentation as required, for example company policies)
  • ensure that the EPA is scheduled with the EPAO for a date and time which allows the opportunity for the apprentice to be assessed against the KSBs 
  • remain independent from the delivery of the EPA
  • ensure the apprentice is given sufficient time away from regular duties to prepare for, and complete all post-gateway elements of the EPA, and that any required supervision during this time (as stated within this EPA plan) is in place
  • where the apprentice is assessed in the workplace, ensure that the apprentice has access to the resources used on a regular basis 
  • pass the certificate to the apprentice upon receipt from the EPAO

EPAO

As a minimum, the EPAO must:  

  • conform to the requirements of this EPA plan and deliver its requirements in a timely manner 
  • conform to the requirements of the register of end-point assessment organisations (RoEPAO) 
  • conform to the requirements of the external quality assurance provider (EQAP) for this apprenticeship 
  • understand the occupational standard 
  • make the EPA contractual arrangements, including agreeing the price of the EPA 
  • develop and produce assessment materials as detailed for each assessment method in this EPA plan 
  • appoint qualified and competent independent assessors in line with the requirements of this EPA plan to conduct assessments and oversee their working 
  • appoint administrators (and invigilators where required) to administer the EPA  
  • provide training for independent assessors in terms of good assessment practice, operating the assessment tools and grading 
  • provide information, advice, guidance and documentation to enable apprentices, employers and training providers to prepare for the EPA 
  • confirm all gateway requirements have been met as quickly as possible 
  • arrange for the EPA to take place, in consultation with the employer 
  • ensure that the apprentice has access to the required resources and liaise with the employer to agree this if necessary, where the apprentice is not assessed in the workplace 
  • develop and provide assessment recording documentation to ensure a clear and auditable process is in place for providing assessment decisions and feedback to stakeholders 
  • have no direct connection with the apprentice, their employer or training provider in all instances; there must be no conflict of interest 
  • have policies and procedures for internal quality assurance (IQA), and maintain records of IQA activity and moderation for external quality assurance (EQA) purposes 
  • deliver induction training for independent assessors, and for invigilators and markers (where used) 
  • undertake standardisation activity on this apprenticeship for an independent assessor before they conduct an EPA for the first time, if the EPA is updated and periodically (a minimum of annually) 
  • manage invigilation of the apprentice to maintain security of the assessment in line with the EPAO’s malpractice policy 
  • verify the identity of the apprentice  
  • use language in the development and delivery of the EPA that is appropriate to the level of the occupational standard 

Independent assessor

As a minimum, an independent assessor must: 

  • have the competence to assess the apprentice at the level of this apprenticeship and hold any required qualifications and experience in line with the requirements of the independent assessor as detailed in the IQA section of this EPA plan 
  • understand the occupational standard and the requirements of this EPA 
  • have, maintain and be able to evidence, up-to-date knowledge and expertise of the occupation 
  • deliver the end-point assessment in-line with this EPA plan 
  • comply with the IQA requirements of the EPAO 
  • have no direct connection or conflict of interest with the apprentice, their employer or training provider; in all instances; there must be no conflict of interest 
  • attend induction training 
  • attend standardisation events when they start working for the EPAO, before they conduct an EPA for the first time and a minimum of annually for this apprenticeship  
  • assess each assessment method, as determined by the EPA plan  
  • assess the KSBs assigned to each assessment method, as shown in the mapping of KSBs to assessment methods in this EPA plan  
  • make the grading decisions 
  • record and report assessment outcome decisions, for each apprentice, following instructions and using assessment recording documentation provided by the EPAO, in a timely manner 
  • use language in the development and delivery of the EPA that is appropriate to the level of the occupational standard 
  • mark open (constructed) test answers accurately according to the EPAO’s mark scheme and procedures 

Training provider

As a minimum, the training provider must: 

  • work with the employer and support the apprentice during the off-the-job training to provide the opportunities to develop the KSBs as listed in the occupational standard 
  • conduct training covering the KSBs agreed as part of the Commitment Statement or the Individual Learning Plan 
  • monitor the apprentice’s progress during any training provider led on-programme learning 
  • advise the employer, upon request, on the apprentice’s readiness for EPA 
  • remain independent from the delivery of the EPA 

Reasonable adjustments

The EPAO must have reasonable adjustments arrangements for the EPA.

