EIfEL COMPETENCIES FOR E-LEARNING PROFESSIONALS
Key Area C. Provide learning services, infrastructure and
resources to organisations
CA
Manage the provision of learning services and products ....................................................................... 3
CA 1
Promote learning services and products to organisations
5
CA 11 Establish communication with prospects and clients
5
CA 12 Promote learning services and products
5
CA 13 Get and act upon feedback from prospects and clients
6
CA 14 Handle complaints from prospects and clients
6
CA 2
Respond to tenders
6
CA 21 Respond to tenders
8
CA 22 Agree customer requirements
8
CA 23 Ensure products and services meet customer requirements
8
CA 3
Plan the delivery of learning services and products
9
CA 31 Evaluate the client’s circumstances and situation
10
CA 32 Agree the position and possible course of action with client
10
CA 33 Design proposals to meet client needs
10
CA 34 Present proposals and negotiate with clients
11
CA 4
Plan the development of learning services and products
11
CA 41 Define learning objectives and assessment
11
CA 42 Define learning and instructional strategy
12
CA 43 Produce general specifications
12
CA 44 Define the delivery environment
13
CA 45 Decide to buy, adapt or develop new services and products
13
CA 5
Test and review learning services and products
14
CA 51 Plan tests of learning services and products
14
CA 52 Implement tests
15
CA 53 Review and edit solution to meet the specifications
15
CA 54 Pilot learning services and products
16
CA 55 Identify and implement improvements to enhance the quality of future services and products 17
CA 6
Implement and monitor learning services and products
17
CA 61 Prepare the learning environment for the use of KILT
19
CA 62 Secure property and distribution rights of learning resources
19
CA 63 Manage the delivery of learning services or products
20
CA 64 Implement and co-ordinate projects and programmes
20
CA 7
Integrate an maintain a learning infrastructure
20
CA 71 Implement a learning infrastructure
22
CA 72 Integrate a learning infrastructure in an information system
22
CA 73 Maintain and update a learning infrastructure
23
CA 8
Assess the effectiveness of learning services and products
23
CA 81 Monitor and review the effectiveness of learning services and products
24
CA 82 Evaluate and improve learning services and products
24
CA 9
Evaluate and complete projects
24
CA 91 Evaluate projects outcomes
24
CA 92 Complete projects
25
CB
Provide assessment support systems, services and resources .............................................................. 26
CB 1
Design assessment support systems
26
CB 11 Identify and evaluate the most commonly used assessment instruments
26
CB 12 Choose assessment schemes for organisational learning performance
26
CB 13 Choose assessment schemes for individual performance
27
CB 2
Design tests, questionnaires, surveys, and other assessment support resources
27
CB 21 Design questionnaires, surveys, and other assessments
27
CB 22 Develop, implement and maintain assessment support resources
28
CC
Provide learning and knowledge infrastructure ................................................................................... 29
CC 1
Design learning and knowledge infrastructure to support learning activities
29
CC 11 Design learning and knowledge infrastructures
29
CC 2
Develop learning and knowledge infrastructures
29
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CC 21 Customise learning infrastructure
CC 3
Implement and maintain competence management system
CC 31 Select standards of competence
CC 32 Integrate standards of competence in the information system
CC 33 Customise standards of competence
CC 34 Review standards and their implementation
29
29
29
29
30
30
CD
Provide learning and development programmes and services ............................................................ 31
CD 1
Identify performance gaps and their solutions
31
CD 11 Identify performance gaps
31
CD 12 Identify organisational and individual learning needs
31
CD 13 Identify potential solutions for closing a performance gap
31
CD 14 Specify learning strategies
32
CD 2
Plan learning services
32
CD 21 Conditions d’intervention (tuteur, expert, etc.)
32
CD 22 Condition de réunion des événements (tutorat, temps, délai de réponse)
32
CD 3
Design and implement a curriculum
33
CD 31 Design a learning programme
33
CD 32 Develop challenging learning
33
CD 33 Support authentic learning
33
CD 34 Value diversity
34
CD 35 Provide an implementation plan
34
CD 4
Select and implement learning resources
34
CD 41 Identify sources of KILT-based learning materials
35
CD 42 Select learning and support resources
35
CD 43 Assess the quality and appropriateness of learning resources
36
CD 44 Obtain, customise and integrate learning resources
36
CE
Provide learning resources and performance aids ............................................................................... 37
CE 1
Prepare the development of learning resources
37
CE 11 Select authoring environment and tools
37
CE 12 Plan learning resources production
37
CE 13 Determine, obtain and select media and tools for producing learning resources
37
CE 14 Identify and agree manufacturing, assembly and delivery requirements
38
CE 15 Identify the requirements for localisation
38
CE 16 Set the design standards of learning resources
39
CE 17 Specify and agree the formats for delivery
39
CE 2
Design learning resources
40
CE 21 Develop ideas for learning resources
41
CE 22 Design relevant practice
42
CE 23 Design feedback
42
CE 24 Design learning support system
43
CE 3
Develop learning resources
43
CE 31 Produce detailed specifications
45
CE 32 Develop learning resources according to specifications
45
CE 4
Develop simulations
46
CE 41 Write simulation specifications
46
CE 42 Collect subject matter expertise
47
CE 43 Develop simulations
47
CE 5
Develop simple learning resources
47
CE 51 Use authoring tools to adapt learning resources
48
CE 52 Use authoring tools to create basic learning resources
48
CE 53 Integrate authored learning resources in the learning environment
49
CE 6
Develop performance aids
49
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CA
Manage the provision of learning services and products
Introduction
This Unit is about managing KILT as a learning enabler. This requires being able to identify how KILT
can best support learning activities, taking into account learners’ abilities and learning styles, and the
organisational constraints. It also requires identifying and agreeing to provide suitable services,
infrastructure and learning resources and often customising these to the unique environment of the
client.
This competency is about managing projects and programmes within an e-learning environment. This
includes a very wide range of projects, such as developing e-learning materials or setting up an elearning resource centre, and learning programmes which may be of short, medium or long duration.
Managers carrying out this function need to take a systematic approach to project management. This
requires close working with the project’s sponsors, project team members and other stakeholders to
plan, co-ordinate and complete projects according to cost, time and quality criteria.
Knowledge and skills required
In addition to the core knowledge requirements, to perform competently, you need to know,
understand and be able to apply:
Communication


the importance of agreeing all work methods, schedules, evaluation methods, deliverables
and procedures for handing over deliverables with the sponsors
the importance of communicating regularly with colleagues and stakeholders on progress,
problems, any changes to plans and completion of the project or programme
Continuous improvement

the importance of using the results of your evaluations to improve the effectiveness of future
projects and programmes
Financial resources


how to identify and obtain the necessary financial resources for the project or programme
the necessary procedures to be taken on completion of the project or programme
Information handling

the importance of maintaining accurate records about the project or programme, and how to
do so
Involvement and motivation

the importance of involving all relevant people, including the programme’s stakeholders, in
developing plans, and confronting and resolving any problems encountered
Monitoring and evaluation



the importance of monitoring progress against plans, and how to do so
how to make adjustments to plans and programmes in response to monitoring
how to evaluate a completed project or programme against the objectives
People management


the importance of clarifying and agreeing your own and other people’s roles and
responsibilities, and how to do so
how to delegate responsibility
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Planning and prioritisation



the importance of establishing the scope, objectives and deliverables of the project or
programme with the sponsors, and how to do so
the importance of ensuring the feasibility of the project within the constraints, and how to do so
the importance of breaking work down into manageable, measurable and achievable tasks,
and how to do so
Providing support

the importance of providing support to help colleagues fulfil their responsibilities, and how to
do so
Physical resources

how to identify and obtain the necessary physical resources for the project or programme
Working context

the procedures for handing over and obtaining agreement from the sponsors that all specified
work has been completed
Project management








how to assess the feasibility of projects
project management principles and methods, and how to apply these
the project’s sponsors and their requirements
the project’s deliverables and handover procedures
the importance of carefully monitoring the progress of projects against plans, and how to do
this.
methods of documenting and tracking project plans and progress
the importance of maintaining complete and accurate records and how to do so.
the importance of evaluating projects and using the results to improve the effectiveness of
future projects.
People management










the range of different stakeholders in a project and how to reconcile their interests
How to share tasks and responsibilities
the principles and processes of effective delegation and how to apply them
the importance of establishing limits of authority, and how to do so
the importance of involving relevant people in the development of project plans, and how to do
so effectively
the importance of obtaining agreement from the project’s sponsors that all specified project
work has been completed, and how to do so
the importance of confirming to project team members that the project is completed and of
acknowledging their contributions
the importance of keeping stakeholders and project team members fully informed about the
development of the project, and how to do this
how to involve stakeholders and project team members in confronting and resolving any
problems
the types of advice and guidance project team members may require, and how to provide
these
Finance and costs



procedures relating to finance, resources and personnel
how to establish and obtain the necessary resources
the project’s costs, schedule and quality criteria (running and fixed costs)
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KILT



providers and how to assess them
how to ensure that the organisation’s KILT systems are appropriate for the project
maintenance, technical support, hotline
CA 1
Promote learning services and products to organisations
Introduction
This competency is for individuals, services and organisations that provide learning services,
infrastructure and resources to organisations. Providers can be internal or external to the
organisations commissioning these services, infrastructure and resources.
Knowledge and skills required
To perform competently, you need to know, understand and be able to apply:
Communication


the importance of communicating effectively, and how to do so
the requirements of confidentiality: what information may, and may not, be given to whom
Involvement and motivation

the importance of involving relevant colleagues in identifying needs and planning
Monitoring



