AVAILABLE IN MARCH 2027 | SELF-PACED COURSE
Certified Training &
Facilitation Professional
Refine how you lead learning, handle complex groups and turn training into practical workplace application.
AVAILABLE IN MARCH 2027
Develop the professional judgement and practical skills to deliver purposeful training and facilitate productive group discussions. This programme covers workshop planning, clear delivery, inclusive participation, scenario-based practice, debriefing, online facilitation and conference moderation. Through connected portfolio assignments and recorded demonstrations, participants strengthen their ability to guide learning, respond to group dynamics and use evidence to improve their practice.
CORE CAPABILITIES YOU'LL BUILD
Applied Instructional Design Portfolio
Professional Credential
Career Advisory and Network
IDT in Practice
Define the training and facilitation brief
Design purposeful and accessible workshops
Deliver clear explanations and activity instructions
Facilitate inclusive discussions, practice and debriefing
Plan and moderate conference segments
Evaluate performance and improve facilitation practice
Corporate trainers and learning specialists.
Independent trainers and facilitators.
Independent trainers and facilitators.
NGO, government and academic programme facilitators.
Experienced moderators and subject-matter instructors.
Progress through 40 hours of self-paced learning: 4 hours of pre-course preparation, 24 hours across nine core modules, and 12 hours of after-course application and assessment. Build your portfolio as you learn, then refine your work and demonstrate your capability through the certification assessment.
Tools and Software to Use
- Course Authoring: Use an authoring tool such as Articulate Storyline, Articulate Rise or iSpring Suite to develop interactive learning content.
- Microsoft Office / Google Workspace: Use familiar document, spreadsheet and presentation tools to prepare your learning materials and portfolio.
- Moodle: Practise publishing and testing digital learning in a Moodle sandbox provided by Baugment, accessible through your web browser.
- AI & Creative Tools: Explore tools such as Canva, ElevenLabs, Claude and Midjourney to support content development and multimedia production. Tool selection depends on your project; you do not need to use every tool.
Pre-course 4 hours
Prepare for a practical learning journey that connects instructional design knowledge with professional application. Explore the learning platform, establish your goals and review examples from practice. A starting-point diagnostic and guided case selection help you begin the core course with a clear purpose and the resources needed for your portfolio.
- Course and assessment guidance
- Pre-course videos and readings
- Learning needs and readiness assessment
Core course 24 hours
Module 1: Instructional Design Foundations and Learning Science
Apply learning-science principles and an instructional design process to make informed decisions for adult learning in organisational, professional and community settings.
- 1.1 Instructional design roles, contexts and processes
- 1.2 Attention, memory and cognitive load
- 1.3 Adult learning, motivation and learner variability
- 1.4 Practice, feedback and retention
- 1.5 IDT in Practice
Portfolio builder Module quiz
Module 2: Learning Needs and Performance Analysis
Investigate learning and performance needs using learner, task and contextual evidence. Translate relevant standards, policies, product information and expert input into prioritised requirements and a justified recommendation.
- 2.1 Training requests, performance gaps and learning needs
- 2.2 Learner, stakeholder and context analysis
- 2.3 Task, competency and content analysis
- 2.4 Prioritising requirements and recommending solutions
- 2.5 IDT in Practice
Portfolio builder Module quiz
Module 3: Training Programme and Curriculum Design
Translate prioritised requirements into a coherent programme with aligned outcomes, a sequenced curriculum and appropriate delivery arrangements. Select suitable learner recognition and explain its award criteria and relationship to formal or internal standards.
- 3.1 Programme purpose, scope and learning outcomes
- 3.2 Curriculum mapping, sequencing and learning pathways
- 3.3 Delivery modes, learning time and resource requirements
- 3.4 Learner recognition and award criteria
- 3.5 IDT in Practice
Portfolio builder Module quiz
Module 4: Learning Experience and Session Design
Design purposeful sessions and learning activities that help adults practise, receive feedback and apply their learning. Adapt the experience for workshops, seminars, conference sessions and other relevant delivery formats.
- 4.1 Session planning and instructional sequencing
- 4.2 Demonstrations, cases, scenarios and guided practice
- 4.3 Workshops, seminars and conference learning activities
- 4.4 Transfer, reinforcement and performance support
- 4.5 IDT in Practice
Portfolio builder Module quiz
Module 5: Assessment and Feedback Design
Develop knowledge checks and performance assessments that provide appropriate evidence of learning. Use clear criteria, useful feedback and sample-response review to strengthen fairness and consistency.
