Course Title: Design and develop learning strategies

Part B: Course Detail

Teaching Period: Term1 2016

Course Code: TCHE5777C

Course Title: Design and develop learning strategies

School: 360T Education

Campus: City Campus

Program: C5307 - Diploma of Vocational Education and Training

Course Contact: Program Administrative Officer

Course Contact Phone: 9925 4933

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

All enquiries:
Course coordinator
Mark Mossuto
ph 99254929

Peter Murphy
ph 99254343

Nominal Hours: 40

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites


Course Description

This course covers the performance outcomes, skills and knowledge required to design, develop and review learning strategies.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

TAEDES501A Design and develop learning strategies


1. Determine the parameters of the learning strategy

Performance Criteria:

1.1 Clarify the purpose of the learning strategy, likely target groups and their learning needs
1.2 Research qualification or other benchmark options for meeting the likely target group needs and select an appropriate option
1.3 Consult with relevant people to confirm the parameters of the learning strategy


2. Develop the framework for the learning strategy

Performance Criteria:

2.1 Develop a learning strategy design that reflects the requirements of the selected qualification or other benchmark
2.2 Analyse industry or organisation documentation to determine additional and supporting requirements
2.3 Research and analyse options for design, based on likely target groups, their learning needs and contexts for delivery
2.4 Use appropriate learning theories and instructional design principles to support the learning strategy design
2.5 Identify and document broad content headings
2.6 Consult to modify and confirm the framework
2.7 Develop the review process for the learning strategy


3. Devise the content and structure of the learning strategy

Performance Criteria:

3.1 Elaborate on and document each content heading to form an overview of content to be addressed
3.2 Sequence the content to support learning and determine overall timelines within operating constraints
3.3 Express learning strategy outcomes to reflect both generic and specific learning outcomes to be achieved
3.4 Identify and document appropriate delivery and assessment strategies, taking account of the learning parameters, design framework and learning context
3.5 Identify and document operational requirements


4. Review the learning strategy

Performance Criteria:

4.1 Review the learning strategy in collaboration with relevant people against specified criteria prior to and post implementation
4.2 Document a post-implementation review process that includes measures for identifying the effectiveness and quality of the learning strategy
4.3 Make recommendations and changes based on outcomes of the review processes, where appropriate, and document these
4.4 Make modifications and document as part of a continuous improvement strategy

Learning Outcomes

Upon successful completion of this course you will be able to:
. determine the parameters of learning strategies
. develop the framework for learning strategies
. devise the content and structure of learning strategies
. review learning strategies

Details of Learning Activities

This course is online. Activities may include:

-Online activities which may include discussion threads and/or blogs and wikis
- Direct observation of actual and simulated work practice
- Oral or written questioning
- Assignments and projects
- Presentation of a portfolio of evidence which may comprise documents and/or photographs and/or video and audio files
- Review of products produced through work-based or course activities
- Third-party feedback from a work supervisor/employer

Teaching Schedule

For students who commenced February or July 2016

This course is taught over 10 sessions in semester 1. The course forms part of a cluster of 3 courses which together are referred to as the "Design" cluster; the other 2 units of the Design cluster are TAEDES502A Design and develop learning resources and TAEASS502B Design and Develop Assessment Tools.  In every session various elements will be covered from each unit in the cluster.

Note: While your teacher will cover all the material in this schedule, the order is subject to change depending on class needs.



Overview of course content and assessment requirements. The overview will summarise how learning strategies and resources are designed and developed in order to meet a specific training need, and how to develop assessment tools associated with the program design.


 E1,E2,E3,E4 E1,E2,E3,E4,E5 E1,E2,E3,E4

Scoping the requirements of a training program - what we look at:

Strategies:Clarifying what is needed in a learning strategy

Resources:Understanding your target audience

Assessment: Focus of the Assessment tool


Strategies: design your program strategy



Resources: design your learning resources to be used in your program



Assessment: design your assessment tool based on your program requirements and resources used


Strategies: develop your intended program strategy



Resources: develop your learning resources as determined by your program design



Assessment: develop your assessment tools based on your program outcome requirements


Trial and review: one of your program strategies, one of your resources and all of your assessment tools



Resources: evaluate your design and development process for the your resources


Learning Resources

Prescribed Texts

"Professional Training and Assessment" by Dan Hill, Terry Hill and Lee Perlitz, McGraw-Hill, 2013 will be the prescribed text for this course. 