CA 11
the importance getting feedback from clients and prospects, and how to do so
the potential of technologies for supporting monitoring of clients and prospects
how to handle complaints and solve problems on behalf of clients
Establish communication with prospects and clients
1. define the themes and subjects on which to listen clients and prospects to improve services or
provide new services
2. define indicators on how clients can express their satisfaction




orders renewed
website access
responses to online polls
inquiries after a publicity or an article
3. define communication channels:


resellers, partners, direct marketing
website, newsletter, publicity
4. set-up communication systems to provide information to clients and prospects and get their feedback
5. encourage and facilitate communication with prospects and clients
CA 12
Promote learning services and products
1. get a clear idea of the strengths and weaknesses of your learning services or products
2. identify targets and define the elements to promote to the different market sectors
3. construct messages in relation with the right marketing mix
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




message
channel
price
media
product
4. put in place communication channels – e.g. resellers, partners, etc.
5. define promotion supports – e.g. publicity, website banners, leaflets, etc.
6. monitor the results of promotion – e.g. tracking website activity / hits
CA 13
Get and act upon feedback from prospects and clients
1. define the objectives of the feedback collected from clients and prospects, and how it is going to
affect your operation
2. define channels for clients and prospects to provide feedback facilitating spontaneous expression



mail and e-mail
surveys and polls – face to face, telephone, online
online feedback forms
3. collect feedback and analyse the results
4. make recommendations based on feedback in order to improve services, products and
communication with clients and prospects
5. monitor the impact of the recommended changes on the results and the relation with clients and
prospects
CA 14
Handle complaints from prospects and clients
1. define policy to handle clients complaints
2. define reporting systems and channels to get complaints handled by the right person


first level : reassure the person diagnostic + organise the following steps
second level: experts
3. ensure that staff maintain a positive attitude when facing a complaint, and solve the problem on
behalf of the client – not ‘dumping’ the complaint on someone else!
4. respond to complaints in a timely manner and maintain communication proactively with the person
complaining
5. monitor reporting system and channels and make recommendations for future improvements
CA 2
Respond to tenders
Introduction
This unit is about responding to tenders or requests for learning services, infrastructure and resources.
The tender or request can be issued by an external or internal client.
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Knowledge and skills required
In addition to the core knowledge requirements, to perform competently, you need to know,
understand and be able to apply:
Agreements and contracts



different forms of agreements which may be used and their relative advantages and
disadvantages to your area of work
organisational and legal requirements regarding contracts and other forms of agreement and
their implications for your work
how to record agreements and what information these agreements should contain.
Communication

the principles and processes of effective communication and how to apply them.
Continuous improvement

the importance of regularly reviewing customer agreements; the processes used and how to
do so.
Customer relations





the importance of a focus on customer requirements and quality issues, and your role and
responsibilities in relation to this
the difference between internal and external customers
how to negotiate with and influence potential and actual customers
how to reach agreements with customers on their needs and requirements.
the importance of customer feedback and how to encourage it·
Information handling

the principles of confidentiality: types of information which should be regarded as confidential
and how this information should be handled.
Monitoring and evaluation

how to monitor the quality of work taking place in your area of responsibility.
Organisational context





product information relevant to your area of responsibility
the standards and organisational policies relevant to your area of responsibility.
the standards, customer and organisational requirements which apply to the activities for
which you are responsible
how to interpret organisational values and policies and determine the implications for quality
assurance
the records which need to be completed and how this should be done.
Quality management·




the principles and methods of quality assurance
the meaning and importance of quality in the management of activities and your role and
responsibilities in relation to this
the importance of encouraging team members and others to monitor quality processes and
recommend improvements to practice
deficiencies in quality that are likely to occur and the appropriate corrective actions to take,
whilst minimising the impact on customers.
Tenders


How to collect relevant information in an ethical way
How to present your bid in a clear and concise manner that takes into account all the
expressed needs of the potential client
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
CA 21
How to gain the cooperation of potential colleagues, partners or suppliers in order to carry out
the work indicated in the tender
Respond to tenders
1. collect all available information from the client to assess the resources available: budget, people,
existing infrastructure, learning vision.
2. respond to the tender in time, giving clear and accurate information regarding the features and
benefits of products and services.
3. response to the tender reflects the expertise and resources actually available in your organisation.
4. gain the agreement of all persons likely to be affected by your undertaking the project: colleagues,
partners, suppliers etc.
CA 22
Agree customer requirements
1. give customers opportunities to specify their requirements.
2. give customers clear and accurate information regarding the features and benefits of products and
services.
3. the agreements made with customers contain all relevant information to specify the work activities
necessary to meet their requirements.
4. the agreements made with customers meet legal and organisational requirements.
5. record, store and use information provided by customers in ways which are consistent with legal
and organisational requirements.
6. regularly review customer agreements and the process of reaching these agreements in order to
identify improvements which can be made.
CA 23
Ensure products and services meet customer requirements
1. monitoring of the quality of products and services is continuous and complies with organisational
procedures.
2. give opportunities to relevant people to monitor the quality of products and services and
recommend improvements to the processes involved.
3. give support to relevant people so they can maintain and improve quality.
4. give opportunities to your customers to provide feedback on how effectively their requirements are
being met.
5. communicate with customers clearly, accurately and promptly when there are significant changes
to products and services.
6. the products and services within your area of responsibility normally meet your customers’ and
organisation’s requirements.
7. where products, services and the processes involved do not meet agreed requirements, you take
prompt and effective action.
8. records relating to customer service and quality comply with organisational procedures.
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CA 3
Plan the delivery of learning services and products
Introduction
This Unit is about planning the use of KILT as a learning enabler. This requires being able to identify
how KILT can best support learning activities, taking into account learners’ abilities and learning styles
and organisational constraints. It also requires identifying, and agreeing to provide, suitable services,
infrastructure and learning resources and where required, customising these to the unique
environment of the client.
Knowledge and skills required
To perform competently in this Unit, you need to know, understand and be able to apply:
Communication


How to disseminate information on trends and best practice in learning technologies, as well
as organisational and personal experience
How to identify and inform the stakeholders in an organisation
Health and safety


regulations, recommendations and the specific requirements to make the learning
environment suitable for KILT
the importance of security where equipment is involved, and how to ensure security in the
learning environment used
Learning technologies provision



How to access reliable sources of information on trends and developments in learning
technologies, service providers, tools and techniques
The range of KILT that can be used to support organisational and individual learning
How to evaluate the sources of free and priced learning technologies resources in respect of
the range and quality of resources, quality and speed of service, and value for money
Learning technologies design






how to develop KILT plans to meet learning objectives
how to select appropriate learning methods and technologies on the basis of learning theory
how to perform a media selection in order to support different learning activities
how to use KILT to support relevant practice
how to use KILT to support collaborative learning
how to manage the relationship between learners’ abilities, learning styles and KILT
Practice




How to access reliable sources of information on developing practice in KILT
How to evaluate whether developing practice in KILT is relevant to the organisation and may
be considered “good practice”
How to identify and disseminate the benefits gained from using KILT and the problems
encountered
How to evaluate the impact on the organisation of the use of learning technologies
Organisation



The contribution that the use of learning technologies can make to achieving a learning
organisation and how to promote this
How to link organisational objectives to individual objectives in investing in training and
development
The organisation’s policy and procedures for purchasing, customising and using KILT
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resources
CA 31
Evaluate the client’s circumstances and situation
1. monitor current technological trends in hardware, networks, software such as ERP, LMS, CMS,
conferencing systems, groupware, knowledge management, CRM, etc
2. identify the clients particular circumstances and legacy in term of:






needs
aptitudes for using tools and methods
people and competencies and learning
infrastructure
culture and facilities to cooperate
providers
3. compare the situation with similar organisations and the ability to cope with current trends and
future requirements
4. assess the organisation IT infrastructure in regard to its needs and the state of the art in similar
organisations, trends and report accurately the gaps to the right people
5. assess the ability and options for improvement and change
6. build a global view of the situation, linking all the different components with a specific attention to
the infrastructure
7. assess the organisation’s staff work pattern and IT literacy level in regard to the organisation’s
needs and to current practice in similar organisations, trends and report accurately the gaps to the
right people
CA 32
Agree the position and possible course of action with client
1. evaluate the extent and nature of the solution needed
2. establish the resources available: finance, people, abilities, etc.
3. determine the methods, and steps of achieving the objectives
4. identify reliable partners or suppliers (new or already working with the client) to provide parts or a
complete solution (e.g. infrastructure, services, contents, support).
5. write a proposal including a detailed description of the technology and processes describing what’s
going to happen
6. suggest alternative solutions – e.g. ‘modularise’ the proposal or suggest different scenarii –
providing all the information in order to make an informed decision to select the most effective
solution
CA 33
Design proposals to meet client needs
1. check that you have all the information about clients needs and resources (e.g. budget, people)
2. identify current solutions available on the market
3. identify the different steps (e.g. incremental, complete, partial) and the impact/implication
4. built agreement on the implementation plan
5. consider the use of one or a combination of potential solutions, tools, methods, processes and their
relevance to the client’s situation
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

KM tools, services, products
reengineering, change management
6. Evaluate the potential impact on the client’s organization in terms and include solutions in order to
minimize negative impact and maximize positive results:




CA 34
competences
infrastructure
resources
operations
Present proposals and negotiate with clients
1. present the solution to the clients with the levels of details required to make an informed decision
on basis of :





investments
running costs
change
potential risks and benefits
success conditions
2. suggest alternative solutions and justify the different solutions
3. make sure that the client understands the different solutions, and adjust them if necessary
4. establish a contract formalising the relation with the client.
CA 4
Plan the development of learning services and products
CA 41
Define learning objectives and assessment
1. collect the results of learning/training needs analysis
2. identify what the measurable performance outcomes are
3. define what the learner has to do by practising the essence of the objective, what are the different
components of the learning activities e.g.






facts – identify / recall
tasks – identify / recall / perform
concepts, principles, methods – identify / recall / apply / derive new
problem solving
working with others
other
4. define the different types of performance required, e.g.








