Postgraduate Diploma in Instructional Design

Purpose

The purpose of the Postgraduate Diploma in Instructional Design is to equip learners from varied fields with the knowledge and skills to plan and design engaging and user-centred learning experiences. This qualification focuses on the planning and design of learning experiences and journeys, the selection of suitable technologies, media, and tools and using multidisciplinary teams in the development and delivery of such learning experiences.

This qualification encompasses learning and design theories and principles, as well as design-thinking and accessible experiential user-centred design approaches. Learners will independently plan and design learning solutions that integrate different technologies and approaches, which include face-to-face, online systems, blended learning, and emerging technologies in different contexts such as formal education, short courses and the corporate sector within the broad education landscape and frameworks.

Rationale

The E-learning industry in South Africa, and internationally is anticipated to significantly grow in line with the global expansion of online teaching and learning. The projected growth within the industry supports the need for the development of qualifications that will equip current working professionals with the knowledge and skills to design online learning solutions that are locally relevant, engaging and meet the learning requirements of a range of learners and users, within varied contexts to create meaningful learning experiences.

This qualification is suited for the learning and development needs of bachelor's degree or Advanced Diploma graduates seeking to upskill or acquire requisite knowledge and skills to explore career opportunities within the field of instructional design.

The career opportunities are available across many domains within several sectors, including among others

• Instructional Designer.
• Learning Manager.
• Instructional Design Project Manager.
• E-learning Content Developer.
• Short Course Developer and Entrepreneur: local and global.
• Learning Designer in the corporate sector (Inhouse).
• Learning Facilitator.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• A relevant Bachelor's Degree in the related field, NQF Level 7.

Or

• A relevant Advanced Diploma in the related field, NQF Level 7.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 120 Credits

• Approaches to Teaching and Learning in South Africa, 20 Credits.
• Instructional Design and Innovation, 20 Credits.
• Project Management for Instructional Design, 20 Credits.
• Instructional Design Project, 20 Credits.
• Multimodal Content for Online Learning, 20 Credits.
• Research Methodology, 20 Credits.

1. Apply research on the theory and practice of learning design, education contexts and methodologies to strategically inform learning design strategies and the instructional design process.
2. Apply a range of teaching and learning theories and assessment principles in the design of face-to-face, blended, and online learning experiences in different contexts.
3. Apply instructional design processes and principles that demonstrate creative, experiential, user-centred design thinking and problem-solving skills.
4. Demonstrate and plan the application and integration of identified learning principles and approaches with suitable technologies, tools, and media, using multidisciplinary teams in the development and delivery of such learning experiences.
5. Manage instructional design processes and projects from research to evaluation, in a collaborative work environment.

Associated Assessment Criteria for Exit Level Outcome 1

• Collect, analyse, organise, and evaluate educational and related information from practical and secondary sources.
• Conduct independent inquiry in a selected field of instructional design.
• Integrate evidence and information using critical thinking skills.
• Conduct suitable industry and workplace research to identify knowledge and skills needs.

Associated Assessment Criteria for Exit Level Outcome 2

• Apply knowledge of teaching and learning theories and teaching models to make informed decisions on instructional design, to support and facilitate the learning process.
• Plan instructional design solutions and assessments that constructively align with policies, regulatory frameworks, and contexts.
• Synthesise learning journeys and course contents.

Associated Assessment Criteria for Exit Level Outcome 3

• Apply design thinking approaches and problem-solving processes as part of the user-centred, instructional design process.
• Apply universal instructional design principles to cater to differently abled learners.
• Create engaging and creative learning experiences for a variety of learners and users.
• Create storyboards that sufficiently communicate the intended design outcome.
• Evaluate the use of visual design according to communication and user experience principles.

Associated Assessment Criteria for Exit Level Outcome 4

• Interpret and explain current thinking, practices, and research in the use of technology in online and distance education.
• Evaluate different tools and technologies available for the design of multimodal teaching and learning.
• Develop training material to guide learning facilitators on the use and educational value of technology.

Associated Assessment Criteria for Exit Level Outcome 5

• Compile suitable project plans and briefs to guide the design and development process, the allocation and use of technology resources and multimodal resources, and collaborators.
• Manage self and team members in collaborative online learning projects.
• Develop monitoring and evaluation plans.
• Apply reflective processes to improve professional practice.

INTEGRATED ASSESSMENT

Formative assessment

Continual formative assessment is required so that learners are given feedback on their progress in the achievement of learning outcomes. The scheme of work includes assignments, real-world briefs, tests, and an integrated programme portfolio based on the learning material and learners are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.

Summative assessment

Summative assessment is concerned with the judgement of the learning in relation to the Exit Level Outcomes of the qualification. Such judgement must include integrated assessments that test the learner's ability to integrate the larger body of knowledge, skills and attitudes that are represented by the Exit Level Outcomes as a whole. Examinations, projects, reports, or equivalent assessments, such as a portfolio of evidence, assess a representative selection of the outcomes practised and assessed. The summative assessment also tests the learner's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.

Integrated assessments will be designed to achieve

• An integration of the achievement of exit level outcomes in a way that demonstrates that the purpose of the qualification has been achieved.
• The evaluation of learner performance can provide evidence of applied competence.
• Criterion-referenced assessment, which is clearly explained to, and understood by, the learners and which can be applied in the recognition of prior learning.