- 5.1 Assessment purpose, methods and evidence
- 5.2 Knowledge checks, scenarios and performance tasks
- 5.3 Rubrics, observation checklists and feedback
- 5.4 Assessment review, fairness and consistency
- 5.5 IDT in Practice
Portfolio builder Module quiz
Module 6: Learning Materials and Multimedia Production
Produce clear learning resources and simple instructional multimedia from approved source material. Apply accessibility, visual communication and responsible production practices throughout writing, scripting, recording and editing.
- 6.1 Instructional writing, slide decks and learning resources
- 6.2 Storyboards, scripts and visual communication
- 6.3 Video, screen recording and voice-over production
- 6.4 Accessibility, localisation and responsible content production
- 6.5 IDT in Practice
Portfolio builder Module quiz
Module 7: Digital Learning Development and LMS Delivery
Build and publish a short interactive learning segment using an authoring tool and a learning management system. Verify navigation, feedback, accessibility, completion and scoring through documented tests.
- 7.1 Authoring tools and development workflows
- 7.2 Interactive learning, navigation and feedback
- 7.3 LMS setup, publishing and learner tracking
- 7.4 Functional, accessibility and usability testing
- 7.5 IDT in Practice
Portfolio builder Module quiz
Module 8: Learning Project Management and Implementation
Coordinate scope, resources, contributors and review decisions to prepare a learning programme for implementation. Plan delivery readiness, learner support, handover and maintenance for the selected context.
- 8.1 Project scope, scheduling and cost estimation
- 8.2 SME collaboration, reviews and change control
- 8.3 Facilitator, learner and delivery readiness
- 8.4 Launch, handover and content maintenance
- 8.5 IDT in Practice
Portfolio builder Module quiz
Module 9: Learning Evaluation and Improvement
Select measures that show what learners gained and how learning may contribute to the intended results. Interpret evidence, communicate limitations and recommend practical improvements to the programme.
- 9.1 Evaluation questions and success measures
- 9.2 Learning, application and programme data
- 9.3 Costs, value and reporting
- 9.4 Improvement decisions and stakeholder communication
- 9.5 IDT in Practice
Portfolio builder Module quiz
After-course 12 hours
Refine your work into a coherent professional portfolio and demonstrate the knowledge and judgement developed throughout the programme. Review the connections between the learning need, curriculum, assessment, resources and implementation. Examination preparation, practitioner perspectives and professional reflection help you communicate your contribution and plan the next stage of your development.
- Finalisation of the seven portfolio components
- C-IDT Professional exam simulation and official exam
- Portfolio presentation and forum discussion
- Additional materials
- Post-course feedback
Your enrolment includes
- Access to course materials and learning resources
- Portfolio evaluation and feedback by an assessor
- Three attempts at the C-IDT Professional examination
- One complimentary, live online, one-to-one career advisory session, available within 30 days of graduation
How to enrol
- Express interest to join this course by completing the enquiry form on the registration page.
- Our Educational Programme Team will guide you through registration, payment and access to the learning platform.
Payment methods
- Bank transfer or card payment
- Corporate invoice available for company-sponsored enrolment
- View the available payment options and refund policy.
Module Quizzes Ungraded
Check your understanding at the end of each module and prepare for the professional examination. These formative quizzes provide practice and do not contribute to your final assessment score.
Professional Examination Graded · Min. 70%
Demonstrate your knowledge through the summative C-IDT Professional examination. An examination simulation helps you familiarise yourself with the format before your official attempt.