identify
recall
apply
perform
derive new
communicate
calculate or evaluate
other
5. formulate the learning objective(s) by providing measurable and unambiguous performance criteria
6. define the different components of the assessment
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

formative
summative
7. compile all the information produced to deliver a specification document; store and communicate
the learning objectives to the relevant people for feedback and further action.
CA 42
Define learning and instructional strategy
1. based on the knowledge of the target population, the project sponsor and stakeholders and the
nature of the objective, identify different relevant instructional strategy eg.:





experiential / drill instruction / problem based learning / case study / lecture
online course / blended learning
self-study / group learning / community of practice
knowledge base
other
2. cross th instructional strategy with means situations and procedures


synchronous / asynchronous communication between tutor and learners
virtual classroom or webconference
3. analyse the different strategies and situations in terms of intrinsic value, expected results,
environmental constraints, user requirements, ability for innovation, potential support with
technology, etc.
4. weigh the different criteria and get feedback from colleagues and different stakeholders
5. agree with the project’s sponsor on the solution which is the most efficient and the most likely to get
the support from the different stakeholders
6. produce a training plan and a schedule of training.
CA 43
Produce general specifications
6. production information is reviewed systematically and factors which are likely to contribute to
determining the product's functionality and ability to enable learning are recorded accurately. .
7. Determine the complexity of the production required to support the learning activities – starting with
the ‘relevant practice’:.





simulation and modelling tools
exercisers
activity supports
knowledge and information support
tests and assessments
8. the product's functions, learning activities interface, and their inter relationship, are analysed, and
key design features are identified accurately.
9. based on the specifications understood how the resource will be used and define what are the
functionalities required to facilitate learning support:.


how the resource will interact with the information system (LMS, ERP)
how the learner will interact with other learners, tutors or other people
10. a user interface is selected and specified which offers the greatest potential for realising the
product's function, satisfying end users and meeting customers' needs within the available budget.
11. take into account the special needs of people with disabilities who might use the learning resource.
12. the design is presented clearly to colleagues and decision makers in a manner most likely to gain
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commitment to realistic decision making.
13. agree on the functionalities, user interface, activities support; record accurately, store securely to
make the specifications available to the instructional designers.
CA 44
Define the delivery environment
1. based on the learning objectives and the instructional strategy, agree with the project sponsor and
colleagues on the criteria for selecting a delivery system










existing systems
benefits
scope
limitations
availability
ease of use
cost
quality
usability
maintainability
2. collect accurate and sufficient information about delivery systems from relevant and reliable
sources to determining their performance characteristics, identify their strengths and weaknesses.
3. comparisons criteria are based on realistic assessments of the product's intended uses and
operating characteristics; they



match similar characteristics accurately
elicit significant differences
take into account all users and stakeholders
4. select delivery systems which meet agreed criteria.
5. estimates of the service benefits of distribution systems are justifiable in terms of customers'
perceptions and end-users' preferences for specific distribution systems are identified accurately.
6. colleagues are given sufficient information about selections and opportunities to ask questions to
enable them to identify why systems have been selected and what their implications are for design
and development.
CA 45
Decide to buy, adapt or develop new services and products
1. identify existing services and products in line with specifications
2. obtain an assessment of current provision of learning resources.
3. establish the list of pros and cons for the different options (if the provision is not adequate):.

using existing resources and developing an add-on.

agreeing with a publisher terms for the adaptation of external resources.

developing your own material .
4. establish the pros and cons for.

developing resources wholly in house.

sub-contracting / commissioning part or whole of the proposed resources.
5. Take a decision on buying, adapting or developing in line with organisational constraints.
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CA 5
Test and review learning services and products
Introduction
This competency is about testing, piloting and reviewing learning services and products, especially
how KILT are being properly used.
Knowledge and skills required
To perform competently, you need to know, understand and be able to apply:
Learning technologies




the range and coverage of KILT resources available
the range of opportunities that can be made available for colleagues and learners to try out the
KILT resources
types of support colleagues and learners may need to use KILT resources, and how to provide
this support
the range of relevant KILT resources available.
Assessment









differences between monitoring, validation and evaluation
evaluation models, approaches and methods, and their use in different learning situations.
how to establish the monitoring process and agreeing on how to resource it.
systems for gathering information on the use of KILT resources and evaluating their
how to identify the benefits colleagues and learners may derive from using KILT resources,
and any how to develop and use criteria for assessment and evaluation.
establishment of success criteria.
the importance of evaluating the effectiveness of the designed resources in meeting learning
objectives for learners with a diverse range of abilities, and how to do so
the importance of involving learners and colleagues in evaluation, and how to do so
criteria to apply in designing evaluation measures (eg. information needed, purpose,
expectations of stakeholders etc.)
Communication


the organisation’s policies and procedures for the acquisition and use of digital resources
how to present information in formats that allow recipients to understand it and use it to
support their actions and decisions
Organisation





CA 51
the law regarding copyright and requirements regarding license for the use digital resources
how to adapt resources for particular uses
the facilities and limitations of the organisation’s KILT infrastructure.
users and potential users of KILT resources and their requirements
responding to contingencies: typical issues, problems and responses. Planning and carrying
out training audits and ensuring action on outcomes.
Plan tests of learning services and products
1. the purpose of tests is identified and confirmed clearly.
2. the tests selected are capable of evaluating the performance of information technology solutions
used.
3. the criteria and performance indicators to be used in testing learning resources and programmes
are determined accurately from analyses of design and production information. They should cover:
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



malfunctions and dysfunctions
strengths and weaknesses of products' functionality
respect of standards, interoperability with resource management systems (LMS, LCMS, etc.)
accessibility for people with special needs
4. sufficient information is obtained from reliable sources to confirm that the proposed criteria are
consistent with end-users' criteria; mismatches between end-users' criteria and proposed criteria
are identified accurately and the proposed criteria amended to improve the match.
5. criteria are agreed, clarified, reviewed and confirmed with all those involved in evaluating design
solutions.
6. the availability of existing standard tests or the need for new test designs is determined accurately.
7. test methods, measures and administration regimes are selected which are reliable and valid.
8. appropriate test environments are selected and prepared.
9. test protocols used are valid and reliable.
10. the location sequence and frequency of tests is determined in order to produce a valid data set
which allows reliable interpretation.
11. safeguards are implemented to protect and maintain persona! and commercial confidentiality and
property rights.
CA 52
Implement tests
1. tests are administered as designed.
2. subjects who accurately represent the target audience are identified and recruited, including
learners with a diverse range of abilities
3. sufficient representative samples of end users are recruited to provide valid data for use in
predicting the effectiveness for the target audience and sufficient time and resources are made
available to enable assessments to be thorough and valid.
4. suitably qualified test administrators are selected.
5. the preparation required by subjects and administrators is identified clearly and administrators and
subjects receive adequate preparation.
6. tests are administered at specified times and within agreed timescales.
7. assessment results are collated for analysis of the effectiveness; when results are inconclusive,
additional assessments are planned and implemented promptly.
8. test reports are complete, are recorded clearly and stored securely and made available to those
who have a right to them.
9. decision makers are given sufficient time and opportunities to review the edit decision list and to
offer constructive feedback on it.
CA 53
Review and edit solution to meet the specifications
1. to evaluate the effectiveness of learning resources in meeting learning objectives, you use your
own judgement and get feedback from relevant colleagues and experts.
2. only the agreed criteria are used to assess learning resources.
3. improvements and recommendations identified by tests results are identified, evaluated and
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prioritised for their implications; they are realistic and clearly identify what action is to be taken and
who has responsibility for it. Improvements cover:


design and specifications
development
4. weaknesses in specifications, which are identified when reviewing editing decisions, are evaluated
for their impact on the resource and constructive alternatives are proposed to correct significant
weaknesses.
5. a final edit decision list is agreed with decision makers, recorded accurately and stored securely.
6. edited content which fails to meet standards is brought to an acceptable condition within agreed
deadlines and budgets.
CA 54
Pilot learning services and products
1. Define the objectives of pilot programme and the size of the target population in relation with a
global project




testing a new method of delivery?
testing a new infrastructure?
testing a new programme? a new module?
other?
2. agree on the criteria used to validate a pilot session and take into account all the criteria that might
have an impact on the outcomes of the pilot session, including those which are not directly linked to
the specific programme, module or resource being piloted




infrastructure availability and reliability
competences of staff
acceptability by end users and management
other criteria…
3. take into consideration the difference between the results of a pilot session and the dissemination
to a larger audience in terms of




infrastructure functionalities, such as registration management, delivery and management of
resources, etc.
quality of resources used in different context, by people with different abilities
learning support quality and availability
quality and costs
4. Select a panel representative of the target audience and in line with the objectives of the pilot
sessions
5. prepare a pilot environment from which it will be possible to derive relevant conclusions for the
future full deployment of the programme or solution
6. select prepare the documentation to collect observations and prepare the participants and
administrators of the pilot session
7. run the pilot and collect the information. Secure and deliver the information collected to the relevant
people in order to get their feedback and derive improvements and recommendations
8. improvements and recommendations identified by the pilot session are identified, evaluated and
prioritised for their implications; they are realistic and clearly identify what action is to be taken and
who has responsibility for it.
9. required changes are made in order to maximise the chances of success of a full size deployment.
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CA 55
Identify and implement improvements to enhance the quality of future
services and products
1. relevant evaluations are reviewed to identify improvements to product quality and production
processes and proposals for implementing improvements are presented clearly.
2. clients and colleagues are given sufficient opportunities to assess and critique proposals
constructively.
3. the improvements selected for development are those most likely to add value to the product.
4. discussions and judgements of proposals are conducted and concluded in a manner that
encourages support for enhancing the product quality and achieving value for money.
5. proposals which have the support of colleagues are implemented within agreed timescales.
6. modifications to products or processes are realistic and are justifiable in terms of production
requirements.
CA 6
Implement and monitor learning services and products
Introduction
This Unit is about providing the learning resources required to support learning activities. People
carrying out this function need to identify sources of relevant learning resources and assess the quality
and appropriateness of these resources to meet the specifications. They might acquire learning
resources, format them and provide them to their clients. They also need to evaluate how effective
learning resources are in meeting learning objectives.
Knowledge and skills required
To perform competently, you need to know, understand and be able to apply:
Analytical techniques·


the principles of risk assessment and how to ensure that the work environment is effectively
monitored·
methods of assessing current working conditions and identifying possible areas for
improvement.
Communication

how to communicate effectively with team members, colleagues, line managers and people
outside your organisation.
Communication

how to communicate effectively to colleagues, team members and higher-level managers and
sponsors on quality assurance issues.
Customer relations