Other Resources

At the beginning of the course students will be directed to various web-based material and/or
electronic copies of learning resources.

Electronic resources are located on myRMIT, myStudies.

Overview of Assessment


During the program you will complete assessment tasks which are listed, in detail, at the beginning of the course. These tasks may include:

  • Workplace based projects
  • Contributions to online discussion forums
  • A professional conversation

An assessment policy summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures see

If you have a long-term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.



Assessment Tasks

To demonstrate competency in this course you will need to complete all of the following tasks to a satisfactory standard.
You will receive written feedback on all assessment tasks.

Task 1: Design and develop one (1) learning strategy

Present a learning strategy designed by you that has differentiated design structures that:

  • reflect the specific requirements of the qualification or skill set, and
  • reflect client needs and context of application

Task 2: Design and develop a second learning strategy and trial and review that strategy

Present a learning strategy designed by you that has differentiated design structures that:

  • reflect the specific requirements of the qualification or skill set, and
  • reflect client needs and context of application

Iimplement this learning strategy and document the review conducted and evidence of continuous improvement.

Task 3: Online discussion boards - see detailed assessment task requirements (Blackboard)

Contribute to online discussion boards. You will be evaluated using the following criteria:

  • frequency of reading messages and posting responses;
  • keeping to the topic with pertinent quality posts;
  • engaging in critical dialogue through responding to other student’s posts and comments

Further details of the above assessment tasks will be provided in session 1, semester 1 via myRMIT>myStudies.

It is a requirement of the Dip VET (TAE50111) program that all assessment work be submitted electronically through the program shell in Blackboard. You are asked to submit any workplace projects as a single Word or PDF file which must include a signed RMIT Cover Sheet; multiple project files will not be accepted.

Submission deadlines:

For students who commenced February 2016: Tasks 1 needs to be submitted by midnight Friday May 6, 2016

Task 2 needs to be submitted by midnight Friday June 3, 2016 and

Task 3 needs to be submitted by midnight Friday May 6, 2016

It is a requirement of the Diploma of VET (TAE50111) program, that all assessment projects are to be submitted electronically through the RMIT ‘DIPVET2016FEB’ Blackboard site. You are asked to submit
each assessment project as a single ‘PDF’ file, to which you must include a signed RMIT Cover Sheet - multiple project files will not be accepted.

*Please add your name and student no: into the footer of your project document. *Please note, that no ‘Hard Copy’ portfolios will be accepted.

RMIT Electronic Submission of work for assessment:
In submitting your assessment electronically, you declare that in submitting all work for each assessment you have read, understood and agree to the content and expectations of the
assessment declaration. (URL: )

Grades used in this unit are as follows:

CA Competency Achieved
NYC Not Yet Competent
DNS Did Not Submit For Assessment

Assessment Matrix

An assessment matrix will be available in week 1 of semester 1 via myRMIT>my Studies.

Other Information

Your course involves participating in all online activities as directed by your facilitator. It is strongly advised that you do participate in order to engage in the required learning activities, ensuring the maximum opportunity to successfully complete this course.

Student Progress
Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Student program policy
You will be asked to participate in discussions with relevant teachers and your Program Co-ordinator. Such discussions may be conducted in a number of ways eg face-to-face, via telephone, using Skype or Google Hangout, etc. They are an important way of giving you feedback and supporting you by monitoring your academic progress.

Special consideration policy (Late submissions)
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension.Extension
Special consideration is an assessment adjustment for unexpected circumstances that are outside your control, which:
• have a significant adverse impact on your performance in assessment or
• prevent you from attempting or submitting the assessment. Special Consideration


RMIT appeals process is available on the Appeals webpage

Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the Academic Integrity and Plagiarism policy

Course Overview: Access Course Overview