Overview TAE50216 Diploma of Training Design and Development reflects the unique roles of training developers and instructional designers within the Australian vocational education and training sector. This qualification is aimed at enhancing the capacity of those responsible for: analysing training needs designing training solutions developing learning resources, and evaluating the effectiveness of training programs. MRWED offers a blended approach to the delivery of this qualification, which is backed by a dedicated Learner Success Team who will provide ongoing guidance, support and mentoring throughout the learning journey. Download TAE50216 Flyer TRAINING OPTIONS & PRICING: Recognition of Prior Learning » Blended Delivery » Self-paced Online Learning » Modes of Delivery Self-paced Online Learning using the Canvas learning management system. Facilitator-led Online Learning combines the flexibility of the Self-paced Online Learning pathway with scheduled Zoom classrooms. Recognition of Prior Learning is for experienced trainers and assessors who have evidence to support their current competence in the relevant units of competency which comprise the qualification. Blended delivery which uses a combination of Face-to-face sessions and the Self-paced Online Learning pathway. Please note: All Assessments regardless of the delivery mode chosen are submitted via MRWED online and are supported by our dedicated MRWED Learner Success Team. All participants will have access to mentoring from the MRWED Learner Success Team (LST) along with structured webinar-based tutorials and a comprehensive suite of resources with which to read/view/reflect and share. Key Outcomes Conduct a training needs analysis Create learning strategies Develop effective print-based learning resources Develop effective e-learning resources Design assessment tools and recognition strategies Lead assessment validation Collect, collate and analyse evaluation data Identify how to best support candidates who have language, literacy and numeracy challenges. Pricing Single Diploma pricing: Blended Learning – $3500.00 Self-paced Online Learning – $3500.00 Facilitator-led Online Learning – $3500.00 Recognition of Prior Learning – $2000.00 *Subject to suitable evidence being provided for all units Dual Diploma Pricing: Blended Learning – $3900.00 Self-paced Online Learning – $3900.00 Facilitator-led Online Learning – $3900.00 Recognition of Prior Learning – $2400.00 *Subject to suitable evidence being provided for all units Payment Plans Fixed fees, no interest or charges ever. Payment plans are only offered to students who pay their own tuition fees. Payment plans are not available if a student is accessing funding. Three-Month Payment Plan You will receive three (3) invoices, payable at 7 days, 30 days and 90 days. There is no charge for this service. Payments can be made via EFT, direct deposit, credit card online, debit card online or PayPal. Six-Month Payment Plans You will receive one (1) invoice. Payments can only be made by EFT or direct deposit. Payments may be made fortnightly or monthly. Twelve-Month Payment Plans Only available for fees over $1,000. You will receive one (1) invoice. Payments can only be made by EFT or direct deposit. Payments may be made fortnightly or monthly. If you wish to commence a payment plan, please indicate your requirements (number of months and preference for payment frequency) via email when returning your Course Acceptance Letter. Students are encouraged to request a payment plan at the time of application. However, these can be entered into at a later date should circumstances change. Any queries regarding payment plans should be addressed to: firstname.lastname@example.org Certificates and/or Statements of Attainment will not be issued prior to full payment of all tuition, establishment, and administration fees. All Standard Terms and Conditions of MRWED Training and Assessment will apply. (See Participant Information Handbook for more details). Career Opportunities This qualification can be used to advance your career within the sector, by helping you to incorporate innovative practices and best practice approaches for the design and development of training programs and products. Roles could include: Instructional Designer Training Developer Learning Design Specialist Project Manager – Learning and Development Instructional Design Manager. The Diploma of Training Design and Development can be paired with the Diploma of Vocational Education and Training to create a Dual Diploma option, which will enable graduates to create a more well-rounded set of VET skills. Course Structure There are ten (10) units in TAE50216 Diploma of Training Design and Development. These are divided into five (5) core units and five (5) elective units. These are outlined below. Core Units TAEASS502 Design and develop assessment tools TAEDES501 Design and develop learning strategies TAEDES502 Design and develop learning resources TAEDES505 Evaluate a training program TAETAS501 Undertake organisational training needs analysis Elective Units TAEASS501 Provide advanced assessment practice TAEASS503 Lead assessment validation processes TAEASS504 Develop and implement recognition strategies TAEDEL501 Facilitate e-learning TAEDEL502 Provide advanced facilitation practice TAEDES503 Design and develop e-learning resources TAEPDD501 Maintain and enhance professional practice TAELLN411 Address adult language, literacy and numeracy skills TAELLN412 Access resources and support to address foundation skills TAELLN413 Integrate foundation skills into vocational training delivery TAELLN501 Support the development of adult language literacy and numeracy skills The Learning Journey The Learning and Assessment Journey for MRWED Students In a competency-based training environment, which is centred on demonstrated competence against industry-defined standards of performance rather than strict course durations, students aren’t required to study for a specified number of weeks or months. Competency-based training is the concept that individuals learn at different rates as well as through different modes and different environments and that the skills and knowledge that a student has acquired previously are able to be formally recognised. We suggest leaving a few months between formal learning activities as a place to start when working out your