the importance of customer focus in managing quality.
Involvement and motivation
how to develop and present an effective case for the introduction of quality assurance systems
the importance of consulting on the introduction of quality assurance systems and how to do
so effectively
how to gain the commitment of staff for quality assurance systems.
Copyright law

sources of information about ownership and costs
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








legal forms and formats to use
how to establish ownership and rights for component assets
how identify any necessary permissions and copyright clearances
how to obtain reliable information on the costs of obtaining rights
how to protect the organisation's interests in relation to copyrights
how to secure clearances for using assets
finding alternative assets when original selections cannot be got
establishing the ownership of interactive multimedia products keeping records of agreements
how to confirm own copyrights to productions
Health and safety·





the importance of health and safety at work and your role and responsibility in relation to this
the organisational and legal requirements for maintaining a healthy, safe and productive work
environment·
industry or profession specific codes of practice relevant to healthy, safe and productive work
environments·
the types of support it may be necessary to provide on health and safety issues and how to
provide such support·
how to respond to contradictions between health and safety requirements and organisational
constraints.
Organisational context




the types of work environments which are most conducive to productive work
methods of engaging learners interest and fostering creativity
how to provide strategies for learners of different abilities
how to reinforce knowledge and understanding
Quality management





the importance of quality assurance and your role and responsibility in relation to this
the meaning of quality in the context of managing activities
the principles underpinning effective quality assurance systems and how to apply them
the range of quality assurance systems available and their relative advantages and
disadvantages to the activities for which you are responsible
how to analyse work processes and determine the most appropriate quality assurance
systems and measurements
Specification










how to draft clear, concise and comprehensive specifications
the importance of checking with commissioners that specifications fully meet their
requirements, and how to do so
the importance of obtaining acceptance by commissioners of finished resources, and how to
do so
the importance of developing and maintaining effective working relationships, and how to do
so
the importance of reviewing processes to identify ways in which they can be improved, and
how to do so.
sources of information about distribution, what distribution systems are available and what are
the current and future trends
how to specify criteria for selection of distribution systems
how to judge the strengths and weaknesses of systems
how to assess audience preferences
how to compare the costs of different distribution systems
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Sources




who the suppliers of learning infrastructure are and how to measure their reliability
how to identify relevant current research and trends in learning technologies and how to track
them efficiently
the sources of specialist and technical expertise and advice
sources for free, open and priced infrastructure and how to measure their reliability
Standards



interoperability and standards: IMS, SCORM, IMS, AICC
operating systems Windows, Linux, MacOS, Unix and how they affect interoperability
the advantages and disadvantages of standards (e.g. reduce innovation)
Costing

CA 61
how to measure the Total Cost of Ownership (TCO) of an e-learning solution
Prepare the learning environment for the use of KILT
1. check that the learning environment meets health, safety and security requirements and is suitable
for the use of KILT.
2. check that equipment is working correctly.
3. obtain support and advice from others (including subcontrators or partners), where the learning
environment does not meet requirements or equipment is not working properly.
4. prepare contingency plans – make alternative arrangements, where the learning environment
cannot be made suitable for the use of KILT.
5. when the learning environment or equipment does not meet requirements report promptly to the
appropriate person.
CA 62
Secure property and distribution rights of learning resources
1. develop strategies with regard to rights which optimise the revenue for the organisation.
2. agree strategies with colleagues which are recorded accurately and used to identify negotiating
positions in protecting and securing rights in the product.
3. obtain reliable information on ownership and the costs of obtaining copyright for component assets.
4. confirm and accurately record the requirements of copyright holders using appropriate legal
documentation .
5. obtain the necessary permissions and copyright clearances for component assets .
6. suitable alternative component assets are identified for use where original choices prove too
difficult or expensive to obtain.
7. negotiations over rights and clearances are conducted in a way which promotes cooperation,
goodwill and outcomes advantageous to the organisation.
8. agree the ownership, nature and extent of all rights held in the production with other parties who
have an interest.
9. keep detailed and accurate records using appropriate legal documentation.
10. Negotiate and establish production contracts that guarantee the achievement of the production
phase, the appropriate dissemination, and right negotiation.
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CA 63
Manage the delivery of learning services or products
1. establish clearly the project’s scope, objectives and deliverables with the project’s sponsors or
client.
2. clearly identify all contingencies, risks and constraints and ensure the project or programme is
feasible within these constraints
3. identify the project’s stakeholders and reconcile their interests.
4. establish clearly the project’s contingencies and risks, and the organisation’s KILT constraints, and
ensure the project is feasible within these constraints.
5. break the work down into manageable, measurable and achievable tasks.
6. establish links, dependencies, work methods, schedules, evaluation methods, deliverables and
handover procedures.
7. involve relevant people in the development of your plans, consistent with the project’s or
programme’s scope and objectives.
8. break work down into tasks which are manageable, measurable and achievable and identify the
links and dependencies between different tasks.
9. agree work methods, schedules, evaluation methods, deliverables and procedures for handing
over deliverables
10. identify and obtain the resources necessary for the project.
11. establish clearly the limits of your own, and other people’s, authority within the project.
CA 64
Implement and co-ordinate projects and programmes
1. agree on project operation structures: steering group or committee including decision makers and
organise regular steering group meetings
2. agree systems processes and methods of working
3. ensure that decisions are taken in a timely manner and get the support of the sponsors, clients or
stakeholders.
4. keep stakeholders and colleagues fully informed about the development of the project or
programme, and involve them in confronting and resolving any problems.
5. delegate responsibilities for different tasks to colleagues in ways which make the best use of their
abilities.
6. provide advice and guidance to help colleagues meet their responsibilities.
7. carefully monitor the progress of the project or programme against plans and make any necessary
adjustments with the knowledge and agreement of colleagues and sponsors.
8. keep safely accurate records of steering group meetings and communicate them to the relevant
people
CA 7
Integrate an maintain a learning infrastructure
Introduction
This Unit is about maintaining the learning infrastructure required to support learning activities.
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Knowledge and skills required
To perform competently, you need to know, understand and be able to apply:
Analytical techniques·


the principles of risk assessment and how to ensure that the work environment is effectively
monitored·
methods of assessing current working conditions and identifying possible areas for
improvement.
Communication

how to communicate effectively with team members, colleagues, line managers and people
outside your organisation.
Customer relations





the importance of customer focus in managing quality.
Involvement and motivation
how to develop and present an effective case for the introduction of quality assurance systems
the importance of consulting on the introduction of quality assurance systems and how to do
so effectively
how to gain the commitment of staff for quality assurance systems.
Health and safety·





the importance of health and safety at work and your role and responsibility in relation to this
the organisational and legal requirements for maintaining a healthy, safe and productive work
environment·
industry or profession specific codes of practice relevant to healthy, safe and productive work
environments·
the types of support it may be necessary to provide on health and safety issues and how to
provide such support·
how to respond to contradictions between health and safety requirements and organisational
constraints.
Organisational context




the types of work environments which are most conducive to productive work
methods of engaging learners interest and fostering creativity
how to provide strategies for learners of different abilities
how to reinforce knowledge and understanding
Quality management





the importance of quality assurance and your role and responsibility in relation to this
the meaning of quality in the context of managing activities
the principles underpinning effective quality assurance systems and how to apply them
the range of quality assurance systems available and their relative advantages and
disadvantages to the activities for which you are responsible
how to analyse work processes and determine the most appropriate quality assurance
systems and measurements
Specification




how to draft clear, concise and comprehensive specifications
the importance of checking with commissioners that specifications fully meet their
requirements, and how to do so
the importance of obtaining acceptance by commissioners of finished resources, and how to
do so
the importance of developing and maintaining effective working relationships, and how to do
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





so
the importance of reviewing processes to identify ways in which they can be improved, and
how to do so.
sources of information about distribution, what distribution systems are available and what are
the current and future trends
how to specify criteria for selection of distribution systems
how to judge the strengths and weaknesses of systems
how to assess audience preferences
how to compare the costs of different distribution systems
Sources




who the suppliers of learning infrastructure are and how to measure their reliability
how to identify relevant current research and trends in learning technologies and how to track
them efficiently
the sources of specialist and technical expertise and advice
sources for free, open and priced infrastructure and how to measure their reliability
Standards



interoperability and standards: IMS, SCORM, IMS, AICC
operating systems Windows, Linux, MacOS, Unix and how they affect interoperability
the advantages and disadvantages of standards (e.g. reduce innovation)
Costing

CA 71
how to measure the Total Cost of Ownership (TCO) of an e-learning solution
Implement a learning infrastructure
1. obtain support from all stakeholders – IT specialists, trainers, line managers etc.
2. secure an appropriate level of support for the safe and effective implementation and maintenance
of the e-learning infrastructure.
3. monitor the installation and testing of hardware and software.
4. organise a pilot e-learning programme to establish the smooth functioning of the infrastructure.
5. provide access to ongoing guidance and support to ensure optimal use of the infrastructure.
6. establish a system of evaluation of results obtained .
7. disseminate the results to stakeholders.
CA 72
Integrate a learning infrastructure in an information system
1. identify the different components of the organisation’s information system to ensure that you get
the maximum benefit from the integration of the learning infrastructure and avoid duplication, e.g.




enterprise resource planning (ERP)
HR information system, payroll system
knowledge management systems
communication, conferencing systems
2. identify the information to be shared and exchanged between learning system and resources and
the global information system, e.g.



