Unit of competency details

TAADES502B - Design and develop learning resources (Release 1)


Usage recommendation:
Is superseded by and equivalent to TAEDES502A - Design and develop learning resourcesThis unit replaces TAADES502B Design and develop learning resources. 11/Oct/2011

Release Status:
ReleaseRelease date
1 1 (this release) 01/Oct/2004

Accredited courses that have this unit in the completion mapping

Training packages that include this unit

CodeTitleSort Table listing Training packages that include this unit by the Title columnRelease
TAE10 - Training and EducationTraining and Education 1.0 
TAA04 - Training and Assessment Training PackageTraining and Assessment Training Package 1.0 
FPP10 - Pulp & Paper Manufacturing Industry Training PackagePulp & Paper Manufacturing Industry Training Package 1.0-1.1 
CUS09 - MusicMusic 1.1-1.2 
AVI08 - Aviation Training PackageAviation Training Package 3.0-5.0 


SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 070199 Teacher Education, N.e.c.  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 070199 Teacher Education, N.e.c.  01/Oct/2004 
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Modification History

Not applicable.

Unit Descriptor

This unit specifies the competency required to design and develop resources to support learning. 

Application of the Unit

Learning resources are designed to enhance and support the effectiveness of the learning process. They provide guidance, materials, learning and assessment activities, and relevant information that address the competencies/learning outcomes to be achieved by the learner.

In the TAA04 Training and Assessment Training Package , learning resources are defined as learning materials that have been specifically developed to address a substantive area of teaching/learning and/or assessment guidance and support.

Learning resources may address a whole Training Package, a Training Package or course qualification or a learning program. Learning resources may also take the form of existing equipment, physical materials and physical resources within the learning environment.

Learning resources can take a variety of forms such as facilitation guides, learning guides/participant resources, assessment materials, workplace resources and text books, and may be self-paced or instructor-led. While primarily text and print-based, other mediums such as audio or video learning resources could be developed using this unit. The complexity of the resource will vary depending on its focus, type, audience and technological medium.

Although the range of learning resources may vary, the skills and knowledge required to design and develop them is the same, with instructional design being a critical aspect.

Where a learning resource product is built around an electronic medium, other critical skills, knowledge and outcomes are required. These are addressed through separate units of competency, TAADES503B Research and design e-learning resources  and TAADES504B Develop and evaluate e-learning resources . Co-learning and co-assessment is suggested where competency across all media is required.

Design and development are combined in this unit. In some circumstances the design phase and content development are separated, especially in a large project. However, it is important that competency reflects the whole process.

Depending on the complexity of the resource, extensive consultation and working with others may be required.

This unit can provide a specific application for undertaking the generic unit TAATAS503B Manage contracted work .

The competency specified in this unit is typically required by trainers/facilitators, instructional designers, assessors and consultants.

Licensing/Regulatory Information

Not applicable.


Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised  text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

Elements and Performance Criteria 


Performance Criteria 


Research and interpret the learning resource requirements 


The brief , focus and type  of learning resource  is clarified with the client


The likely target audience/s,  their learning needs and the learning environment  for the resource are researched  


The characteristics of the learners/end users  of the learning resource are identified


Existing information  which may be relevant is gathered, collated and analysed


Ethical and legal considerations  are identified and acted upon


A development work plan  is written and documented


Design the learning resource and plan the content 


A range of design options  is generated using a variety of principles and techniques  


Time is taken to reflect  on the designs, identifying the implications of each


The diversity of learners/end users and their learning styles  are researched and embedded into the design specifications


An outline or prototype  for the learning resource is developed and confirmed with the client


The content specifications  of the learning product are analysed and the proposed content is mapped out


The breadth and depth of the proposed content is determined, in accordance with the design prototype, content specifications and financial constraints


Relevant personnel  are identified to support the development phase, if needed


Develop the learning resource content 


Content and content specification is developed in accordance with the agreed design


Modifications are made to the design and/or content, where necessary, to address changes in project parameters


Mechanisms  for reviewing work in progress are established


Text is clear, concise, grammatically correct and appropriate for the intended audience/s


Visuals are relevant, instructive and appropriate for the intended audience/s


The resource is formatted using an appropriate style guide 


Review learning resource prior to implementation  


Content of the resource is checked to ensure the accuracy and relevance of information against content specifications


Text, format and visual design are checked for clarity and focus


An external review is conducted using appropriate methods , and feedback is incorporated where relevant


Final draft is reviewed against the brief and other relevant criteria to ensure it meets all requirements prior to delivery to the client


Evaluate the design and development process  


The design and development process is reviewed against appropriate evaluation criteria  


Time is taken to reflect and identify areas for improvement


Identified improvements are documented for future projects

Required Skills and Knowledge

Not applicable.

