Digital Learning Designer Level 5

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A digital designer works closely with colleagues to deliver high-quality learning activities.

Digital learning designers are experts in adult learning and have specialist skills in educational technologies. They design and develop a range of products and initiatives, such as online courses, interactive multimedia, and virtual simulations, to address a wide range of educational and business needs

The broad purpose of the occupation is to scope, design, develop, and maintain digital learning materials and provisions for educational and professional development programmes, courses, and other learning initiatives. Employees in this occupation work with a range of stakeholders, including internal or external subject experts, clients, academics, learning and development, and technology professionals. They engage with organisational and sector insights, research and performance data, and consult with learners and other stakeholders, to define the learning context and requirements, and design and develop digital learning designs within an appropriate learning model or framework. They support and advise upon the use and implementation of learning technologies to facilitate learning and assessment strategies. Digital learning designers act as subject matter experts in approaches to learning with digital technologies. This includes good practice and research-informed approaches to how humans learn and how this knowledge can be leveraged with appropriate learning technologies. They provide contextually relevant guidance on enhancing the learner experience, complying with legal and professional standards, such as accessibility, and evaluating and improving the effectiveness of learning systems. Their services may be required as an internal resource and/or as part of an external commercial, non-profit, or public service. They coordinate various aspects of different digital learning projects with a focus on enhancing and improving learner experience and achieving intended learning outcomes. Digital Learning Designers maximise platform configuration and the use of established and emerging technologies, to achieve the best outcome for learners and their organisations. They may align digital learning programmes of study, content, and experiences with professional or qualification frameworks. Digital learning designers actively engage with relevant communities of practice and maintain their professional skillset through research and continual professional development.

In their daily work, an employee in this occupation interacts with a wide range of internal and external departments and stakeholders. These include primarily subject matter experts, educators and training professionals but also various professional staff such as IT, operations, marketing and management. They may also work with independent creative and legal professionals as well as professional bodies. They interact directly with a wide range of learners who may be employees, students, or public consumers. A Digital Learning Designer may work independently or within a team depending upon the type and size of organisation. They are expected to carry out their role independently with limited supervision. A key part of the design role is to consult colleagues, management, stakeholders, subject experts and the wider community of professional practice outside of their organisation. In day-to-day project work Digital Learning Designers usually report to a relevant project or programme manager. More broadly, direct line management is often carried out by a head of department or senior learning designer. These roles and company structures vary dependent upon size and type of organisation.

An employee in this occupation will be responsible for making sure deliverables are achieved and documented within agreed project specifications and timescales. They are responsible for sound and appropriate design for effective learning in specific contexts. They ensure the quality of the digital learning content and configurations. Typically they may provide progress reports either internally or to an external client. They are responsible for data they gather during the design process and must ensure they follow legal and organisational requirements. Typically they agree the time and resource required from other professionals with whom they work collaboratively, for example a graphic designer. They capture and respond to relevant evaluative data and feedback. They may be responsible for some budgetary considerations depending on the type and size of organisations and scope of their role. This would often relate to advice in procurement processes, including choices of technology, specialist work such as video and animation and licence requirements.

Typical job titles include:

  • Digital learning designer
  • E‐learning developer
  • Instructional designer
  • Learning design officer
  • Learning designer
  • Learning technologist