learners’ profile for registration, competency model
attendance to learning events, outcomes
documentation, software applications
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3. establish how communication between the different components of the information system will be
ensured – e.g. synchronisation, shared databases, etc.
4. define a global architecture describing the different components and their interaction and taking
into account future evolutions of technology and practice
5. define the different phases of the integration such as pilot and general deployment, and the
responsibilities associated with the implementation
6. monitor the integration, keep records of the process and make recommendations for future
improvements
CA 73
Maintain and update a learning infrastructure
1. define a general plan for the learning infrastructure indicating the expected life duration of its
different components, the expected replacement solutions, and update regularly this plan from the
monitoring of the infrastructure and the monitoring of the evolution of technology and practice.
2. ensure that this plan takes into account the concurrent needs for reliability (minimise the changes
to the infrastructure) and innovation.
3. define a maintenance policy indicating:




the different levels of responsibility, internal and external – e.g. providers, publishers
equipment monitoring, security and maintenance checks
escalation procedures when a component is faulty
upgrade and customisation policies – e.g. download of new software on organisation’s
equipment
4. negotiate a maintenance contract (with internal or external provider) for learning infrastructure in
order to ensure optimal performance of equipment.
5. take timely and effective action, consistent with quality assurance procedures, to rectify
unacceptable variations in services provided by the infrastructure.
6. ensure that full maintenance records are kept and that regular maintenance reports are provided .
7. update equipment in line with learning requirements and within organisational policies and
constraints.
CA 8
Assess the effectiveness of learning services and products
Introduction
This Unit is about assessing the effectiveness of learning services and products.
Knowledge and skills required
To perform competently, you need to know, understand and be able to apply:
Communication

how to communicate effectively with team members, colleagues, line managers and people
outside your organisation.
Organisational context



methods of engaging learners interest and fostering creativity
how to provide strategies for learners of different abilities
how to reinforce knowledge and understanding
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Quality management







the importance of quality assurance and your role and responsibility in relation to this
the meaning of quality in the context of managing activities
the principles underpinning effective quality assurance systems and how to apply them
the range of quality assurance systems available and their relative advantages and
disadvantages to the activities for which you are responsible
how to analyse work processes and determine the most appropriate quality assurance
systems and measurements
the importance of reviewing processes to identify ways in which they can be improved, and
how to judge the strengths and weaknesses of systems
Costing

CA 81
how to measure the Total Cost of Ownership (TCO) of an e-learning solution
Monitor and review the effectiveness of learning services and products
1. analysis of processes involving the learning services and products is sufficient to determine
appropriate quality assurance systems, procedures, responsibilities and measurements:



identify expected outcomes
identify key processes that have an influence on the results
identify key factors influencing changes, e.g. technology, people, practice, standards
2. provide opportunities for those involved in using or operating the learning services and products to
contribute the improvement – e.g. tracking, polls, feedback mechanisms, etc.
3. encourage all stakeholders to suggest improvements and analyse those suggestions in regard to
organisation’s policy and resources, and the environment – market trends, practice, etc.
4. collect and evaluate information, and report the results at required intervals, using agreed methods
and against specified performance measures.
CA 82
Evaluate and improve learning services and products
1. define structures and people who will evaluate the learning services and products
2. define and agree on the criteria against which services and products should be assessed
3. analyse the information collected using the agreed criteria and identify potential improvements
4. present suggested improvements to relevant people at a time and place and in a format
appropriate to their needs, and confirm their understanding.
5. agree on changes, get the support of all stakeholders, resolve conflicts of interest and implement
changes timely .
6. make recommendations on the assessment procedures.
CA 9
Evaluate and complete projects
CA 91
Evaluate projects outcomes
1. establish that the project’s objectives have been achieved according to the agreed costs, schedule
and quality criteria.
2. get feedback from sponsors, clients and end-users


group test
surveys
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3. interpret results, analyse the lessons learned
4. publish the results according to organisational procedures and communicate to the relevant people
5. communicate recommendation for future improvement of project management to the right people
6. use the results of project evaluations to improve the effectiveness of future projects
CA 92
Complete projects
1. hand over deliverables according to agreed procedures.
2. obtain agreement from the project’s sponsors that all specified project work has been completed.
3. confirm to project team members that the project is completed, acknowledging their contributions.
4. complete all necessary procedures relating to finance, resources and personnel.
5. maintain and store complete and accurate records about the project.
6. involve the project’s sponsors and project team members in evaluating the project.
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CB
Provide assessment support systems, services and
resources
CB 1
Design assessment support systems
Introduction
Knowledge and skills required
To perform competently, you need to know, understand and be able to apply:






CB 11
range of purposes and stakeholders for evaluation
criteria for choosing and using appropriate, efficient, effective and timely evaluation methods
assessment for prerequisite, course assessment, post course assessment
assessment for on the job performance and for business improvement
the difference between performance and knowledge assessment
how to infer knowledge from performance evidence
Identify and evaluate the most commonly used assessment instruments
1. obtain information about those instruments that are most commonly used to assess intelligence,
aptitude, achievement, personality, work values, and interests, including computer-assisted
versions and other alternate formats.
2. agree the dimensions along which assessment instruments should be evaluated, including
purpose, validity, utility, norms, reliability and measurement error, score reporting method, and
consequences of use. .
3. work with the support of individuals skilled in assessment.
4. Evaluate the quality of those assessment instruments and report to the appropriate people.
CB 12
Choose assessment schemes for organisational learning performance
1. Define the different levels of assessment that should be covered:.




learners satisfaction
learners achievement
transfer to the workplace
impact on business
2. identify factors which have an impact on the assessment process.
3. define and agree the assessment criteria.
4. identify and make the best use of technology to support the assessment process.



dissemination
collection of evidence
reporting…
5. provide clear accurate and complete guidelines for the people in charge of the evaluation and the
verification.
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CB 13
Choose assessment schemes for individual performance
1. Identify the objective(s) of the assessment scheme:.




measuring training results
annual appraisal
hiring
other
2. identify the different assessment, formal and informal, including:.





questionnaires, checklists, tests
observations , interviews, 360°
inventories, surveys
portfolio
performance and knowledge assessments
3. identify the types of information most readily obtained from different assessment approaches. .
4. take into account the assessment requirements for people with special needs.
5. critically evaluating each type of assessment and can use them in choosing appropriate
assessment strategies.
6. write specification for:.



collection of evidence
communication between the participants of the assessment process
reporting on assessment
7. advise and assist others in choosing appropriate assessment schemes. .
CB 2
Design tests, questionnaires, surveys, and other assessment
support resources
CB 21
Design questionnaires, surveys, and other assessments
1. write specifications for assessment resources in line with organisational assessment policy:.



Tests
Surveys
Questionnaires…
2. design and implement scoring processes and procedures for information feedback.
3. identify what part can be automated and how it make use and is integrated in the organisation’s
information system.




delivery
use
treatment
reporting
4. write a guide to provide directions for the use of the assessment resources.



learner
assessor, trainer, tutor
training manager…
5. communicate the information to the interested parties.
6. Assemble an assessment into a usable format and. .
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CB 22
Develop, implement and maintain assessment support resources
1. Select test, questionnaires and surveys authoring tools.
2. Coordinate with the information system , with actors and users activity in order to optimise the time
spend for assessment and the quality of data collected
3. juger et améliorer la fiabilité et fidélité des données collectées
4. Juger a améliorer la pertinence par rapport aux objectifs de l’évaluation
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CC
Provide learning and knowledge infrastructure
CC 1
Design learning and knowledge infrastructure to support
learning activities
CC 11
Design learning and knowledge infrastructures
1. identify and agree on the changes that have to be implemented and on the priorities:.

hardware equipment: buy servers, rent space on an application service provider (ASP)?

network: going wireless? Wifi pourquoi pas : en tout cas local ou global

managed learning environment: invest in an LMS? Definer l’architecture entre lms, lcms,
portail

virtual learning environment: buy or rent a virtual classroom, conferencing system?

knowledge management, groupware
2. design several solutions combining the required components – using open or not open solutions,
etc.
3. measure the total cost of ownership of the different solutions accurately and present reliable
estimates, proposals and recommendations.
4. agree with the client (internal or external) the option that provide maximum return on investment obtain specialist or technical advice to determine the required resources.
5. identify alternative solutions where the first choice is not available or suitable.
6. negotiate and agree proposals.
CC 2
Develop learning and knowledge infrastructures
CC 21
Customise learning infrastructure
Evaluer les usages actuels
Définir les fonctions nécessaires et manquantes en tenant compte des différentes
stratégies de formation et des organisations retenues pour les différents publics
Etablir un diagnostic et proposer une ou plusieurs solutions
CC 3
Implement and maintain competence management system
CC 31
Select standards of competence
CC 32
Integrate standards of competence in the information system
1. Import standards.
7. link standards to learning activities and resources.
8. Customise reports.
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9. ….
CC 33
Customise standards of competence
CC 34
Review standards and their implementation
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CD
Provide learning and development programmes and
services
CD 1
Identify performance gaps and their solutions
CD 11
Identify performance gaps
1. Identify learning needs.
2. Identify sources of performance improvement.
CD 12
Identify organisational and individual learning needs
1. analyse and interpret the broader organisational context in order to establish and maintain
stakeholder support and meet business needs.
2. assess the organisation’s KILT infrastructure in order to benefit from it and recommend required
changes.
3. assess target and learning support public level of IT literacy and equipment.
4. advise and assist clients in investigating and identifying performance and learning needs at
individual, departmental and organisational levels, using appropriate investigative and analytical
methods.
5. determine the performance gaps, and separate the performance gaps which can be addressed by
training from those which require other strategies such as job aids, electronic performance support
systems, communication tools, databases.
6. identify financial and non-financial costs and benefits involved in each option, and how resources
might be obtained. Ensure that chosen solutions are feasible, given wider context and culture, and
resources available. .
7. identify the knowledge, skills and qualities required to close the performance gap.
8. define learning programme success indicators at an organisational and individual level.
9. design feasible, risk-assessed, cost-effective and timely performance improvement and / or
learning solutions to meet those needs making the best use of technology support.
10. gain and maintain agreement with stakeholders on overall purpose and specific performance and
learning objectives for learning activities and environment, training events and programmes that will
meet the needs of different target groups.
CD 13
Identify potential solutions for closing a performance gap
1. Identify options and scenarii
2. identify different options in terms of.




