A digital designer works closely with colleagues to deliver high-quality learning activities.
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.
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.
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:
When you pass the EPA, you will be awarded your apprenticeship certificate.
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:
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.
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.
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.
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.
This apprenticeship aligns with Association for Learning Technology (ALT) for Associate Certified Member (ACMALT).
Please contact the professional body for more details.
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.
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Duty 1 Scope the digital learning project requirements in liaison with stakeholders in response to an organisational learning need. |
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Duty 2 Analyse learning requirements to inform and agree learning objectives in line with organisational need. |
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Duty 3 Write learning outcomes to appropriate level, and format. |
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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. |
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Duty 5 Advise project sponsors and stakeholders of appropriate good practice approaches to design for learning in line with performance, knowledge, skills and behaviours. |
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Duty 6 Capture and align technical and user requirements, considering User Experience (UX) and User Interface (UI), by working with end users and or stakeholders, in conjunction with applied learning theories and models. |
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Duty 7 Determine an appropriate learning design and development strategy to ensure design objectives are met within budget and time constraints. |
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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. |
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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. |
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Duty 10 Design digital learning outputs aligned with learning outcomes and objectives. |
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Duty 11 Create digital media and other digital assets to agreed specifications using specialist learning technologies |
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Duty 12 Present learning design proposals, storyboards and outputs at various iterative stages, using appropriate digital formats and tools to appropriate stakeholders. |
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Duty 13 Collate, document and action feedback and decisions on own work to underpin wider project management and learning design, development phases. |
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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. |
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Duty 15 Plan, coordinate, and support project communications and documentation, using appropriate technologies. |
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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. |
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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. |
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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. |
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Duty 19 Evaluate and analyse the effectiveness of learners’ experiences using appropriate tools and learning methodologies and make recommendations to enhance digital designs. |
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Duty 20 Organise and manage the storage of project outputs, files and documentation, and facilitate handover of assets to project owner and or client, including development notes and maintenance and review recommendations. |
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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. |
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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. |
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.
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K4: Information needed to establish learning needs, project requirements, and inform digital learning design processes.
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K5: Diverse needs, abilities, and motivations of learners and the challenges and opportunities they may encounter in different learning contexts.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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K14: Measurements and methodologies that can be applied to assure and evaluate the quality and effectiveness of learning products and experiences.
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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.
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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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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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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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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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S5: Use instructional design tools, taxonomies, and frameworks to articulate meaningful learning objectives and learning content, through scripts or storyboards.
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S6: Use learning objectives to map a learning journey to facilitate and measure their achievement through formative and summative activities.
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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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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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S9: Select and use distinct software, hardware, platforms, and tools to design, develop, and implement digital learning products and experiences.
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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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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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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.
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S14: Plan and manage your own design and development activities and collaborate with others to achieve shared objectives and outputs.
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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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S16: Assimilate and use evaluative information to contribute to the review of organisational policies, processes and systems.
Back to Duty
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.
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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.
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B5: Reliable, objective, and capable of both independent and team working.
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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.
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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
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.
This standard aligns with the following professional recognition:
V1.0
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:
Assessment method 2 - project with presentation, and questioning:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
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On-programme - typically 24 months
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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. |
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End-point assessment gateway
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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:
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. |
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End-point assessment - typically 4 months
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Grades available for each assessment method: Professional discussion underpinned by portfolio
Project with presentation, and questioning
Overall EPA and apprenticeship can be graded:
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Professional recognition
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This apprenticeship aligns with Association for Learning Technology (ALT) for Associate Certified Member (ACMALT). The apprenticeship will either wholly or partially satisfy the requirements for registration at this level. |
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.
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:
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:
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.
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.
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.
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.
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 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.
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:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation, training, and moderation.
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:
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.
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:
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:
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
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:
1: The project report
As a minimum all project reports outputs must include:
Design Process
Development Process
Summary
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:
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:
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:
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 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.
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:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation, training, and moderation.
|
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. Explores and understands the interplay between technology and learning. (K9) (B6) |
|
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. (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)
|
|
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) |
Performance in the EPA determines the apprenticeship grade of:
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 |
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 | Responsibilities |
|---|---|
|
Apprentice |
As a minimum, the apprentice should:
|
|
Employer |
As a minimum, the apprentice's employer must:
Post-gateway, the employer must:
|
|
EPAO |
As a minimum, the EPAO must:
|
|
Independent assessor |
As a minimum, an independent assessor must:
|
|
Training provider |
As a minimum, the training provider must:
|
The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
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:
The Association for Learning Technology
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship aligns with:
Association for Learning Technology (ALT) for Associate Certified Member (ACMALT).
| 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. Back to Grading |
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. Back to Grading |
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. Back to Grading |
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. Back to Grading |
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. Back to Grading |
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. Back to Grading |
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. Back to Grading |
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. Back to Grading |
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. Back to Grading |
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. Back to Grading |
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. Back to Grading |
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. Back to Grading |
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. Back to Grading |
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. Back to Grading |
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. Back to Grading |
Project with presentation, and questioning |
|
S16
Assimilate and use evaluative information to contribute to the review of organisational policies, processes and systems. Back to Grading |
Professional discussion underpinned by portfolio |
| Behaviour | Assessment methods |
|---|---|
|
B1
Champions the diverse needs, interests, and wellbeing of colleagues and learners, to create inclusive solutions. Back to Grading |
Professional discussion underpinned by portfolio |
|
B2
Takes responsibility and uses own initiative to solve problems, finding opportunities for improvement and innovation. Back to Grading |
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. Back to Grading |
Professional discussion underpinned by portfolio |
|
B4
Comfortable interacting with and learning from people from different backgrounds, demographics, and specialist areas. Back to Grading |
Professional discussion underpinned by portfolio |
|
B5
Reliable, objective, and capable of both independent and team working. Back to Grading |
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. Back to Grading |
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. Back to Grading |
Professional discussion underpinned by portfolio |
|
B8
Welcomes feedback to build constructive relationships and improve practice. Back to Grading |
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. Back to Grading |
Project with presentation, and questioning |
| 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) |
| 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) |
None |
|
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) |
None |
|
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) |
| 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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