New Zealand Certificate in Learning Design (Level 6)

This qualification is intended for educators and trainers in the adult and tertiary education sector who want to develop the skills and knowledge to analyse learning design requirements and design and evaluate solutions for improving curriculum, teaching practice and learner outcomes through a focus on technology enhanced learning and teaching.

You will learn to:

• Analyse the learning design requirements of dynamic situations for application in an adult or tertiary education or training context.
• Design pedagogically and culturally appropriate, and technology-enhanced learning solutions to meet a specified brief.
• Evaluate factors that impact on learning design implementation and outcomes.
• Collaborate with others to enhance the use of learning design in their practice.

Due to the applied nature of this programme and sequential aims the papers need to be taken in order, therefore, full-time study cannot be undertaken. The qualification would normally be expected to be completed part-time over a maximum of three years.

LDP601 Foundations of learning design

This paper provides students with knowledge of learning theory and learning design methodologies and how these are applied in a New Zealand adult and tertiary education context. Students will be able to draw upon research and engage with data and key stakeholders to analyse the needs of adult learners across a range of learning modes.

LDP602 Design for learning

• Pre-requisite: LDP601 Foundations of learning design

This paper exposes learners to a range of learning design technologies and practices, including accessibility tools and considerations. Students will engage in practical learning design tasks which can be applied in their context, justifying their design decisions. A core element of this paper is the embedding of Māori pedagogies and design for adult learners in Aotearoa/New Zealand.

LDP603 Evaluation and mentorship in learning design practice

• Pre-requisite: LDP602 Design for learning

This paper empowers students to become learning leaders in their context, through the collaboration with colleagues to embed learning design into their teaching practice. Students will understand the role that evaluation and feedback play in the learning design process and for their ongoing professional learning.

Note: this paper includes a requirement for 60 hours of work-based learning.