training
infrastructure
organisation
…
3. Assess the financial and organisational impact of the different options.
4. Get feedback from your colleagues.
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5. Provide specifications to the relevant person/organisation
CD 14
Specify learning strategies
1. clearly establish the scope, objectives and deliverables of the project or programme with the
sponsors, identifying, choosing and using approaches that best fit organisational/workplace culture
and provide value for money.
2. stimulate and create the conditions for self-managed learning and individuals' ownership of their
development plans through personal training plans that meet individual learning needs and are
consistent with the individual's learning styles, skills and motivation to learn. .
3. agree learning strategies with the client, subject matter experts and instructional design specialists,
ensuring that the design of a learning environment, or event, is well fitted to the needs and
characteristics of the learners for whom it is intended and the context in which they have to
operate.
4. specify learning strategies which provide opportunities for groups and individuals to learn through
formal and informal experience, reinforce knowledge and understanding, engage learners’ interest
and foster creativity.
5. match learning strategies to abilities, learning styles and desired learning outcomes of the range of
potential learners.
6. specify learning strategies to meet the needs of a wide range of learners, including those with
mobility, hearing, speaking or sight impairment.
7. evaluate learning strategies with the client, subject matter experts and instructional design
specialists, benchmarking your results with good practice and innovation in learning technologies.
CD 2
Plan learning services
CD 21
Conditions d’intervention (tuteur, expert, etc.)
Définir les différents rôles en tenant compte des services à assurer (hot-line, aide,
accompagnement, animation, expertise, etc.) , des conditions d’efficacité, de l’échelle
du dispositif, du coût, des ressources humaines disponibles
Définir les activités de chacun et ses conditions d’intervention
Paramétrer la plate-forme de formation
Mettre en place les aides, les moyens d’encadrement
Informer les usagers
CD 22
Condition de réunion des événements (tutorat, temps, délai de réponse)
Définir les procédures de recours aux différentes situations et les implémenter
Définir les critères de qualité
Mettre en place les outils de suivi de l’activité,
Former
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CD 3
Design and implement a curriculum
CD 31
Design a learning programme
1. create a climate that encourages and supports change. Dialogue with all stakeholders to gather
ideas for strengthening learners achievement in line with standards and benchmarks.
2. examine information about ALL learners. Desegregate learner achievement data by gender,
linguistic proficiency, special education, attendance, geographic location, learner drop out rate by
ethnicity, and other factors that provide you with information about learner achievement.
3. review current curriculum and determine how well it aligns with the standards. Ask if it matches
what is really being taught and if it reflects what learners should know and be able to do.
4. identify gaps in the curriculum and work as a team within and across grade levels and content
areas to make necessary additions and adaptations to the curriculum.
5. make provision for the learners with special needs
6. review instruction and assessment to see how well they match the standards and benchmarks.
7. make modifications and enhancements in instruction and assessment as necessary.
CD 32
Develop challenging learning
1. the curriculum is organized around core ideas central to a topic that emphasize depth with
sufficient time provided to achieve depth of understanding and for learners to think about their own
learning.
2. learners have access and use rich information resources.
3. a wide variety of learning experiences and media are provided to increase the potential for
acquiring knowledge.
4. essential questions are raised to guide inquiry.
5. learning activities include research and evidence-gathering opportunities.
6. opportunities are provided for learners to use creative thinking to generate solutions in the context
of real situations.
7. opportunities are provided for learners to speak, write, and reflect on their own learning.
8. provide a social context for learning, with effective use of cooperative learning and learner
interaction.
CD 33
Support authentic learning
1. leaning situations are authentic (in relation with objective,?): the work learners do is based on the
roles adults play as workers and citizens, the products they create can be used in the real world.
The emphasis is on making sure learners learn how to produce beyond the school/university.
2. opportunities are provided for learners to learn in meaningful contexts. Learners acquire real-world
skills and knowledge by developing their abilities to read, write, solve problems, and apply
concepts in a manner that prepares them for their lives beyond school/university.
3. all learners are able to apply what they learn to settings beyond the school/university door.
4. learners have access to and use the kinds of information sources that people use in their careers
and lives. Emphasis is on primary sources of information, rather than traditional textbook-based
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learning.
5. authentic learning situations extend reading, writing, and speaking skills in those genres most likely
to be useful to learners in the real world. Authentic learning asks the learner to consider the
ultimate audience and how work produced needs to account for the audience’s needs and
demands.
6. situated learning: learners interactions with problems and issues leads them to adjust and deepen
their understanding.
CD 34
Value diversity
1. provide a variety of assessments to ensure that all learners have an equal opportunity to
demonstrate what they have learned.
2. provide opportunities for learners to use a rich variety of learning strategies to maximize learner
acquisition of required learning.
3. provide choice among activities to nourish learners’ interests, talents, and multiple intelligences and
learning styles.
4. incorporate a rich and representative mix of contents and cultural contributions to help mould active
citizens who respect themselves and others.
CD 35
Provide an implementation plan
1. prepare a communication strategy and plan
2. promote the most effective ways to organize and deliver instruction and assessment, and
coordinate learning support services, and foster strong community relationships.
3. manage resources by redirecting or reallocating money and human resources, equipment,
materials, supplies, and time (length of classes, presence/day and/or year) to support the
curriculum.
4. coordinate funding, services, and programs within the organisation.
5. provide a plan for professional practice that is used to engage and motivate learners to acquire,
practice, and apply the learning in varied meaningful contexts.
6. the curriculum include a monitoring a systemic evaluation plan
7. determine to what extent the curriculum has been implemented. Measure



CD 4
skills learned
knowledge gained,
understanding
Select and implement learning resources
Introduction
KILT specialists need to identify sources of relevant KILT-based learning materials and assess the
quality and appropriateness of these materials to meet user requirements. They need to acquire
relevant KILT-based learning materials, format them and make them available for use within the
organisation’s physical and virtual environments. They also need to encourage people to use the
materials by publicising how they can be used and the benefits they may provide.
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Knowledge and skills required
To perform competently, you need to know, understand and be able to apply:
















CD 41
the importance of organising information in ways that make it accessible, and how to do this
how to present information in formats that allow recipients to understand it and use it to
support their actions and decisions
how to communicate clearly and concisely
how to develop and use criteria for assessment and evaluation.
the range of networks and learning communities involved in developing and using KILT-based
learning materials
sources of free and priced KILT-based learning materials
how to evaluate sources of KILT-based learning materials in respect of the range and quality
of materials, quality and speed of service and value for money
staff who are likely to use KILT-based learning materials.
users and potential users of KILT-based learning materials and their requirements
the range of relevant KILT-based learning materials available.
the organisation’s policies and procedures for the acquisition and use of KILT-based learning
materials
the law regarding copyright
the particular requirements of any license for the use of KILT-based learning materials
the ways in which the materials will be used in the organisation
how to adapt the materials for particular uses
the facilities and limitations of the organisation’s KILT infrastructure.
Identify sources of KILT-based learning materials
To perform competently in this element, you must ensure that you :
1. identify sources of learning resources and keep updated about current and future development.
2. participate actively in networks and learning communities involved in developing and using KILTbased learning materials.
3. identify a sufficient range of sources of both free and priced KILT-based learning materials to meet
the organisation’s current and anticipated future needs.
4. evaluate sources of KILT-based learning materials in respect of the range and quality of materials,
quality and speed of service and value for money.
5. publicise recommended sources of KILT-based learning materials in formats which are easily
accessible to staff who may use the materials.
CD 42
Select learning and support resources
1. define learning activities required to acquire the competence and the and learning resources
necessary to support activities.
2. assess current provision for learning resources and tools, and commission and manage the
production of new resources and tools to meet identified needs –taking into account possible
constraints and legal requirements in using or commissioning learning resources.
3. assess the ability of the organisation’s KILT infrastructure to support learning delivery - and
collaborate with KILT if necessary.
4. integrate in the organisation’s information system – create links with competency database.
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5. recruit supporting staff (trainers, tutors) who demonstrate an appropriate range of technical, interpersonal, presentational and general communication skills and respond and adapt delivery
techniques to individual learning styles.
CD 43
Assess the quality and appropriateness of learning resources
1. agree on the specifications of learning resources with the relevant people.
2. establish criteria, based on the requirements of, clients, colleagues and learners, to assess the
quality and appropriateness of current learning resources provision. These criteria can be linked to
requirements about.

hardware or software

accessibility or mobility

delivery (self study)

adaptability, customisation

other criteria
3. assess the quality and appropriateness of available KILT resources against established criteria and
present your assessment resources in ways that allow clients, colleagues or learners to decide
whether and how to use them.
4. present information about the quality and appropriateness of available KILT-based learning
materials in formats that allow learners and learning facilitators to decide whether and how to use
them.
5. if no suitable resources can be found, commission them to a professional.
6. carry out feasible, timely and cost-effective evaluation of learning programme and make any
necessary changes to training provision and practice.
CD 44
Obtain, customise and integrate learning resources
1. acquire KILT resources in line with the organisation’s policies and procedures.
2. take reasonable steps to ensure they comply with the copyright or license requirements .
3. identify and prepare the requirements, resources and schedule for integrating content accurately .
4. if problem arise during the integration, records of defects and shortfalls are complete and accurate
and are made available to those responsible for remedying the defects.
5. once integrated, resources are fully tested from the different roles involved (administrator, tutor,
learner, manager, etc.) as required – accessibility, media quality, interaction with LMS.
6. problems or faults in equipment are identified and remedied promptly with the technical support if
necessary.
7. adapt the resources for particular uses within the organisation, as required.
8. make the resources available via the organisation’s KILT infrastructure.
9.
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CE
Provide learning resources and performance aids
CE 1
Prepare the development of learning resources
CE 11
Select authoring environment and tools
1. know the nature of documents available and potential role in pedagogy
2. List internal documentation available
3. List tools available
4. Identify what needs to be produced nature




simulation
tutorials
collaborative space
professional documents (Excel, autocad)
5. Specify integration in the organisation’s documentary system
6. Specify delivery modalities: platform
7. assess the relevance of standards
8. Take into account the delivery method
9. update
CE 12
Plan learning resources production
1. resources required are identified from reliable sources of information and estimates of resources to
be acquired are accurate and take account of resources currently available.
2. potential sources of supply are identified accurately and assessed for their reliability .
3. cost calculations are accurate.
4. budget proposals are clear and complete and reflect accurately the resource requirements
identified for the production.
5. budget proposals are presented in agreed formats and within agreed timescales.
6. activities and deadlines are identified clearly within schedules.
7. timescales are realistic and justifiable in terms of the production requirements.
8. plans and schedules are presented clearly and within agreed timescales.
9. changes made to schedules are communicated clearly and promptly to those affected by them.
10. production teams are briefed fully about production plans and budgets and given adequate
opportunities to ask questions and suggest improvements.
CE 13
Determine, obtain and select media and tools for producing learning
resources
1. identify and collect the media required.



