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Step 5 : Determine the design (type 1, 2 or 3)

Part 1: Profile the target audience

Integral to choosing an appropriate design is an intimate knowledge of your target learning audience and its needs and learning preferences.

Complete the areas below you wish to include in your final learning design.
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Enter your own name (author) and a brief description of the learning design.

Prepared by   Date

Describe briefly what you want to create


Enter the qualifications/course name and, where appropriate, the units of complexity and corresponding elements.


Units of competency



Describe the industry context in which learners are working (or will work). Use up to five descriptive words.

Job roles / Skill set

Describe the nature of the tasks learners are doing (or will do) in their job role. Be as descriptive as possible. For example, mechanical, front of house, routine, problem-solving, artistic, fast passed, regulated, customer-focussed, production line, high risk, etc.

AQF Level

Select the AQF level (you can choose one or more) that learners will achieve as a result of their learning, or indicate 'Other' and describe in the box provided.


Age group

Select the age group/s that best represent your learner cohort.

Special needs

Indicate the special needs your learners may have, or indicate 'Other' and describe in the box provided.


Educational background

Select the highest level of education your learners have reached, or indicate 'Other' and describe in the box provided.


Reasons for learning

Select the reason/s for learning from the list below, or indicate 'Other' and describe in the box provided.



Learner profiles can be developed through research and by consulting key stakeholders such as:

  • content experts
  • teachers in the field
  • Industry Skills Councils
  • industry representatives
  • reports
  • learners.
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