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Methodology

Design Process

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Phase 1: Discovery & Scoping

Define what needs to be built and why

  • Conduct needs analysis (market, organisational, learner)

  • Define programme intent and positioning (e.g. QCTO, short course, NQF level)

  • Align with stakeholders on goals and constraints

  • Define MVP and scope of work (SOW)

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Phase 2: Learning Architecture & Storyboarding

Design the full learning solution at a conceptual level

  • Create the learning architecture 

  • Map learning outcomes to competencies

  • Structure curriculum and sequencing

  • Define learning journey and milestones

  • Integrate assessment strategy at a high level

  • Apply design thinking to shape the experience

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Phase 3: Detailed Design (Wireframing)

Translate the concept into detailed, build-ready structures

  • Break down modules into session-level detail

  • Design platform learning flow

  • Structure contact sessions

  • Align with organisational methodology and standards

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Phase 4: Content & Component Development

Build all programme materials

  • Conduct content research and validate with SMEs

  • Develop learning materials (readings, activities, tools)

  • Create multimedia and interactive elements

  • Integrate AI-enabled components where relevant

  • Quality assure all content (accuracy, clarity, alignment)

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Phase 5: Facilitation & Contact Session Development

Enable effective live or guided learning experiences

  • Develop facilitation materials (slides, notes, guides)

  • Design case studies and applied exercises

  • Align session flow with learning outcomes and pedagogy

  • Ensure facilitator usability and clarity

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Phase 6: Assessment Design

Measure learning and validate competence

  • Design diagnostic, formative, and summative assessments

  • Align assessments to outcomes and competencies

  • Develop rubrics, memorandums, and marking guides

  • Prepare for moderation and quality assurance

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Phase 7: Feedback & Evaluation Design

Enable data-driven improvement

  • Design learner surveys and feedback tools

  • Develop manager/stakeholder feedback instruments

  • Align with evaluation frameworks

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Phase 8: Platform Build & Integration

Prepare the programme for delivery

  • Handover content to platform build team

  • Structure programme within LMS/CMS

  • Integrate tools, assessments, and resources

  • Ensure technical and UX alignment

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Phase 9: Design Testing & Quality Assurance

Validate the programme before release

  • Test end-to-end learner journey

  • Evaluate flow, coherence, and relevance

  • Identify and resolve design issues

  • Refine based on feedback

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Phase 10: Implementation & Delivery Support

Ensure effective rollout and execution

  • Coordinate with facilitators and stakeholders

  • Support programme launch

  • Ensure alignment between design and delivery

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Phase 11: Monitoring, Evaluation & Continuous Improvement

Improve programme effectiveness over time

  • Collect and analyse learner and stakeholder data

  • Track performance against objectives

  • Identify improvement opportunities

  • Iterate on design and content

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Design Pedagogy

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Cognitive Depth & System 2 Thinking

Grounded in Dual Process Theory, I design for deliberate, effortful thinking.

Learners are guided to:

  • Move beyond intuitive, habitual responses

  • Engage in structured analysis

  • Develop the ability to diagnose problems accurately before solving them

 

This includes:

  • Understanding the nature of a problem

  • Defining what “good” looks like (clear goals and success criteria)

  • Systematically unpacking complexity

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Self-Awareness & Self-Efficacy as Core Outcomes

Learning is not only cognitive - it is developmental and psychological.

Programmes are designed to:

  • Increase self-awareness (how I think, decide, and act)

  • Build confidence through mastery and application

  • Strengthen self-efficacy—the belief in one’s ability to act effectively in complex situations

 

Drawing on Albert Bandura, this is achieved through:

  • Structured practice

  • Feedback loops

  • Real-world application

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Structured Cognitive Development

Using scaffolding and principles from Reuven Feuerstein:

  • Learning is intentionally mediated

  • Complexity is introduced progressively

  • Learners are supported from guided understanding to independent mastery

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Situated & Applied Learning

Learning is embedded in real-world contexts.

This is acheived through:

  • Case-based learning

  • Workplace application

  • Problem-centred design

  • This ensures:

  • Immediate relevance

  • Transfer of learning into practice

  • Tangible organisational value

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Systems & Complexity Awareness

Grounded in Systems Thinking and Cynefin Framework:

 

Learners are developed to:

  • Understand interdependencies within systems

  • Recognise different types of problems (simple, complicated, complex)

  • Adapt their thinking and decision-making accordingly

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Learning as Knowledge Creation (Not Consumption)

Drawing on SECI Model and Communities of Practice:

  • Learning is social and co-constructed

  • Knowledge is created through interaction, reflection, and application

  • Learners actively contribute to shared understanding

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Evidence-Based & Research-Driven Design

Learning design is grounded in:

  • Cognitive science (e.g. Cognitive Load Theory)

  • Evidence-based management principles

  • Action research cycles inspired by Kurt Lewin

 

Research is:

  • Synthesised into practical tools

  • Translated into actionable frameworks

  • Continuously tested against real-world outcomes

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