text
sound
still and moving images
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

graphics and animations
videos
2. select the media and the relevant combination to meet requirements.
3. develop, evaluate and refine design options which are most likely to meet requirements within
agreed budgets.
4. ensure that selected software solutions are compatible with the intended operating systems and
platforms and meet the required technical standards.
5. ensure that selected software solutions are capable of realising agreed designs.
6. obtain alternative media when original selections cannot be obtained or used.
7. specify and record accurately amendments required by decision makers .
8. ensure that designs for end user features are developed, assessed against specifications, tested
and refined until designs emerge which meet specifications designs are completed within agreed
timescales and budgets.
9. ensure that completed designs are stored securely and made available for integration into the
completed product.
CE 14
Identify and agree manufacturing, assembly and delivery requirements
1. a complete analysis of learning resource components to be bought and manufactured is produced,
confirmed against design specifications and recorded clearly and accurately.
2. resources required to produce the learning resource are selected based on the required
functionalities, current trends, standards, development team prior experience or policy, client
specification, etc.



authoring tools and authoring platform
delivery platform
people – instructional designers, graphic designers, programmers,
3. the level of service and level of quality required for the different components are identified
accurately from analyses of design information - tolerances are defined:.




graphic design and layout sophistication
video or sound quality
realism of a simulation
standards (SCORM, etc.)
4. the defined outcomes are achievable within the available production capacity and capability within
the budget and time frame.
5. production planning accurately specify the most efficient use of resources and alternative –
contingency plans are being defined.
6. production and delivery requirements are recorded clearly and accurately.
7. specified quality assurance arrangements conform to recognised industry standards.
8. requirements are explained clearly to decision makers, recorded accurately and stored securely
when agreed.
CE 15
Identify the requirements for localisation
1. accurate information about target audiences is accessed from reliable sources and non-factual
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information is verified by reference to authoritative sources.




language
socio cultural
organisation’s culture, international spread
special needs policy
2. information about target audiences is analysed and the impact on the design of products is
identified and assessed accurately.
3. the content to be created, modified and edited to achieve localisation is identified accurately and
recorded early.
4. options for immediate or future localisation of content are developed and evaluated in terms of their
impact on profitability and the marketability of the product.
5. options for localising content are selected and adopted which offer the best match between
minimising additional costs and achieving the product's specified standards.
CE 16
Set the design standards of learning resources
1. collect accurate and up to date information about marketing and current production standards from
reliable and diverse sources .




market demand
customers' and end-users' preferences
competitors' standards
trends in technology for delivery and authoring tools
2. information is analysed and key factors influencing the product's standards are identified
accurately:.





customer and end-user expectations
value of the market
planned life of the product
level of competition
planned budget and profit targets
1. match accurately current standards with learning resources requirement; when current standards
do not match requirements, suitable modifications are made to produce a specification that
matches requirements.
2. the implications of selected standards for production budgets and schedules are estimated
realistically and recorded accurately and explained clearly and agreed with colleagues.
CE 17
Specify and agree the formats for delivery
1. the preferences of end user for operating systems and platforms are identified accurately.
2. the implications of the client and users preferences are assessed thoroughly:.



interaction with LMS or virtual classroom
interaction with other resources
in house server or ASP
3. the risks associated with different distribution formats are investigated, assessed, recorded
accurately and made accessible to the relevant people.

technical quality due to bandwidth, end-user workstation or other cause.

copyright infringement.
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4. distribution formats which provide the best match between client and user preferences and the
learning objective are selected.
5. information about risks is recorded accurately and fully and made available to those who need
them.
6. agreements are conducted and concluded in a manner that promoted commitment to realistic
decision making and customer satisfaction.
CE 2
Design learning resources
Introduction
This Unit is about designing KILT-supported learning services for organisations.
Target Group
This competency describes the standard of performance expected of trainers, training consultants and
consultancy services either internal or external to your organisation.
Glossary of Terms Used
Colleagues refers to all those you work with, including people working at the same or different levels
of responsibility;
Deliverables are measurable outputs to be delivered at various points during a project.
Learning programmes is a generic expression covering any structured approach to learning that may
involve a range of different learning activities, resources and technologies.
Sponsors are those who have commissioned the project or programme and/or will decide whether the
required outputs have been delivered.
Stakeholders are all those groups of people with a legitimate interest in the e-learning strategy. They
will certainly include learners, teachers, technicians, e-learning designers and developers and the
management of the client organisation. They may also include customers, suppliers, shareholders,
local interest groups, representative associations, government bodies and the media.
Knowledge and skills required
To perform competently, you need to know, understand and be able to apply:
Analytical techniques·





Top-down/strategic and bottom-up approaches to use in order to identify and analyse training
needs related to the job, and learning needs of the individual.
Criteria to use in selecting and using approaches best suited to the particular situation and
context.
Common models and frameworks for relating training to the business; their strengths and
weaknesses; the skills and processes that they require for their effective use.
Demand-led approaches to training, whether within or outside employing organisations: its
typical positive and negative influences on training decisions.
How to achieve relevance and value for training in a demand-led training culture.
Organisational context·

organisational factors that will influence the design of programmes
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
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


competency frameworks or equivalent in current or planned use in organisations; their
implications for training strategies and initiatives, and for the training practitioners' role
the choice, use and monitoring of appropriate approaches and methods of training needs
analysis.
discriminating between training and non-training related solutions
how to gain commitment to training proposals and plans for individuals and groups
how to achieve shared and realistic views among stakeholders about the design, content,
learning strategy and methods
Learning theory



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


CE 21
a range of formal and informal training and learning methods to use in the design of
programmes, their advantages and disadvantages and criteria for their selection
how to select appropriate instructional techniques, media and technologies
how to judge the appropriateness & effectiveness of methods & techniques in terms of skills
transfer
the difference between internal and external feed-back and when to use them most
appropriately
how to keep learner motivation
how to carry out a self assessment
how to combine self-study and group study
the range of formal and informal methods that can be incorporated into training programmes,
what each can contribute, and how to integrate different methods into programme design
Develop ideas for learning resources
1. use appropriate tools and techniques to obtain from commissioners the information required
regarding the content, learning objectives and learning strategy of KILT-based learning resources.
2. establish the characteristics of the learning environment in which the KILT resources will be used.
3. collaborate with subject, learning and design specialists to develop specifications for KILT
resources.
4. establish with commissioners the nature of the content and the format in which it will be provided .




the hardware requirements
the software platforms to be used
programming and authoring tools and methodologies to be used
documentation standards and requirements
5. draft clear, concise and comprehensive specifications for the content of KILT-based learning
resources and you check that the specifications are capable of you define who are the contributors
required for producing ideas for learning resources – it might involve customers, colleagues, IT
specialists, instructional designers, management.
6. define with contributors what the constraints are – the IT infrastructure of the user, the organisation
culture etc. – the criteria proposed are valid indicators of the worth of the type of ideas under
consideration.
7. develop and agree with contributors sufficient criteria against which to evaluate and select product
ideas to make realistic and valid judgements. These criteria might include:.




ability to deliver the specified learning objectives
learning style and modalities (self-study, trainer led, group learning, blended, distance)
learning environment (asynchronous or synchronous, competence based or not)
access and integration to the workplace (though a portal, within an application)
8. proposals are collated and ideas which match the criteria are selected for further development and
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evaluation – only the agreed criteria are used to judge proposals.
9. when evaluations differ, the judgements leading to the differences are clarified, and unjustifiable
judgements rejected.
10. when no ideas can be found which match all the criteria, a further search for ideas is initiated and
when further searches reveal no ideas that match the criteria, the criteria are reviewed and
modified or the idea is abandoned.
11. discussions are conducted in a way that creates a climate conducive to fair judgement and realistic
decision making.
12. check with commissioners and subject, learning and design specialists that the specifications fully
meet their requirements.
CE 22
Design relevant practice
1. define what the learner has to do by practising the essence of the objective defined in the
specifications.
2. define the conditions and the resources you have to supply so that practice can take place –
simulation, work experience, theory, models etc.
3. define internal feedback: how you will supply a feedback about the quality of the learner’s
performance at the moment or practice takes place.
4. define an external feedback - if needed. Given good answers, check lists, models or descriptions of
the desired performance, can the learner decide by himself if performance is correct or not? If it is
not the case, you should supply an external feedback.
5. define an external source of diagnosis - if needed. If the learner understands that his performance
is not good, do you think that he will be able to identify what is wrong? If it is not case, you should
supply an external source of diagnosis.
6. define an external source of correction - if needed. Knowing what is wrong in the performance, will
the learner know what he has to make to improve it? If it is not the case, you should have to supply
an external source of correction.
7. build a short description of the relevant practice by assembling your answers to questions above
and for each of objectives.
CE 23
Design feedback
1. define the different levels of feedback that will be provided to the learner during
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practice (see relevant practice)
lectures, readings
exercises
others
2. define the level of interaction between the learner, other learners and the learning support staff
(trainers, tutors) – from self-study to group learning.
3. define when different types of feedback will be provided
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during learning activities
at the end of learning activities
at the end of the programme
4. define the different types of feedback
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intrinsic / extrinsic
self-assessment
exercise
tests
comparison with a reference model
others
5. define how the different types of feedback will be provided
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the learner
the learning resource
the learning management system
a teacher; a tutor
other learners
other
6. define interaction with organisation’s information system, reporting data – learning management
system, enterprise resources planning, etc.; define how the results of the feedback will be tracked
and reported to the management system (manual or digital) and provide collectable evidence (e.g.
for a digital portfolio)
CE 24
Design learning support system
1. based on the instructional strategy and the different types of feedback required
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synchronous / asynchronous
self / other learners / tutor
2. identify the different options for implementing them
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self-correcting exercises and tests
other learners
tutor
simulation
3. identify the different options for implementing them in the target audience environment
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learning management system
virtual learning environment
learning centre
other
4. select the options which will provide the better result / value and get feedback from colleagues and
project’s sponsor.
CE 3
Develop learning resources
Introduction
This competency is about developing learning resources.
Target Group
This competency describes the standard of performance required of anyone who has the responsibility
for producing learning resources and assessing their effective use.
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Glossary of Terms Used
Colleagues refers to all those you work with, including people working at the same or different levels
and subordinates.
Deliverables are measurable outputs to be delivered at various points during a project.
Learning programmes is a generic expression covering any structured approach to learning that may
involve a range of different learning activities, resources and technologies.
Learning resources refers to all resources used to supporting learning activities in order to acquire
skills, knowledge to improve performance. This includes documents (digital or analogical), tools, job
aids, electronic performance support systems, etc.
Knowledge and skills required
To perform competently, you need to know, understand and be able to apply:
Legal and contractual
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legal and contractual implications of using media and software
legal and organisational requirements regarding the provision of a healthy, safe and secure
environment for working and learning
the law of copyright and how this may restrict the use of certain resources
Learning technologies


