The "learning unit" approach to addressing the nine competency standards (in addition to the overriding constructivist design) makes it somewhat difficult to outline a temporal learning design sequence.

Overall, the learning design takes on a problem-based form, where students are given open-ended task and asked to complete the tasks with a few online supports. The toolbox contains ten learning units, each providing different problems and varying resources.

Within each unit, learners access a selection of resources as required to complete a particular learning activity. The learning units completed would depend largely on an individual's educational needs.

Subsequently there is not a predetermined order in which a learner would proceed through the toolbox and the specific learning objectives met for each competency standard would depend largely on the combination of learning units completed - a condition that would vary between individual learners.

Thus, the learning design sequence presented below illustrates one potential path that a learner may follow to complete a particular task.

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WHAT THE STUDENTS DO
Each learning unit involves the completion of an overriding learning activity, designed to provide the learner with practical experience in relevant areas of youth work.

Trainers may choose to employ this activity as a summative assessment task for the particular learning unit, or combine the activities from several units to assess a competency standard. Subsequently, each learning activity has been designed to produce some form of 'evidence' that can be submitted to the trainer if required.

In line with the constructivist design of the product, learners are not confined to any specific sequence. Each learner completes activities and accesses resources as personally required. However, in the case of various activities being used for assessment purposes, a trainer may wish to stipulate the completion of particular activities in a set order.

SIGNIFICANCE OF ORDER
The lack of an order or sequence is seen to be a significant feature of this product, as it increases flexibility for learners and therefore expands the potential target audience.

CRITICAL ACTIVITIES
The constructivist design allows learners to access resources as required in order to complete each learning activity. These resources generally involve smaller tasks (workshops, quizzes, etc.), which allow learners to develop skills and knowledge in each topic.

Subsequently, learners will only complete the smaller tasks within the resources that are deemed personally necessary for completion of the learning activity.

ACCESSIBLE RESOURCES
The range of resources available in each learning unit are all contained within the web-based product as interactive articles, workshops and quizzes, or downloadable papers.

Resources are accessed as required by learners to assist them in completing the relevant learning activity.

The design of the product allows for learners to access resources as personally required, and also provides an opportunity for trainers to replace or supplement the product with their own chosen resources.

RESOURCES IN CONTEXT
By structuring the product according to the 'learning unit' design, learners who are undertaking several competency standards with similar content areas do not need to duplicate their access of individual resources.

VARYING THE RESOURCE SET
The product is designed to be delivered as a whole. However, the specific choice of resources that individual learners will access will depend on their perceived learning requirements - as assessed by either the trainer or the learners themselves.

SUPPORTS SUPPLIED
Standard support features that have been incorporated into the product (either as physical resources or as assumed delivery strategies) include the following:

• A 'Learner Guide' and 'Trainer Guide' outlining how to use the product.
• Email and Chat facilities (to be connected/implemented by the delivering organisation).
• An introductory 'Guide to Online Learning'.
• Summarised versions of each competency standard.
  

In addition, various support mechanisms have been built into each learning unit where applicable to the specific content addressed. These supports are listed in section 4 above, and include the following:

• Information on related (although not essential) topics.
• Suggestions to the learner to contact the trainer to submit work or obtain feedback.
• Case studies.
• Case notes.
• Collaborative activities.
• Discussion topics.

SIGNIFICANCE OF SUPPORT STRATEGIES
In addition to making communication and collaboration available, and subsequently helping learners to bridge the 'digital divide' often experienced with online learning, the support mechanisms also provide opportunities for extension activities and further research.

SUPPORT STRATEGY ADAPTATION
All support mechanisms are generally optional, but trainers should carefully consider the degree to which they enhance the learning experience.