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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Design and develop web-based learning (WBL)

SAQA US ID	UNIT STANDARD TITLE
14304	Design and develop web-based learning (WBL)
ORIGINATOR
SGB Higher Education & Training
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 05 - Education, Training and Development			Higher Education and Training
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 7	Level TBA: Pre-2009 was L7	10
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2018-07-01	2023-06-30	SAQA 06120/18
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		2027-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This unit standard does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD

A practitioner in higher education who has achieved this unit standard will be able to design and develop web-based learning content for delivery in a web-based learning environment.

Practitioners credited with this unit standard are able to contextualise WBL as delivery mode, effectively design and develop web-based learning, utilize the tools of a learning management system for moderation, collaboration and administrative purposes in the learning environment. Higher education students will benefit from well-designed WBL, which will enhance learning and achievement of outcomes.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The unit standard on interpreting and designing learning programmes, or equivalent competence, is assumed. It is further assumed that the practitioner has keyboard and mouse skills, is able to manage files, do word processing, use databases, communicate electronically (log onto a network, send a message, search and retrieve data from the Internet computers), are familiarised with HTML or editors (elementary) and have the ability to upload to, and download files from the web.

UNIT STANDARD RANGE

The following scope and context applies to the whole unit standard:

This Unit Standard is limited to the effective use and development of learning content for WBL and is not targeted at the development of tools for a learning management system.

Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Investigate and evaluate WBL as a delivery mode.

OUTCOME RANGE

Resource usage, cost, availability and appropriateness.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Criteria for the evaluation of the delivery mode are identified, and are consistent with current practice reflected in mainstream literature.

ASSESSMENT CRITERION 2

2. The application of WBL is analysed and evaluated according to documented educational best practice.

ASSESSMENT CRITERION 3

3. Identification of opportunities for WBL in a chosen institution is consistent with the analysis in terms of affordability and appropriateness.

ASSESSMENT CRITERION 4

4. The WBL mode is compared to other modes in terms of resource usage, cost, availability and appropriateness, and conclusions are consistent with evaluation findings.

SPECIFIC OUTCOME 2

Design and develop web-based learning content.

OUTCOME RANGE

Analysis and application of WBL design relates to learner characteristics, technology, navigation, online help strategies, domains of learning, elements of content and context, learning outcomes, learner activities, assessment and reflection.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The differences between WBL contents and printed learning contents are described according to differences stated in mainstream literature.

ASSESSMENT CRITERION 2

2. WBL content design shows clearly that key web features were used to facilitate student learning.

ASSESSMENT CRITERION RANGE

Features include: technology, navigation, online help strategies, domains of learning, elements of content and context, learning outcomes, learner activities, assessment and reflection.

ASSESSMENT CRITERION 3

3. Appropriate web design criteria are applied in developing WBL content.

ASSESSMENT CRITERION RANGE

The criteria concern content development tools, typography (microcontent e.g. headlines, page titles, subject lines; short text, scannability, hypertext structure), media integration and optimisation; and interaction (communication) tools.

ASSESSMENT CRITERION 4

4. The work process reflects an understanding of and commitment to effective teamwork by using experts in integrating video, graphics, sound and text where appropriate.

ASSESSMENT CRITERION 5

5. Editing/review processes are designed, conducted and evaluated on a formative and summative basis.

ASSESSMENT CRITERION 6

6. The design of WBL makes provision for usability testing and pilot delivery.

ASSESSMENT CRITERION 7

7. Pilot deliveries are evaluated in terms of user (including learners) satisfaction.

ASSESSMENT CRITERION RANGE

Usability testing refers to a team review (alpha testing) and external review (beta-testing).

SPECIFIC OUTCOME 3

Select and utilise Learning Management Systems (LMSs).

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. At least three high quality LMSs are identified according to comparative studies conducted the past two years.

ASSESSMENT CRITERION 2

2. At least six common constituents (components) of enterprise LMSs are identified on grounds of relevance in a WBL environment.

ASSESSMENT CRITERION 3

3. The effective utilisation of a selected LMS is demonstrated in terms of moderation, collaboration and administrative purposes.

SPECIFIC OUTCOME 4

Evaluate processes and products of WBL.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Web-based teaching-learning processes are evaluated in terms of attainment of learning outcomes and quality of study materials (resources).

ASSESSMENT CRITERION 2

2. Instructional design is critically assessed according to documented educational best practices.

ASSESSMENT CRITERION 3

3. Benchmarks (quality measures) essential for ensuring excellence in WBL are taken into account.

ASSESSMENT CRITERION RANGE

Benchmarks in this case relate to institutional support, programme development, teaching-learning, programme structure, student support, academic staff support, evaluation and assessment.

SPECIFIC OUTCOME 5

Reflect on opportunities and limitations for WBL by doing a WBL SWOT analysis.

OUTCOME RANGE

Within the practitioners institutional framework.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The institition's readiness for WBL is judged by taking taking the vision, mission and WBL related strategies, processes and policies into consideration.

ASSESSMENT CRITERION 2

2. The institution's network is judged in terms of capacity for WBL.

ASSESSMENT CRITERION 3

3. The academic staff's readiness for web-based learning is established.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA.

Moderation Option: The moderation requirements of the relevant ETQA must be met in order to award credit to learners for this unit standard.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Solving problems - The specific outcomes 'Design and develop web-based learning content' and Select and utilise LMS's' solve problems.

UNIT STANDARD CCFO WORKING

Work effectively with others and in teams: The specific outcome 'Design and develop WBL learning content' requires a team effort as illustrated in the assessment criteria: 'The work process reflects an understanding of and commitment to effective teamwork by using experts in integrating video, graphics, sound and text where appropriate'.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information: All specific outcomes require information skills.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively: all the outcomes in this unit standard on Web-based Learning relate to the effective use of science and technology.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015.

UNIT STANDARD NOTES

Notes to assessors:

Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:

Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.

Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.

Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.

The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.

The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.

All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Elective	23113	Post Graduate Certificate: Higher Education and Training	Level 7	NQF Level 07	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

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