how to access reliable sources of information on developments in KILT
The value of different media (text, image, sound, simulation) and how to select and combine
them in an optimum way to provide relevant learning experiences
Organisational context
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
the organisation’s ethical code and/or equal opportunities policies to ensure the suitability of
KILT timescales, deadlines and budgets
those responsible for the learning environment and equipment, and how to obtain their support
and advice
To perform competently, you need to know, understand and be able to apply:
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how to define indicators of value which are relevant to judging different types of learning
resources
how to agree criteria against which to evaluate products
how to gain the support from others to the development of ideas, criteria and the selection
how to asses ideas
how to deal with disagreements positively
how to promote a climate conducive to fair judgement and realistic decision making
the range of indicators that are applicable
determine strategies for user interaction
sources of information about the product, and about intended end users
the intended purposes of the product and the overall design concept
storage and security facilities and requirements for agreed proposals
the ways in which the characteristics of the learning environment may impact on the design of
KILT resources, and how to minimise any negative impact
Software and hardware
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the range of software platforms that may be used, and how to select appropriate ones
how to establish the hardware requirements for KILT resources
the range of programming and authoring tools and methodologies that may be used, and how
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to select appropriate ones
likely documentation requirements and how to establish these
the importance of checking that the specifications are capable of delivering the agreed
learning objectives, and how to do so.
standards
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CE 31
sources of current standards
identify and assess current standards for their relevance to the product's requirements
how to investigate the risks associated with different formats and distribution systems, and the
risks associated with them
how to estimate the costs, specify and select distribution formats
select and apply suitable conventions, methods and media to produce drawings and
associated graphical information
select methods, media and systems for producing drawings
Produce detailed specifications
1. specifications are complete, accurate, comply with design information and relevant documentation
and meet the recognised technical conventions required. They can include.
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storyboards
sketches
algorithms, scripts
working drawings
finished visuals
2. specifications are based on identified, applicable, current source information, including any relevant
supplier and cost information.
3. when specialist skills are required, appropriate experts are consulted and relevant technical
information is expressed accurately in the specifications.
4. technical clauses are selected from standard sources and drafted, which define the quality, type
and standard of the resources, products and standards of design and operation required.
5. supporting information is in the required formats, complete, accurate and conforms to recognised
conventions, and is suitable for the purpose for which it is to be used.
6. specifications and supporting information are produced within agreed deadlines and checked for
accuracy before release.
7. records of specifications and supporting information are complete, accurate and up-to-date.
CE 32
Develop learning resources according to specifications
To perform competently in this element, you must ensure that you :
1. define and agree on the method of development which is most relevant to the objectives and to the
experience and abilities of the development team: prototyping, incremental etc.
2. design, develop and test user interface with learning activities to ensure they meet client and users
requirements.
3. draft resources, help instructions, user manuals and technical documentation according to
technical specifications.
4. develop the complete learning resource.
5. import the resource to the delivery platform(s), test that it functions correctly – interaction with LMS,
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links with the competence database.
6. test, with a representative sample of typical users covering the different roles (learner, tutor,
manager, etc.), the usability and capability of the resources to meet the agreed learning objectives
and its manageability.
7. deliver finished KILT-based learning resources to commissioners and obtain their acceptance.
8. review the design and development process and identify ways in which the process could be
improved in the future.
CE 4
Develop simulations
Introduction
This competency is about designing, and developing simulations.
Knowledge and skills required
To perform competently, you need to know, understand and be able to apply:
Learning technologies


modelling and simulation authoring tools
user interface
Simulation and modelling
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CE 41
when to use simulation to support learning
the different types of simulations
discrete events and continuous simulations
how to create a model useful to support practice
Write simulation specifications
1. identify when the simulation is the most appropriate learning resource
2. establish the objective of the simulation:
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demonstration
support practice
3. identify the type of simulation which is the most appropriate to the learning needs
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‘pseudo simulation’ – controlled playback of a sequence of static screens (typically used in
software training), e.g.
process or continuous simulation
discrete event simulation
modelling
guided practice
free exploratory microworld
4. define the complexity of the model required to support the objective and identify the competences
and the tools required to build the simulation
5. write a draft specification explaining the type of simulation(s) that should be developed
6. get feedback from colleagues and/or clients and adjust the draft accordingly
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CE 42
Collect subject matter expertise
Identify subject matter in relation with learning strategy, objectives and needs
Identify experts, sources
Formulate needs and agreement with experts
Design the integration of content, format,
CE 43
Develop simulations
1. identify the sources of information for building a model of the simulation, e.g.
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product documentation
video recording
interview with subject matter experts
2. collect and organise the information useful to build the model
3. define the user-interaction and the type of feed-back provided:


intrinsic: the response of the ‘model’ of the simulation, such as a lit bulb in an electricity
simulation
extrinsic: the responses external to the ‘model’ of the simulation, such as help, advice,
corrections
4. define the interaction between the simulation and the other components of the learning package
and management system.
5. select method and the tools most appropriate to develop the required simulation, according to the
competence of the development team, possible future updates, user interface, host and delivery
system, required tracking, etc.
6. when relevant, develop and test a prototype in order to validate the choice.
7. test, pilot and review the simulation
8. deliver
CE 5
Develop simple learning resources
Introduction
This competency is about developing basic learning resources using authoring tools to adapt existing
resources or to create new resources.
Glossary of Terms Used
Colleagues refers to all those you work with, including people working at the same or different levels
and subordinates.
Deliverables are measurable outputs to be delivered at various points during a project.
Learning programmes is a generic expression covering any structured approach to learning that may
involve a range of different learning activities, resources and technologies.
Learning resources refers to all resources used to supporting learning activities in order to acquire
skills, knowledge to improve performance. This includes documents (digital or analogical), tools, job
aids, electronic performance support systems, etc.
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Knowledge and skills required
To perform competently, you need to know, understand and be able to apply:
Legal and contractual



legal and contractual implications of using media and software
legal and organisational requirements regarding the provision of a healthy, safe and secure
environment for working and learning
the law of copyright and how this may restrict the use of certain resources
Learning technologies




how to select the authoring software matching the expected outcomes and the competences
of the author
how to access reliable sources of information on developments in KILT
The value of different media (text, image, sound, simulation) and how to select and combine
them in an optimum way to provide relevant learning experiences
How to obtain media: sources, people etc.
Organisational context


CE 51
the organisation’s ethical code and/or equal opportunities policies to ensure the suitability of
KILT timescales, deadlines and budgets
those responsible for the learning environment and equipment, and how to obtain their support
and advice
Use authoring tools to adapt learning resources
1. obtain the agreement of interested parties to carry out the adaptation of existing learning
resources.
2. identify and assess authoring tools for their capability to modify existing learning resources in order
to create the expected learning experience from combining existing components.
3. select authoring tools which offer the greatest potential for adapting existing learning resources
cost-effectively.
4. operate authoring tools efficiently, and identify and remedy promptly any bugs or difficulties in
achieving the performance required by the specification .
5. opportunities to improve the efficiency of operations within the constraints of the production are
identified accurately and implemented.
6. finished products are produced within agreed deadlines, are assessed thoroughly and confirmed as
meeting specifications.
7. finished products and associated documents are stored securely and made available to those who
require them.
CE 52
Use authoring tools to create basic learning resources
1. assess the pros and cons of in-house development vs commissioning.
2. authoring tools are identified and assessed for their capability to support the author to create the
expected learning experience from combining existing components.
3. selected authoring tools are those which offer the greatest potential for meeting requirements
based on the author(s) abilities, complexity of the learning resource and its operation.
4. when existing tools are inadequate to the task or to the author, assess alternatives such as
commissioning the development, training the author or acquiring another tool.
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5. authoring tools are operated efficiently and bugs and difficulties in achieving the performance
required by the specification are identified and remedied promptly.
6. opportunities to improve the efficiency of operations within the constraints of the production are
identified accurately and implemented.
7. finished products are produced within agreed deadlines, are assessed thoroughly and confirmed as
meeting specifications.
8. finished products and associated documents are stored securely and made available to those who
require them.
CE 53
Integrate authored learning resources in the learning environment
1. test the compatibility of the authored learning resources with existing resources
2. test, with a representative sample of learners, the usability and capability of the authored learning
resources to meet the agreed learning objectives
3. establish systems for gathering information on the use of the authored resources and evaluating
their effectiveness
4. involve learners and colleagues in evaluating the effectiveness of the authored resources
5. gather complete, valid and up-to-date information about the use of the authored resources
6. evaluate the effectiveness of the designed materials in meeting learning objectives for learners with
a diverse range of abilities
7. provide information about the effectiveness of the designed materials to those authorised to have it
CE 6
Develop performance aids
1. identify when performance aids are more relevant than training when performance problems need
to be solved
2. review the initial specification and get the agreement of the project’s sponsor
3. define the form of the performance aid
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guidelines
job aid
other
4. Select the media most relevant to deliver the performance aid. Media could be:
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a cardboard placed near a computer screen or other equipment
a computer help file
a guide integrated within the software application itself
other
5. Develop, test, pilot and review the performance aid
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