This should include:

  • how an apprentice qualifies for reasonable adjustment
  • what reasonable adjustments may be made

Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.

Internal quality assurance

Internal quality assurance refers to how the EPAO ensures valid, consistent and reliable EPA decisions. The EPAO must adhere to the requirements within the roles and responsibilities section:

The EPAO must also:

  • have quality assurance systems and procedures that ensure fair, reliable and consistent EPA regardless of employer, place, time or independent assessor
  • appoint independent assessors who are competent to deliver the EPA and who:
    • have recent relevant experience of the occupation or sector to at least occupational level 4 gained in the last 3 years or significant experience of the occupation or sector
    • hold, or are working towards, an assessor qualification
    • have professional body membership with:

      The Association for Learning Technology

  • operate induction training for anyone involved in the delivery or assessment of the EPA
  • provide training for independent assessors in good assessment practice, operating the assessment tools and making grading decisions
  • provide ongoing training for markers and invigilators
  • provide standardisation activity for this apprenticeship standard for all independent assessors:
    • before they conduct an EPA for the first time
    • if the EPA is updated
    • periodically as appropriate (a minimum of annually)
  • conduct effective moderation of EPA decisions and grades
  • conduct appeals where required, according to the EPAO’s appeals procedure, reviewing and making final decisions on EPA decisions and grades
  • have no direct connection with the apprentice, their employer or training provider.

Value for money

Affordability of the EPA will be aided by using at least some of the following:

  • completing applicable assessment methods online (for example computer-based assessment)
  • utilising digital remote platforms to conduct applicable assessment methods

Professional recognition

This apprenticeship aligns with:

Association for learning technology ALT https://www.alt.ac.uk for Associate Member

Mapping of KSBs to assessment methods

Knowledge Assessment methods
K1

Role of the digital learning designer, types of activities and projects they may engage with, and how they relate to other roles within their organisation, and as part of a rapidly evolving professional community.

Back to Grading
Professional discussion underpinned by portfolio
K2

Operational, technical, regulatory, organisational, quality requirements, and evolving requisites such as carbon consciousness, that need to be gathered to inform a digital learning design project or initiative.

Back to Grading
Project with presentation, and questioning
K3

Project management approaches and how they may be combined with digital learning design and development methodologies to achieve objectives.

Back to Grading
Project with presentation, and questioning
K4

Information needed to establish learning needs, project requirements, and inform digital learning design processes.

Back to Grading
Project with presentation, and questioning
K5

Diverse needs, abilities, and motivations of learners and the challenges and opportunities they may encounter in different learning contexts.

Back to Grading
Professional discussion underpinned by portfolio
K6

Concepts and principles that underpin a range of learning theories, such as the differences between pedagogy and andragogy, and how to interpret them to guide the design of learning experiences and the selection and application of technologies for learning.

Back to Grading
Project with presentation, and questioning
K7

Tools and approaches that can be used to facilitate the application of learning theories and methodologies within collaborative settings, such as design workshops and course templates.

Back to Grading
Professional discussion underpinned by portfolio
K8

Diversity of delivery modes and formats used in different contexts, including self-directed, user generated synchronous, and asynchronous learning, and also formats that combine digital and non-digital features, such as hybrid and blended learning.

Back to Grading
Professional discussion underpinned by portfolio
K9

Digital content and platform types that may be used to facilitate or enhance learning, including learning management systems, interactive modules, videos, podcasts, immersive formats, user generated content and games.

Back to Grading
Professional discussion underpinned by portfolio
K10

Approaches and techniques for articulating aims and objectives in order to generate a learning journey and curriculum conducive to, and in alignment with, measurable outcomes and assessment strategies.