Evidence Guide

Evidence Guide 

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of Assessment 

To demonstrate competency against this unit candidates must be able to provide evidence that they have designed and developed learning resources.

The learning resources provided as evidence must: clearly identify the target audience; be appropriate to the target group; and be well structured, clear, interesting, appropriate, easy to use, and accessible.

Competency also requires demonstrated ability to research learning resource requirements and content, seek and accept feedback, work effectively with a project team or other experts as required, and critically evaluate own work.

Evidence Requirements 

Required knowledge includes :

sound knowledge of the vocational education and training system, including:

relevant terminology

training and assessment processes

Training Packages and competency standards

the Australian Quality Training Framework (AQTF) requirements

the Australian Qualifications Framework (AQF)

instructional design, for example:

planning, analysis, development, synthesis, evaluation

presenting material in a logical order and sequence

opportunities for collaborative learning between learners

navigation tools

presenting material in order of increasing difficulty

opportunities for review of material and repetition

the need for learner activity and interactivity

inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning

structure of the information

ensure learning is embedded in a realistic and relevant context

techniques to engage the learner in learning

visual design principles/techniques, for example:







research and evaluation techniques, including:


focus groups



literature reviews

web research

pilot processes

a general knowledge of the main branches of learning theory, for example:

behavioural learning theory

information processing theory

cognitive learning theory


vocational education and training pedagogy

learning principles, including:

adults are autonomous and self-directed

adults have life experience to draw on

adults are goal-oriented

adults need relevance

adults are practical

adults need to be shown respect

cultural awareness

a range of learning approaches and styles of learning resources

different learning styles, including:








language, literacy and numeracy (LLN) issues, for example:

principles and definitions

how to work out the LLN level of likely users, and LLN requirements of the resource

relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example:

copyright and privacy laws relating to electronic technology

security of information


competency standards


industry/workplace requirements

duty of care under common law

anti-discrimination including equal opportunity, racial vilification and disability discrimination

workplace relations

industrial awards/enterprise agreements

relevant OHS knowledge relating to the work role, and OHS procedures which need to be included in the content of the learning resource

OHS obligations of the training and/or assessment organisation, the trainer/facilitator and learner

Required skills and attributes include :

review and analysis skills to:

identify areas for improvement

recognise personal limitations

communication and interpersonal skills to:

collaborate with a range of people

seek feedback from others

be open to feedback and suggestions

maintain a network



computer/technical skills, for example:

using a range of software programs

using a range of office equipment

literacy/writing skills, including:

writing from the learner's perspective

writing for different audiences

using plain English and correct grammar

pitching writing to the appropriate level

using an appropriate style

having an eye for detail

time management skills, including keeping to appropriate timelines

analytical skills to:

identify critical learning points

structure and weight the contents appropriately

determine appropriateness of feedback

ability to develop a range of learning activities

research skills to:

find content and relevant information

interview relevant people

solve problems

ask questions

Products that could be used as evidence include :

learning resources developed

letters to relevant personnel seeking comments and feedback

evaluation forms

minutes of meetings

drafts of resources

feedback received from others

Processes that could be used as evidence include :

how research was undertaken and why

how consultative process was set up

how industry or end user requirements were established

how resource was evaluated and reviewed

what methods were used to evaluate the process used for resource development and why

ways in which personal skills and efficiency were developed and monitored and why

how personal workload was managed

Resource implications for assessment include :

research for content of resources

access to experts for review and consultation

The collection of quality evidence requires that :

assessment must address the scope of this unit and reflect all components of the unit i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills

a range of appropriate assessment methods/evidence gathering techniques is used to determine competency

evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided

the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice

assessment meets the rules of evidence

a judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated

Specific evidence requirements must include :

a complete print-based learning resource product that demonstrates competency in accordance with the specifications of this unit or

evidence of contributions to a range of learning resources and learning materials that in combination demonstrate competency in accordance with the specifications of this unit

evidence of transferable application to the development of other learning resources

designed under the guidelines for Training Package support materials


Integrated assessment means that :

this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package . Suggested units include but are not limited to:

TAADES401B Use Training Packages to meet client needs 

TAADES402B Design and develop learning programs 

TAADES501B Design and develop learning strategies 

TAADEL405B Coordinate and facilitate distance -based learning 

TAATAS503B Manage contracted work 

TAADES503B Research and design e -learning resources 

TAADES504B Develop and evaluate e -learning resources .