- Duration: 60 minutes
- Format: 75 multiple-choice questions
- Minimum passing score: 70%
- Included attempts: Three, with a minimum interval of 24 hours between attempts
- Additional attempts: USD 50 per attempt after three unsuccessful attempts
Portfolio Assessment Graded · Min. 70%
Develop one integrated portfolio comprising seven connected components that demonstrate your ability to design a coherent learning solution. The portfolio is submitted and assessed as a whole.
| Part | Portfolio component | Modules |
|---|---|---|
| 1 | Needs Analysis and Project Brief | 1–2 |
| 2 | Programme Blueprint and Curriculum Map | 3 |
| 3 | Session Plan and Learning Activities | 4 |
| 4 | Assessment and Feedback Pack | 5 |
| 5 | Learning Materials, Digital Segment and Test Record | 6–7 |
| 6 | Implementation and Handover Plan | 8 |
| 7 | Evaluation and Improvement Brief | 9 |
- Assessment method: Manual evaluation by lead assessors using a standardised assessment rubric
- Feedback: Written feedback to support revision and continued portfolio development
- Minimum passing score: 70% for the overall portfolio
- Included attempts: Three submissions of the complete portfolio
- Additional attempts: USD 50 per complete portfolio resubmission after three unsuccessful attempts
Certificates
Your progress is recognised through two certificates.
Certificate of Completion
Awarded upon completion of all required activities in the pre-course and core-course stages.
Certificate of Achievement
Awarded upon completion of the full C-IDT Professional programme. To receive this certificate, you must:
- Complete all required activities across the pre-course, core-course and after-course stages.
- Pass the professional examination with a minimum score of 70%.
- Submit all seven portfolio components and achieve an overall portfolio score of at least 70%.
- Settle all applicable programme and assessment fees.
WHAT YOU WILL LEARN
Available in: ENGLISH | INDONESIAN (by request) | ARABIC (by request)
PREPARATION
Pre-course
The pre-course establishes the shared foundation on which every applied module depends, and diagnoses prerequisite gaps before applied work begins. It carries the knowledge units that the framework retains as prerequisites rather than as applied programme hours: learning science, the instructional design lifecycle, assessment principles, and digital and accessibility standards. It also orients participants to the profession itself, so that design decisions taken later in the programme are made with an understanding of the roles and settings in which instructional designers actually work. Total duration is 240 minutes.
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1.
Welcome guidance and schedule
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5.
Learning science for instructional decisions
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2.
Career pathways in instructional design and technology
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6.
Instructional design lifecycles and evidence-informed decisions
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3.
Needs analysis survey
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7.
Assessment validity, fairness, and evidence fundamentals
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4.
Pre-course readiness quiz
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8.
Digital standards, accessibility, and responsible AI literacy
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CORE-COURSE
Module 1: Evidence-Informed Learning Design Foundations
Establishes the empirical basis on which every later design decision in the programme rests, and the discipline of recording why a decision was taken. The module works through the processing constraints that bound any instructional design (attention, working memory and cognitive load), the practice and feedback conditions under which learning becomes durable, the characteristics of adult learners, and the four principal learning traditions and what each does and does not license. It closes by requiring participants to select and defend a set of principles against a real brief, which is the competence the module is actually assessing: not recall of principles, but the ability to justify their selection and to state the limits of the evidence supporting them.
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1.
What counts as credible evidence in instructional design
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7.
Behaviourist, cognitivist, constructivist and social learning principles in practice
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2.
Attention and working memory as design constraints
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8.
Selecting and defending learning principles for a real brief
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3.
Managing cognitive load through chunking, signalling and coherence
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9.
Industry and domain application: evidence-informed design across regulated, technical and commercial sectors
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4.
Retrieval practice, spacing and interleaving
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10.
Industry standards and compliance: professional capability models for instructional designers
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5.
Feedback timing and usefulness
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11.
Portfolio Builder 1: learner profile and evidence-based design rationale
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6.
Adult learners: prior knowledge, motivation and agency
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12.
Post-module quiz
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CORE-COURSE
Module 2: Performance, Needs, Learner, Task, and SME Analysis
Establishes the diagnostic competence that determines whether a learning intervention is warranted at all, and if so what it must address. The module begins by separating performance problems from learning problems and the stated request from the root need, then works through needs analysis at organisational, job and individual level, competency gap analysis, and the analysis of learners, critical tasks, context, constraints, inclusion requirements and transfer barriers. It concludes with the elicitation of expert knowledge from subject matter experts and the synthesis of all of this evidence into a single actionable recommendation. The module deliberately admits the possibility that the correct recommendation is not a training intervention.
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1.
Performance problems, learning problems, and the business outcome
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7.
Subject matter expert elicitation: interview guides and probing tacit expertise
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2.
Separating the stakeholder request from the root need
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8.
Synthesising evidence into an actionable recommendation
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3.
