TAEDES501
Design and develop learning strategies
Devise the content and structure of the learning strategy
The framework you have chosen for your strategy provides the basis for its actual content and structure as well as for the content and structure of its entailed learning programs. At this point you will be taking all of the research you have conducted and the information you have gathered from stakeholders and putting it into a logical and detailed format.
Sequencing the content
The learning strategy should also have a logical flow of information. For example, it makes sense to know who is the target audience and what is the context of the learning program before you discuss the assessment arrangements or feedback mechanisms.
Equally, it is important to sequence the topics in the actual learning program correctly. Some learning programs can be very complex and will need step-by-step instructions so that the learners understand and grasp concepts before moving on to the next task or concept.
Sequencing is a matter of looking at each step in a given process or task and putting them into logical order. For example, there is no point in delivering a learning program designed around dealing with customer complaints, without first developing an understanding of communication skills in the learner. Equally discussing methods of eliminating or minimising risks and hazards in the workplace should be preceded by learning how to recognise and evaluate those risks and hazards.
Correctly sequencing a learning strategy and program will also ensure that overall timelines for the program can be estimated and met, and will provide guidance on any organisational constraints. These constraints might include the amount of time that a learner can, practically, be away from their duties to participate in learning, what areas of the business will be available (or unavailable) for training purpose and budgetary considerations, to name a few.