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

Part 2: Select an appropriate design

This can be done by following the model outlined in Part A: Choosing the learning design. It encompasses considering the needs of the target audience and the details you garnered from the scoping exercise.

Complete the areas below you wish to include in your final learning design.
Select Save Changes when you have finished this page.

It is important to note that you need to select only those responses that apply to your learners. Your choices now will influence the final design.

Level of learning outcomes

On completion of this training, learners should:

have a familiarity of a body of knowledge, be aware of 'what', 'when' and 'who'
have an ability to successfully apply some given processes and procedures
be able to apply their knowledge to routine situations
understand things, i.e. realise the 'why' and 'how'
be able to apply their understanding to everyday situations
be aware of the relationship between the 'what' and the 'how'
have acquired a full and thorough understanding of the 'what', 'when' and 'who', etc
be able to apply their knowledge to new and novel situations
be able to use their knowledge and understanding to solve problems and identify solutions

Level of guidance

With these learners, the trainer usually needs to:

provide high levels of support and structure to the learners
provide a detailed learning program that all learners follow
provide plentiful feedback to help learners see how they are progressing
provide ample opportunity for learners to practice and develop their capabilities
provide examples and cases that the learners can learn from
provide feedback that can guide and inform learners' choices
enable learners to choose the activities they need to learn from
provide tasks that require learners to plan and structure their own pathways
allow learners to choose the sources of their guidance and assistance

Concept focus

The content for this learning object is mostly about:

Descriptions, terms, facts and other forms of important information
Policies and procedures – the 'rules' for things
Practices and techniques – the 'how' things are done
Developing learners' capability to do some thing(s) effectively and to required standards
Developing learners’ understanding of concepts – the reasoning, logical and/or theory behind things – i.e. the 'why'
Being able to make informed decisions to apply knowledge
Understanding the consequences of actions, constraints, opportunities, limits, risks etc
Ways to apply and use information rather than learning information
Being able to think independently and creatively

Content application

With the knowledge gained from this learning object, learners are expected to:

To arrive at a yes/no answer (e.g.; Is this a safety hazard?)
Being aware of basic information required for the job role (e.g. what function a piece of equipment performs)
Operate under a level of supervision, according to policy/procedure to follow
instructions in order to complete a task
Able to consider options and decide on the best course of action
Use judgement to evaluate one or more options or outcomes to arrive at the best solution
Under a reasonable level of supervision, but with some autonomy
Applying the new skills/knowledge in novel settings requiring judgment
Use the new skills/knowledge to improve practical performance
Develop new or innovative products or practices with minimal supervision

Learner freedom

Which statement best describes the extent of choice and discretion that you would expect your learners to make and benefit from?

There is a set amount of important information that needs to be shown and highlighted to the learners
When applying the knowledge in this module, there will be typically be only one right way to do this
Tasks need to be provided to assist students to digest the information they are given
There will usually be a number of ways the knowledge and information can be applied
Learners need to learn to choose and select information when applying and using it
There's large amounts of information from which learners need to glean what is relevant
Learners need to know how to find and use information rather than simply remember it
Learners need to be able to tell when they have sufficient information to solve the problem at hand
There are many different ways for learners to learn in this unit and they need to make choices

Learning form

The types of activity most effective for this group would involve:

Doing something several times, in a variety of ways
Repeatedly doing something in the exact same way to meet a standard/procedure
Structured tasks that increase familiarity and awareness
Open-ended tasks with variables to decide from and work with
Tasks where learners need to make choices from a range of options
Tasks which can be done in several ways with more than one solution
Tasks with a clear endpoint but lacking in a defined or preset process
Tasks requiring a level of analysis, judgement and subjectivity
Tasks for which there will be many successful solutions and outcomes

Learner preference

The types of activity most effective for this group would involve:

Following structured activities and presentations
Being told and shown things
Taking things in small parts e.g.. a 'chunk' at a time
Finding things out for themselves
Talking and discussing with others to develop their understanding
Being guided and informed by others rather than working totally alone
Making their own decisions and choices about what has to be learned
Working with workplace cases and tasks to discover solutions to problems
Being able to plan things for themselves without requiring input from instructors


Choose one or more of the groups of words below that best describe the skills and capabilities your learners will achieve from what they are learning.

Define, recognise, relate, repeat
Describe, identify, locate, recognise
Demonstrate, illustrate, sketch, write
Choose, interpret, operate, practice, schedule
Categorise, appraise, criticise, question
Calculate, contrast, experiment, test
Arrange, assemble, collect, construct
Design, compose, plan, write
Develop, compose, formulate, prepare, set up
Appraise, assess, compare, choose, estimate
Analyse, judge, predict, select, value, create
Argue, defend, support, evaluate, synthesise

Learning design type

The results below indicate which type of learning design is most appropriate for your learners.

Task-directed Task-guided Task-autonomy
Level of outcome
Level of guidance
Content focus
Content application
Learner freedom
Learning form
Learner preference
Look at the design approach that was chosen. If this wasn't what you had in mind, you may need to go and revisit your choices.

Your learning design

Select a learning approach based on the highest total.

Information about each type:


You may need to conduct research to answer these accurately. Check the unit of competency and/or speak to trainers familiar with the competency.

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