Training needs at organisational, job and individual level
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9.
Industry and domain application: how needs analysis differs across sectors and organisational maturity
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4.
Competency-gap analysis
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10.
Industry standards and compliance: data protection, consent and evidence handling in needs analysis
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5.
Learner profiles, critical tasks and decision mapping
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11.
Portfolio Builder 2: needs-analysis brief, learner profile and SME discovery plan
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6.
Context, constraints, resources, inclusion needs and transfer barriers
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12.
Post-module quiz
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CORE-COURSE
Module 3: Outcomes, Curriculum Architecture, and Learning Strategy
Converts diagnostic evidence into the architecture of a learning solution. The module covers the writing of observable performance statements with their conditions and criteria, the constructive alignment check that keeps content, practice and assessment addressing the same performance, and the assembly of a curriculum blueprint with defined course and module boundaries, prerequisites and controlled scope. It then addresses sequencing, progression and pathway design, the selection of modality against explicit criteria rather than habit or budget, and the design of practice, performance support and the transfer conditions without which a well-designed course produces no change in the workplace.
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1.
From needs evidence to learning outcomes
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7.
Choosing modality: criteria and the trade-offs between instructor-led, virtual, blended and digital delivery
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2.
Writing observable performance statements with conditions and criteria
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8.
Designing practice, performance support and transfer
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3.
Running a constructive-alignment check
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9.
Industry and domain application: curriculum architecture for compliance, technical skills and leadership programmes
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4.
Curriculum blueprint components and course and module boundaries
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10.
Industry standards and compliance: mandatory training, regulated curricula and auditability
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5.
Prerequisites, entry criteria and scope control
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11.
Portfolio Builder 3: outcome-alignment map, scope and sequence, and modality rationale
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6.
Sequencing, progression and learning pathways
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12.
Post-module quiz
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CORE-COURSE
Module 4: Competency Framework Research and Course Creation
This module addresses the step that the previous blueprint assumed rather than taught: where a recognised competency framework comes from, how its authority and currency are judged, and how it becomes a course. It begins with the function standards perform in curriculum design and with the division of labour between research and design, which in large institutions is carried by separate functions and in most organisations by the instructional designer working under subject matter expert direction. It then covers where occupational standards, qualification frameworks and professional capability models are published and how to appraise them; how a framework is read at the level of units, elements, performance criteria and evidence requirements; how missing content is elicited and validated with experts using established occupational analysis methods; how intended difficulty is calibrated against published level descriptors and learning taxonomies; and how the whole is converted into a traceable translation map and then into a course blueprint.
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1.
Why competency frameworks anchor curriculum design
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7.
Mapping complexity and difficulty: level descriptors and learning taxonomies
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2.
The division of labour: researcher, instructional designer and subject matter expert
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8.
Building the framework-to-curriculum translation map
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3.
Locating occupational and competency standards: national, regional and sector sources
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9.
Industry and domain application: translating frameworks in vocational, professional and corporate settings
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4.
Appraising framework quality, authority, currency and fit
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10.
Industry standards and compliance: recognition, equivalence and defensible level claims
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5.
Reading a framework: units, elements, performance criteria and evidence requirements
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11.
Portfolio Builder 4: framework source register, appraisal note, traceability matrix and level calibration
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6.
Eliciting and validating framework content with subject matter experts
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12.
Post-module quiz
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CORE-COURSE
Module 5: Instructional Content, Storyboards, Media, and Accessible UX
Converts architecture and standards into production-ready specifications. The module covers instructional writing for a defined audience and voice, the assembly of modules and the selection of learning resource types, storyboarding and screen-by-screen interaction specification, narration scripting and low-fidelity prototyping, visual hierarchy and information density, the selection of media by learning function and the multimedia coherence principles that govern their combination, and the implementation of accessibility as a design decision taken during specification rather than a remediation applied afterwards. The module’s output is a specification another person could build from.
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1.
Audience, voice and instructional tone
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7.
Media selection and multimedia coherence
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2.
Instructional writing: chunking, instructions, transitions and worked examples
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8.
Accessibility and inclusive-design checks
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3.
Module anatomy and learning resource selection
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9.
Industry and domain application: content and media decisions across sectors and production budgets
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4.
Storyboarding: purpose, anatomy and screen-by-screen interaction
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10.