Back to Grading
Professional discussion underpinned by portfolio
K11

Principles of high-quality digital learning design, including accessibility, user interface (UI) / user experience (UX), visual communication, and use of branding and style guides.

Back to Grading
Project with presentation, and questioning
K12

Constraints and benefits of different types of technologies in order to determine their suitability for facilitating the design, development, or implementation of digital learning experiences and achieving learning objectives.

Back to Grading
Project with presentation, and questioning
K13

Features, functionality and technical standards associated with different platforms and software used in the design, development, and curation of digital learning experiences, and how these can be combined and configured to optimise user experiences.

Back to Grading
Project with presentation, and questioning
K14

Measurements and methodologies that can be applied to assure and evaluate the quality and effectiveness of learning products and experiences.

Back to Grading
Project with presentation, and questioning
K15

Sources of professional guidance, support, frameworks, and communities of practice available to stay up to date and continually develop skills in digital learning design practice.

Back to Grading
Professional discussion underpinned by portfolio
Skill Assessment methods
S1

Develop communication strategies to manage and engage with project stakeholders and use appropriate methods and technologies to facilitate and document communications.

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Project with presentation, and questioning
S2

Plan and facilitate discussions and activities to initiate and progress work, analyse and interpret information, gather requirements, and engage effectively with stakeholders.

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Project with presentation, and questioning
S3

Gather, analyse, and interpret information about learners and learning environments, such as learner feedback, learning analytics, needs analysis, and profile mapping, to inform the learning design approach and technical requirements.

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Project with presentation, and questioning
S4

Select and apply appropriate learning theories and instructional design models and methodologies to inform digital learning design approaches, outputs, and implementation strategies.

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Project with presentation, and questioning
S5

Use instructional design tools, taxonomies, and frameworks to articulate meaningful learning objectives and learning content, through scripts or storyboards.

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Professional discussion underpinned by portfolio
S6

Use learning objectives to map a learning journey to facilitate and measure their achievement through formative and summative activities.

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Project with presentation, and questioning
S7

Interpret and synthesise information sources and concepts to organise content and re-present information to align with learning objectives and meet learner needs.

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Professional discussion underpinned by portfolio
S8

Communicate concepts, designs, and strategies to suit different stakeholder audiences and facilitate Collaborative processes, using appropriate formats and technologies, such as face to face and virtual presentations, storyboards, and project documentation.

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Professional discussion underpinned by portfolio
S9

Select and use distinct software, hardware, platforms, and tools to design, develop, and implement digital learning products and experiences.

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Project with presentation, and questioning
S10

Use professional techniques to script, edit, create, and produce a range of multimedia formats, including text, imagery, audio, and video.

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Project with presentation, and questioning
S11

Configure and apply regulatory, professional, organisational and technical standards and techniques including accessibility standards and data security to the sustainable design and formatting of documents, multimedia, user interface, digital products and platforms.

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Professional discussion underpinned by portfolio
S12

Conduct the quality checking and testing of digital outputs whilst ensuring there is ongoing improvement of quality assurance processes with internally and or with target users, prior to implementation, including proofreading, updating, renewing and revising existing content, application of branding, accessibility and functionality.

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Project with presentation, and questioning
S13

Evaluate the effectiveness of digital learning products and experiences in achieving project requirements and intended learning objectives, using appropriate tools and methodologies.

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Professional discussion underpinned by portfolio
S14

Plan and manage your own design and development activities and collaborate with others to achieve shared objectives and outputs.

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Project with presentation, and questioning
S15

Organise and manage digital assets and outputs on a platform in accordance with organisational or professional standards, to maintain regulatory compliance, version control, efficient collaborative processes, and quality assurance.

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Project with presentation, and questioning
S16

Assimilate and use evaluative information to contribute to the review of organisational policies, processes and systems.

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Professional discussion underpinned by portfolio
Behaviour Assessment methods
B1

Champions the diverse needs, interests, and wellbeing of colleagues and learners, to create inclusive solutions.

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Professional discussion underpinned by portfolio
B2

Takes responsibility and uses own initiative to solve problems, finding opportunities for improvement and innovation.