schedule. For example, learners may find after attending a Face-to-Face session they are comfortable with the concepts and have great access to resources in the workplace therefore can complete those assessments more quickly than planned. The opposite is also true, learners may find the content is quite foreign and very new to them, they might not have had any previous experience with the theory and may take much longer to work through the activities and assessments. In some clusters learners may find it takes longer to simply coordinate the required support and access to others in order to complete a task. Whilst we structure the learning to guide our students through the program, the assessment work is self-paced therefore a specific time frame for completion is not stated. We provide up to 12months on an enrolment period to allow adequate time for a learner to complete the required work. We offer flexible scheduling options, so our learners have the choice to bring a cluster forward if they have completed quicker than expected or push one back if they are just not ready to move on the next topic yet within their 12month enrolment period. Please note, an administration fee may apply for non-attendance or late notice rescheduled sessions. Pre-Training Activities These activities are designed to prepare learners for the learning cluster to follow. When studying face-to-face, this includes, but is not limited to: Prereading viewing of video content research tasks self-preparedness reviews. When studying online the pre-reading is integrated into the “formal instruction” and will be completed along the journey. Face-to-face Learning These include group discussions, poster activities, presentations, responses to case studies, simulations, resource development, peer review, self-evaluation and have the opportunity to collaborate with other likeminded learners. Public courses are held in national MRWED Training and Assessment Centres in Brisbane, Sydney and Melbourne. Custom programs are available to be delivered on the client’s site or other suitable location. Face-to-face students are provided with a MRWED USB which contains a copy of all their courseware and assessments together with a range of pertinent documents to support them during the different clusters. This includes: Templates (e.g. session plans, learning programs, assessment plans, assessment tools, assessment instruments) policies and procedures for managing training and assessment arrangements, copies of sample units of competency together with their assessment conditions articles and videos for reflection tasks, as well as the bank for extension activities. Our MRWED Training and Assessment Centres have been developed to create a suitable practice environment that model conditions typically found in a traditional training and assessment environment. Self-paced Online Learning MRWED uses the online learning platform Canvas to host and coordinate training and assessment activities. Online students navigate through an integrated program of study that combines course content, learning activities, reinforcement tasks, extension exercises and reflections, as well as formative assessment. All the required materials and support documents will be available via their online portal. A MRWED LST Mentor will be available throughout the learning journey and will make regular deliberate contacts with the learner to support them through the program. Reinforcement and Extension Reinforcement activities are designed to strengthen the learner’s understanding of key content and enhance their skills required in the application. This includes: Structured webinars from the MRWED “VET Practice in Action” Series aimed at reinforcing learner understanding extension activities related to content covered in the formal instruction, selected from an activity bank aimed at reinforcing both knowledge and skill research tasks that enable learners to gain some further perspectives on pertinent content, dig deeper on important topics within a learning cluster or facilitate the collection of relevant resources to support the training and assessment journey practice tasks designed to build learner confidence and support their acquisition of competency. Reflection Tasks (Read/View/Reflect and Share) Each learning cluster has a suite of resources designed to both complement and extend learning. The learners are invited to read relevant articles, view videos and reflect upon the content in relation to the program and make comments on the implications for trainers and assessors. Assessment Tasks Formal assessment tasks are required to be completed by each learner. These are programmed after all the other required activities for a learning cluster have been completed. These tasks capture all the required components for each Unit of Competency and act as the summative assessment for the program. Detailed feedback is provided to learners post-submission and they are required to reflect upon this feedback, make changes where necessary and share thoughts with their MRWED Learner Success Team Mentor. Volume of Learning MRWED’s decisions about the duration of this qualification are aimed at balancing the candidates’ likelihood of success with maintaining the integrity of the required qualification outcomes. MRWED acknowledges that the amount of training provided by us is only part of the overall volume of learning and relates primarily to formal activities including participation in classes and extension tasks. The amount of training allocated for this qualification is based on the prior experience of each participant. Learners who have a lot of relevant previous experience may be able to complete the qualification in a shorter timeframe. However, those who are new to the profession are likely to need a longer time frame to achieve success and may also require additional support from our dedicated Learner Success Team throughout their journey. Learners should expect a duration between twelve months and two years to meet the requirements of TAE50216, which is consistent with the AQF volume of learning indicators for a Diploma qualification. Our published public schedules represent the instructor-led “contact time” for candidates choosing a face-to-face option. However, additional reading, research, project work and assessment activities will be required to successfully complete the qualification.