Industry standards and compliance: accessibility conformance, localisation and brand governance
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5.
Narration scripts and low-fidelity prototyping
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11.
Portfolio Builder 5: storyboard and low-fidelity accessible prototype
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6.
Visual hierarchy, typography, layout and information density
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12.
Post-module quiz
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CORE-COURSE
Module 6: Assessment, Rubrics, Formative Feedback, and Validation
Establishes the competence to design assessment that produces defensible evidence of capability. The module begins from assessment purpose and the decision the assessment supports, then works through validity and reliability, fairness and reasonable adjustment, and the rules of evidence. It covers the design of authentic performance tasks and the separation of practice from summative judgement, the construction of an evidence matrix, the writing of selected-response items and plausible distractors, the design of rubrics with criteria, performance levels and assessor guidance, and the planning of formative checks, feedback, trialling and validation. The module builds assessment design competence; it does not constitute an assessor qualification.
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1.
Assessment purpose and the decision it supports
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7.
Rubric design: criteria, performance levels and assessor guidance
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2.
Validity and reliability: assessing the intended capability consistently
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8.
Formative checks, feedback, trialling and validation
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3.
Fairness, reasonable adjustment and the rules of evidence
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9.
Industry and domain application: assessment in high-stakes, technical and developmental contexts
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4.
Authentic performance tasks, and separating practice from summative assessment
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10.
Industry standards and compliance: assessment integrity, records and candidate rights
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5.
Building an evidence matrix
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11.
Portfolio Builder 6: evidence matrix, assessment task, rubric and formative feedback plan
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6.
Selected-response items and plausible distractors
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12.
Post-module quiz
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CORE-COURSE
Module 7: E-learning Authoring, LMS Publishing, and Technical QA
Builds the technical competence to turn an approved specification into a working, published and tested learning object. The module is taught against two named authoring environments, Articulate 360 (Storyline 360 and Rise 360) and iSpring Suite, so that participants know which software to learn rather than working with an abstraction. Participants who do not already hold a licence may use the vendors’ free trials; because those trials are time-limited, participants are advised to register only when they begin this module rather than at enrolment, so that the trial period covers the build work. The module covers authoring workflow and reusable components, navigation, interaction and media integration, accessibility and responsive behaviour during development, production quality assurance, platform and packaging vocabulary, tracking and completion configuration, controlled publishing, and cross-device testing and troubleshooting.
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1.
The authoring tool landscape and workflow planning: Articulate 360 and iSpring Suite
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7.
Packaging, tracking rules and LMS set-up
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2.
Navigation, learner control and purposeful interaction
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8.
Controlled publishing, cross-device testing and troubleshooting
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3.
Integrating audio, video, images and text
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9.
Industry and domain application: production constraints across enterprise, provider and independent settings
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4.
Accessibility and responsive design during development
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10.
Industry standards and compliance: packaging standards, platform security and data protection
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5.
Production quality assurance checklists
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11.
Portfolio Builder 7: build, publish and technically test an accessible e-learning prototype
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6.
Learning platforms, packaging standards and tracking vocabulary
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12.
Post-module quiz
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CORE-COURSE
Module 8: Evaluation, Analytics, Improvement, and Handover
Completes the lifecycle by establishing what may honestly be claimed about a learning solution and what must be done with that finding. The module begins from evaluation purpose and the distinction between output, outcome and impact, then covers measurement at the levels of reaction, learning, behaviour and transfer, the connection of learning to business results, and the checking of implementation fidelity without which a negative result cannot be interpreted. It addresses instrument selection proportionate to the decision, the design of surveys and interviews, the responsible analysis of the small datasets most practitioners actually hold, the reading of learning analytics, and the explicit statement of causal limits and uncertainty. It closes with cost-effectiveness estimation, the prioritisation of improvements into corrective action, and the handover pack by which a solution passes to whoever will run it.
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1.
Evaluation purpose, questions, and the output, outcome and impact distinction
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7.
Prioritising improvements and turning findings into corrective action
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2.
Measuring reaction, learning, behaviour and transfer
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8.
Handover and implementation readiness
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3.
Connecting learning to business results and checking implementation fidelity
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9.
Industry and domain application: evaluation expectations across sectors and sponsor types
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4.