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Project with presentation, and questioning
B3

Driven to keep up to date with the latest digital learning design trends, tools, techniques, and practices through relevant community networks to support the ongoing development of their own skills and knowledge and the sharing of that knowledge to develop the skills of others.

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Professional discussion underpinned by portfolio
B4

Comfortable interacting with and learning from people from different backgrounds, demographics, and specialist areas.

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Professional discussion underpinned by portfolio
B5

Reliable, objective, and capable of both independent and team working.

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Professional discussion underpinned by portfolio
B6

Explore and reflect on how people learn and the interplay between learning and technology, sharing their knowledge to inspire others.

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Professional discussion underpinned by portfolio
B7

Collaborate with other team members and wider stakeholders to continuously improve policies, processes, and systems to meet organisational needs.

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Professional discussion underpinned by portfolio
B8

Welcomes feedback to build constructive relationships and improve practice.

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Professional discussion underpinned by portfolio
B9

Acts with integrity with respect to ethical, legal, and regulatory frameworks ensuring the protection of personal data, safety, and security.

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Project with presentation, and questioning

Mapping of KSBs to grade themes

Professional discussion underpinned by portfolio - Discussion

KSBS GROUPED BY THEME Knowledge Skills Behaviour
Context
K1
S5 S11
B5

Role of the digital learning designer, types of activities and projects they may engage with, and how they relate to other roles within their organisation, and as part of a rapidly evolving professional community. (K1)

Use instructional design tools, taxonomies, and frameworks to articulate meaningful learning objectives and learning content, through scripts or storyboards. (S5)

Configure and apply regulatory, professional, organisational and technical standards and techniques including accessibility standards and data security to the sustainable design and formatting of documents, multimedia, user interface, digital products and platforms. (S11)

Reliable, objective, and capable of both independent and team working. (B5)

Scoping
K7 K8 K9
S7
B6

Tools and approaches that can be used to facilitate the application of learning theories and methodologies within collaborative settings, such as design workshops and course templates. (K7)

Diversity of delivery modes and formats used in different contexts, including self-directed, user generated synchronous, and asynchronous learning, and also formats that combine digital and non-digital features, such as hybrid and blended learning. (K8)

Digital content and platform types that may be used to facilitate or enhance learning, including learning management systems, interactive modules, videos, podcasts, immersive formats, user generated content and games. (K9)

Interpret and synthesise information sources and concepts to organise content and re-present information to align with learning objectives and meet learner needs. (S7)

Explore and reflect on how people learn and the interplay between learning and technology, sharing their knowledge to inspire others. (B6)

Improvement
K15
S13 S16
B3 B7 B8

Sources of professional guidance, support, frameworks, and communities of practice available to stay up to date and continually develop skills in digital learning design practice. (K15)

Evaluate the effectiveness of digital learning products and experiences in achieving project requirements and intended learning objectives, using appropriate tools and methodologies. (S13)

Assimilate and use evaluative information to contribute to the review of organisational policies, processes and systems. (S16)

Driven to keep up to date with the latest digital learning design trends, tools, techniques, and practices through relevant community networks to support the ongoing development of their own skills and knowledge and the sharing of that knowledge to develop the skills of others. (B3)

Collaborate with other team members and wider stakeholders to continuously improve policies, processes, and systems to meet organisational needs. (B7)

Welcomes feedback to build constructive relationships and improve practice. (B8)

Communication
K5 K10
S8
B1 B4

Diverse needs, abilities, and motivations of learners and the challenges and opportunities they may encounter in different learning contexts. (K5)

Approaches and techniques for articulating aims and objectives in order to generate a learning journey and curriculum conducive to, and in alignment with, measurable outcomes and assessment strategies. (K10)

Communicate concepts, designs, and strategies to suit different stakeholder audiences and facilitate Collaborative processes, using appropriate formats and technologies, such as face to face and virtual presentations, storyboards, and project documentation. (S8)