  • Duty 1 Scope the digital learning project requirements in liaison with stakeholders in response to an organisational learning need.
  • Duty 2 Analyse learning requirements to inform and agree learning objectives in line with organisational need.
  • Duty 3 Write learning outcomes to appropriate level, and format.
  • Duty 4 Develop and map the curriculum, to structure content, formative learning activities, and summative assessment strategy. Whilst being mindful of the differences between pedagogy and andragogy, and other appropriate learning theories.
  • Duty 5 Advise project sponsors and stakeholders of appropriate good practice approaches to design for learning in line with performance, knowledge, skills and behaviours
  • Duty 6 Capture and align technical and user requirements, considering User Experience (UX) and User Interface (UI), by working with end users and or stakeholders, in conjuction with applied learning theories and models
  • Duty 7 Determine an appropriate learning design and development strategy to ensure design objectives are met within budget and time constraints.
  • Duty 8 Communicate learning design and development strategies and proposed solutions to different stakeholders (including end users and senior management), using appropriate digital tools/formats, supported by relevant business, technical, learning needs and design justifications.
  • Duty 9 Facilitate design processes and activities with different stakeholders, such as subject matter experts, corporate services including learning and development and HR departments, and external partners.
  • Duty 10 Design digital learning outputs aligned with learning outcomes and objectives.
  • Duty 11 Create digital media and other digital assets to agreed specifications using specialist learning technologies
  • Duty 12 Present learning design proposals, storyboards and outputs at various iterative stages, using appropriate digital formats and tools to appropriate stakeholders.
  • Duty 13 Collate, document and action feedback and decisions on own work to underpin wider project management and learning design/development phases.
  • Duty 14 Inform processes and decisions, from an effective learning and user perspective relating to the selection, procurement and application of digital technologies, in line with relevant standards and policies, and wider project/business requirements.
  • Duty 15 Plan, coordinate, and support project communications and documentation, using appropriate technologies.
  • Duty 16 Populate and configure digital learning platforms to deliver, facilitate, and track learning experiences for different learning objectives and contexts. Whilst conforming to relevant organisational and regulatory data security protocols.
  • Duty 17 Review, quality check and test digital resources and platforms to ensure they meet project and compliance requirements including relevant legal, professional, technical, and organisational standards. Such as accessibility, inclusivity, branding, relevant data protection regulation, and intellectual property regulations.
  • Duty 18 Plan, coordinate and deliver communications and support needed for learners, educators and other relevant stakeholders to access and use learning resources and digital technologies.
  • Duty 19 Evaluate and analyse the effectiveness of learners’ experiences using appropriate tools and learning methodologies and make recommendations to enhance digital designs.
  • Duty 20 Organise and manage the storage of project outputs, files and documentation, and facilitate handover of assets to project owner/client, including development notes and maintenance and review recommendations.
  • Duty 21 Maintain and update one’s own knowledge and skills relating to digital learning design practices and technologies, through both formal and informal self-directed learning and engagement with professional learning communities.
  • Duty 22 Work across disciplines and fields to draw good practice and evidence based approaches across learning technologies and a variety of approaches to learning and broader societal uses of new technologies for adoption in diverse learning contexts.

Apprenticeship summary

This is a summary of the key things that you – the apprentice and your employer need to know about your end-point assessment (EPA). You and your employer should read the EPA plan for the full details. It has information on assessment method requirements, roles and responsibilities, and re-sits and re-takes.

What is an end-point assessment and why it happens

An EPA is an assessment at the end of your apprenticeship. It will assess you against the knowledge, skills, and behaviours (KSBs) in the occupational standard. Your training will cover the KSBs. The EPA is your opportunity to show an independent assessor how well you can carry out the occupation you have been trained for.

Your employer will choose an end-point assessment organisation (EPAO) to deliver the EPA. Your employer and training provider should tell you what to expect and how to prepare for your EPA.

The length of the training for this apprenticeship is typically 24 months. The EPA period is typically 4 months.

The overall grades available for this apprenticeship are:

  • Fail
  • Pass
  • Merit
  • Distinction

When you pass the EPA, you will be awarded your apprenticeship certificate.

EPA gateways

The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.

The gateway requirements for your EPA are:

  • achieved English and mathematics qualifications in line with the apprenticeship funding rules
  • for the professional discussion underpinned by portfolio, you must submit a portfolio of evidence

Assessment methods

Professional discussion underpinned by a portfolio of evidence

You will have a professional discussion with an independent assessor. It will last 60 minutes. They will ask you at least 8 questions. The questions will be about certain aspects of your occupation. You need to compile a portfolio of evidence before the EPA gateway. You can use it to help answer the questions.

Project with a product

You will complete a project and create a product. You will be asked to complete a project. The title and scope must be agreed with the EPAO at the gateway.

You will have 12 weeks to complete the project and submit the product to the EPAO.

You need to prepare and give a presentation to an independent assessor. Your presentation slides and any supporting materials should be submitted at the same time as the project output. The presentation with questions will last at least 60 minutes. The independent assessor will ask at least 8 questions about the project and presentation.

The EPAO will confirm where and when each assessment method will take place.

Who to contact for help or more information

You should speak to your employer if you have a query that relates to your job.

You should speak to your training provider if you have any questions about your training or EPA before it starts.

You should receive detailed information and support from the EPAO before the EPA starts. You should speak to them if you have any questions about your EPA once it has started.

Reasonable adjustments

If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.

Professional recognition

This apprenticeship aligns with Association for learning technology ALT for Associate certified member ACMALT.

Please contact the professional body for more details.

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