Postgraduate Course: Designing, Delivering and Evaluating Training (EDUA11273)
|School||Moray House School of Education
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Available to all students
|Summary||The design and delivery of learning and development always occurs in a specific context. It is important therefore that this course develops a critical understanding of the role and influence of a range of contextual factors on the design, delivery and evaluation of learning and development plans and interventions. There is a well-established body of knowledge and theory on learning processes and their application in instructional design and facilitating learning that also influences design and delivery of learning and development plans and events. This body of knowledge therefore forms a significant component of the course. The course as a whole is intended to develop the professional knowledge and skills required to perform effectively in specialist roles associated with the design, delivery and evaluation of learning and development. It requires learners to reflect critically on theory and practice from an ethical and professional standpoint and provides opportunities for applied learning and continuous professional development.
1 Explain, evaluate and critically analyse the internal and external contextual factors impacting on the design, delivery and assessment of learning plans and interventions in work organisations.
The role and impact of external factors such as economic and legislative conditions (including health and safety aspects) and internal factors such as organisational plans and priorities, learning climate and resource availability; developments in ICT and the opportunities and limitations of these for design and delivery of learning and development (L&D); external and internal barriers, inhibitors and facilitators of L&D; approaches to and methods of evaluating L&D and problems and issues in their use and application.
2 Evaluate, select and apply a range of approaches and processes for establishing learning and development needs at organisational, group/team, occupational and individual levels in collaboration with relevant stakeholders.
Specifying and analysing the role of stakeholders in identifying learning and development needs; strengths and limitations of approaches to and methods of identifying learning needs at organisational, occupational and individual levels; the role of data and the forms they take in organisational settings and contexts, and their use in identifying learning needs; approaches to and methods of building support among stakeholders; person-centred learning.
3 Critically evaluate a range of learning and instructional design theories and principles and apply them to select appropriate learning and development methods and delivery channels with the engagement and support of other professionals and managers.
A range of theories of individual and collective learning including cognitive, behavioural, social and constructivist; models and frameworks of instructional design; methods of learning and development appropriate to a range of purposes and audiences; criteria for selecting and applying methods; range and types of delivery channels, including the role of technology and e-learning; approaches to and methods of engaging others in design and especially delivery of learning and development.
4 Design learning plans and interventions to meet identified needs in a timely, feasible and cost-effective way.
Factors determining and influencing learning and development plans; ways of meeting organisational and occupational-level learning needs in a timely way; ways of meeting individual-level learning needs in a timely way; components and features of organisational, departmental, team and individual learning plans; estimating and justifying costs; planning, designing and managing implementation of feasible learning interventions and events.
5 Demonstrate skills of delivery and facilitation of learning through a range of methods and for employees at a range of organisational levels and a range of occupational groups.
Skills associated with facilitating learning of groups and individuals; creating appropriate and effective learning climates; giving and receiving feedback; providing one-to-one coaching and mentoring; use of a range of presentational and instructional skills; supporting learning of groups and individuals through blended learning and use of technology.
6 Design and implement appropriate evaluation methods to assess the success and effectiveness of learning plans and interventions.
A range of approaches to and methods and techniques of validation and evaluation including return on expectation, return on investment (ROI), value-added and stakeholder satisfaction; models and frameworks of evaluation; sources and types of data; the role and contribution of formative and summative assessment in evaluation; problems of measurement; the politics of evaluation.
7 Act ethically and professionally with a demonstrated commitment to equality of opportunity and diversity in design and delivery of learning and development and to continuous personal and professional development.
Definitions and understandings of ethics including philosophical bases; the similarities and differences of notions of equality and diversity; notions of professionalism and professional practice; implications for and applications in professional practice associated with design and delivery of learning and development; rationales for and processes of CPD; a range of CPD methods.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
Course Delivery Information
|Academic year 2014/15, Available to all students (SV1)
|Learning and Teaching activities (Further Info)
Lecture Hours 16,
Supervised Practical/Workshop/Studio Hours 4,
Formative Assessment Hours 4,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Additional Information (Learning and Teaching)
Please contact the course secretary before enrolling students to verify spaces available
|Assessment (Further Info)
|Additional Information (Assessment)
Students will be required to participate in a number of structured tasks during the taught programme, and these provide an opportunity for formative assessment, a basis of conceptual understanding and to provide course members with opportunities to check on their progress.
Paper. Final assessment will take the form of a 4,000-word paper setting out a training/development plan or strategy for an identified group, context or topic. The paper will detail the programme, rationale, implementation strategy, evaluation approaches, and resource requirements of the proposal, and will demonstrate a critical analysis through appropriate use of theoretical perspectives.
Presentation. A presentation designed to demonstrate skills in the design and delivery of a structured learning event.
|No Exam Information
On completion of this course, the student will be able to:
- Explain, evaluate and critically analyse the internal and external contextual factors impacting on the design, delivery and assessment of learning plans and interventions in organisations.
- Evaluate, select and apply a range of approaches and processes for establishing learning and development needs at organisational, group/team, occupational and individual levels in collaboration with relevant stakeholders.
- Critically evaluate a range of learning and instructional design theories and principles and apply them to select and justify appropriate learning and development methods and delivery channels with the engagement and support of other professionals and managers.
- Design learning plans and interventions to meet identified needs in a timely, feasible and cost-effective way.
5. Demonstrate skills of delivery and facilitation of learning through a range of methods and for employees at a range of organisational levels and a range of occupational groups.
- 6. Design and implement appropriate evaluation methods to assess the success and effectiveness of learning plans and interventions.
7. Act ethically and professionally with a demonstrated commitment to equality of opportunity and diversity in the design and delivery of learning and development and to continuous personal and professional development.
|Graduate Attributes and Skills
||This course is open to students from other schools, however, please contact the course secretary prior to enrolling your Tutee in order to verify that there is space available; students on MSc Educational Research and MSc Education have priority.
|Keywords||training design delivery learning organisations workplace vocational CIPD
|Course organiser||Ms Claire Valentin
Tel: (0131 6)51 6195
|Course secretary||Ms Mairi Ross
Tel: (0131 6)51 4241
© Copyright 2014 The University of Edinburgh - 12 January 2015 3:51 am