Champions the diverse needs, interests, and wellbeing of colleagues and learners, to create inclusive solutions. (B1)

Comfortable interacting with and learning from people from different backgrounds, demographics, and specialist areas. (B4)

Project with presentation, and questioning - Project

KSBS GROUPED BY THEME Knowledge Skills Behaviour
Analysis
K4 K6
S1 S2 S3

Information needed to establish learning needs, project requirements, and inform digital learning design processes. (K4)

Concepts and principles that underpin a range of learning theories, such as the differences between pedagogy and andragogy, and how to interpret them to guide the design of learning experiences and the selection and application of technologies for learning. (K6)

Develop communication strategies to manage and engage with project stakeholders and use appropriate methods and technologies to facilitate and document communications. (S1)

Plan and facilitate discussions and activities to initiate and progress work, analyse and interpret information, gather requirements, and engage effectively with stakeholders. (S2)

Gather, analyse, and interpret information about learners and learning environments, such as learner feedback, learning analytics, needs analysis, and profile mapping, to inform the learning design approach and technical requirements. (S3)

N/A

Design / Develop
K11 K12 K13
S4 S6 S9 S10
B2

Principles of high-quality digital learning design, including accessibility, user interface (UI) / user experience (UX), visual communication, and use of branding and style guides. (K11)

Constraints and benefits of different types of technologies in order to determine their suitability for facilitating the design, development, or implementation of digital learning experiences and achieving learning objectives. (K12)

Features, functionality and technical standards associated with different platforms and software used in the design, development, and curation of digital learning experiences, and how these can be combined and configured to optimise user experiences. (K13)

Select and apply appropriate learning theories and instructional design models and methodologies to inform digital learning design approaches, outputs, and implementation strategies. (S4)

Use learning objectives to map a learning journey to facilitate and measure their achievement through formative and summative activities. (S6)

Select and use distinct software, hardware, platforms, and tools to design, develop, and implement digital learning products and experiences. (S9)

Use professional techniques to script, edit, create, and produce a range of multimedia formats, including text, imagery, audio, and video. (S10)

Takes responsibility and uses own initiative to solve problems, finding opportunities for improvement and innovation. (B2)

Evaluation
K14
S12

Measurements and methodologies that can be applied to assure and evaluate the quality and effectiveness of learning products and experiences. (K14)

Conduct the quality checking and testing of digital outputs whilst ensuring there is ongoing improvement of quality assurance processes with internally and or with target users, prior to implementation, including proofreading, updating, renewing and revising existing content, application of branding, accessibility and functionality. (S12)

N/A

Organisation
K2 K3
S14 S15
B9

Operational, technical, regulatory, organisational, quality requirements, and evolving requisites such as carbon consciousness, that need to be gathered to inform a digital learning design project or initiative. (K2)

Project management approaches and how they may be combined with digital learning design and development methodologies to achieve objectives. (K3)

Plan and manage your own design and development activities and collaborate with others to achieve shared objectives and outputs. (S14)

Organise and manage digital assets and outputs on a platform in accordance with organisational or professional standards, to maintain regulatory compliance, version control, efficient collaborative processes, and quality assurance. (S15)

Acts with integrity with respect to ethical, legal, and regulatory frameworks ensuring the protection of personal data, safety, and security. (B9)

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Contact us about this apprenticeship

Employers involved in creating the standard: Foster & Forge, University of Birmingham, University of Exeter. LDN apprenticeship limited, Sainsbury’s, Virgin Media. UCPS e-learning, Cursim, Advance HE, The Association for Learning Technology, BT, instinct, Omniplex learning, mdx, NTU, Solentalt, Lexedio, LDN Apprenticeships Ltd Digital Learning Institute, Quantum Rise Talent Group Ltd, Aston University, City, University of London, Queen's University Belfast City, University of London, University of Portsmouth, Pearson, BT, Nottingham Trent University, QA, Middlesex University and Association for Learning Technology

Version log

Version Change detail Earliest start date Latest start date Latest end date
1.0 Approved for delivery 25/05/2023 Not set Not set

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