By Danial Sadeqi, eLearning Specialist, PASAI
In the ever-evolving landscape of adult learning, designing effective and engaging courses is essential. As we expanded the number of training initiatives under our new strategy, we recognised the need for structured course development to foster consistency, quality and alignment in training programs. To this end, we have created a course design blueprint to serve as a guide for PASAI program directors and course consultants in developing high quality training programs.
Why a course design blueprint?
A well-structured blueprint serves as the foundation for all our courses, ensuring that:
learners experience a cohesive curriculum regardless of the instructor
course objectives, content and assessments are properly aligned
development processes are streamlined and efficient
quality standards are maintained across all training materials
content is optimised to the delivery method to maximise learning
a learner-centred approach is maintained throughout the training.
Key components of our blueprint
1. Needs analysis
A needs analysis helps us respond to specific requirements of our member SAIs and ensures our training is most relevant and adds value to them. We use a multi-faceted approach to keep informed of our members’ changing needs. This includes information gathering, SAI PMF assessments and country missions.
The importance of identifying and addressing our members’ needs is well illustrated in our Ethics training. Delivered by Chartered Accountants Australia and New Zealand (CA ANZ), more than 83 Pacific Island participants completed last month’s course and more than 100 staff from SAI Papua New Guinea registered for the second iteration of the course to be completed by the end of this month.
2. Instructional design principles
The blueprint streamlines the application of best practice in our course design as well as building consistency across all programs. We embedded all the principles outlined in an earlier blog post into the blueprint.
3. International standards
As the Pacific regional organisation of the International Organization of Supreme Audit Institutions (INTOSAI), we follow INTOSAI standards and our Competency Framework is built on GUID 1950 and GUID 1951. Moreover, given our Pacific auditing context, we have embedded training requirements and guidelines of CA ANZ and the US National Association of State Boards of Accountancy (NASBA).
4. Content alignment
A cornerstone of the blueprint is rigorous content alignment, ensuring seamless integration of learning objectives, content, assessments and activities. This involves continuous checking mechanisms throughout the course design to ensure all components of the course are well aligned to ensure a cohesive learning experience.
By following the backward design principle, we ensure that objectives define measurable outcomes, content supports these goals and assessments validate their achievement. By embedding this alignment, we ensure that all courses are effective, relevant and meet the highest standards of quality.
5. Enhancing engagement
Research consistently shows that engaged adult learners are more likely to persist in the face of challenges and achieve better learning outcomes. Our blueprint incorporates various strategies to boost engagement, recognising that adults learn best when actively involved in the learning process.
We implement repeated content reinforcement mechanisms, such as spaced repetition, interactive quizzes and multimedia elements to maintain attention and improve retention. Additionally, the blueprint emphasises the use of work-related projects and real-world applications, allowing learners to see the immediate relevance of the material to their professional lives. This approach not only increases motivation but also facilitates deeper understanding and application of knowledge.
We endeavour to ensure that our training programs are not just informative, but also highly engaging and effective for adult learners in the auditing profession. This is one way that our activities are having a bigger impact in the region.
References
Allen, M. (2016). Michael Allen’s guide to e-Learning (second edition): Building interactive, fun and effective learning programs for any company. Wiley.
Jia, J. (2012). Educational stages and interactive learning from kindergarten to workplace training. Information Science Reference.
Hung, D., & Khine, M. S. (Eds.). (2006). Engaged learning with emerging technologies. Springer.
Hung, D., Tan, S. C., & Koh, T. S. (2006). Engaged learning: Making learning an authentic experience. In D. Hung & M.S. Khine (Eds.), Engaged learning with emerging technologies (pp. 29-48).