Selecting proportionate instruments and designing surveys and interviews
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10.
Industry standards and compliance: reporting integrity, record retention and evaluation ethics
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5.
Analysing small datasets responsibly and reading learning analytics
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11.
Portfolio Builder 8: evaluation plan, improvement backlog and implementation handover pack
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6.
Causal limits, uncertainty and cost-effectiveness
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12.
Post-module quiz
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COMPLETION
After-course
Completes the lifecycle by establishing what may honestly be claimed about a learning solution and what must be done with that finding. The module begins from evaluation purpose and the distinction between output, outcome and impact, then covers measurement at the levels of reaction, learning, behaviour and transfer, the connection of learning to business results, and the checking of implementation fidelity without which a negative result cannot be interpreted. It addresses instrument selection proportionate to the decision, the design of surveys and interviews, the responsible analysis of the small datasets most practitioners actually hold, the reading of learning analytics, and the explicit statement of causal limits and uncertainty. It closes with cost-effectiveness estimation, the prioritisation of improvements into corrective action, and the handover pack by which a solution passes to whoever will run it.
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1.
Portfolio integration 1: consolidate the problem statement, needs analysis, and learner and SME evidence
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7.
Exam simulation
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2.
Portfolio integration 2: finalise the standards basis, outcomes, curriculum blueprint, scope, sequence, modality and transfer plan
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8.
Official examination
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3.
Portfolio integration 3: refine the storyboard, accessible prototype, media specifications and published package
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9.
Post-course reading: professional networks, the learning business, and global market trends
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4.
Portfolio integration 4: finalise the assessment, rubric, feedback and validation evidence
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10.
Post-course reading: the Sustainable Development Goals and the role of the instructional designer
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5.
Portfolio integration 5: complete the evaluation, analytics, improvement and implementation handover plan
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11.
Online discussion: insights, best practice and professional networking
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6.
Portfolio integration 6: final quality review, AI-use disclosure, references, reflection and submission packaging
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12.
Course feedback survey
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Post-Graduation Career Advisory
One live online session* with a career advisor to review your professional direction, portfolio positioning and next development priorities.
* Your complimentary advisory session is available within 30 days of graduation.
Do I need previous instructional design experience?
No formal instructional design qualification is required. The programme supports early-career practitioners building a structured foundation and intermediate practitioners strengthening their practice. Experience in training, education, learning content or related work will help you connect the activities to practical situations.
Can I complete the programme while working full-time?
Yes. The programme is delivered online through self-paced learning, so you can organise your study around work and other commitments. The estimated learning time is 40 hours: four hours of preparation, 24 hours across nine core modules, and 12 hours of portfolio refinement and assessment. Your actual time may vary depending on your experience, familiarity with the tools and portfolio revisions.
How will I access the learning materials?
Learning materials are available through Baugment’s online learning platform using your registered email address. These include video lessons, readings, quizzes, assignment guidance, templates and downloadable resources. A desktop or laptop is recommended for practical activities and portfolio development. Access instructions will be provided during onboarding.
How long will I have access to the programme?
You will have ongoing access to the course materials for as long as the programme remains available on Baugment’s learning platform. We recommend completing the learning activities, examination and portfolio assessment within 12 months of starting. This is a recommended completion timeframe, not an access expiry date.
Do I need to purchase any software?
The course fee includes access to Baugment’s learning platform and Moodle sandbox. Third-party software licences are not included. You may use suitable tools you already have, free versions or trial access where these meet the activity requirements. You do not need to purchase every tool mentioned in the programme.
What will I create during the programme?
You will develop one integrated portfolio comprising seven connected components, building your work throughout the nine modules and refining it during the after-course stage.
What support and feedback will I receive?
Instructions, templates, examples and practical guidance support your progress throughout the programme. You can also exchange ideas and experiences through the participant discussion forum. Lead assessors provide written feedback on your submitted portfolio to guide revision and further development. Information about support channels will be provided during onboarding.
What does the complimentary career advisory include?
After graduation, you can receive one complimentary, one-to-one live online session to discuss your career goals, portfolio positioning and next professional-development steps. The session is available within 30 days of graduation.
Have a question or want more information? We are here to help!
Develop practical expertise in instructional design and technology, knowledge management, career development, human capital management, community engagement, and training and facilitation through six self-paced professional certifications.