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised  wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

The brief of the learning resource may include :

a client proposal

identified gap in the learning product market

a tender

an organisational need

Focus of the learning resource may include :

a whole Training Package

a Training Package qualification/qualifications

a traineeship/apprenticeship

an accredited course

individual competency standards/modules/subjects

a non-accredited course

a learning program

a learning resource to support the introduction/ implementation of new technology/equipment

Type of learning resource may include :

Training Package noted support materials, such as:

learner/user guides

trainer/facilitator guides

training guides

example training programs

specific case studies

professional development materials

assessment materials

other published, commercially available support materials for Training Packages/courses

organisational learning resources

competency standards as a learning resource


CDs and audio tapes

references and texts


record/log books

learning resources and learning materials developed under the Workplace English Language and Literacy (WELL) program

learning resources produced in languages other than English as appropriate to target group learners and workplace

The learning resource is :

designed to enhance and support the effectiveness of the learning process. It provides guidance, materials, learning and assessment activities, and relevant information that addresses the competencies/ learning outcomes to be achieved by the learner

Likely target audience /and learning environment must include :

who the learning resource is for

what the learning resource is designed to do

how the learning resource will be used

where the learning resource will be used

possible mediums to be used

Research may include :


focus groups

informal discussions

literature reviews

Internet research

evaluations of existing products



Characteristics of the learners /end users may include :

level of prior experience/knowledge of content area

skill/competency profile

range and response to previous learning experiences

level of education

socio-economic background, age, gender

current work

work culture

cultural and ethnic background

disability or learning support needs

preferred learning styles

motivation for learning

English language, literacy and numeracy needs

Existing information may include :

industry/end user needs

industry best practice and culture

existing learning resources and learning materials

relevant Training Packages/competency standards

relevant courses, curriculums, modules

workplace procedures, documentation, and requirements

industry coverage

roles and responsibilities of groups and individuals

information from industry experts and advisers

Ethical and legal considerations may include :

contract preparation

meeting contractual requirements

intellectual property

regulatory requirements including occupational health and safety (OHS)

organisational requirements

equity issues and needs

potential legal consequences of false, misleading or incorrect information

Development work plan may include :

timelines and milestones to be achieved

scheduled meetings and focus groups

consultative processes

handover requirements

equipment, learning resources and learning materials needed

industry information/practices


identification of risks/risk management strategies

organisation/industrial politics

access to experts/advisers

Design options may include :

use and extent of practical activity-based content and passive content (reading, interpreting and absorbing information)

use and extent of text-based information and graphical information

level of depth of text-based information and sophistication of language

level of completeness in addressing the focus

options for presenting text-based information e.g. straight text, question and answer, case studies

visual design

sequencing of material

sources of further information/further reading

style guides

visual look

Principles and techniques may include :

instructional design, for example:

presenting material in a logical order and sequence

opportunities for collaborative learning between learners

navigation tools

presenting material in order of increasing difficulty

opportunities for review of material and repetition

the need for learner activity and interactivity

inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning

structure of the information

ensuring learning is embedded in a realistic and relevant context

techniques to engage the learner in learning

creative thinking, for example:


mind mapping

scenario setting

lateral thinking

visual/graphic design, for example:







research and evaluation, for example:

of other learning resources

up-to-date research on learning

Reflect may include :

asking key questions

discussing details with others, for example:


team members

other learning product developers/instructional designers

the client


standing back from work

setting specified times for reflection

reviewing personal skills

Learning styles may include :








Outline or prototype may include :




format specifications

Content specifications may include :

requirements of relevant Training Packages, competency standards/benchmarks

OHS requirements

work practices and procedures

culture and ethics of the learner/end user environment

organisational requirements

copyright/intellectual property agreements/ acknowledgements

Relevant personnel may include :

subject matter/technical experts

industry experts


learners or users

industry stakeholders

specialist consultants, e.g. language, literacy and numeracy specialists

Mechanisms may include :

verbal or written communication with relevant personnel

verbal or written communication with content experts

project updates

internal/external reviews of drafts

Style guide may include :

fonts - types and sizes

line spacing

white space


use of visuals - icons, photographs, pictures, diagrams



DEST Style Guide

client style guide

Methods may include :

evaluation by experts


focus groups




telephone interviews

Evaluation criteria may include :

meeting the brief

satisfaction of the client



design issues/modifications required

blockages and responses

team effectiveness/cohesion

level of expertise required/available

Unit Sector(s)

Not applicable.

Competency Field

Learning Design