What Is an Accredited Group Learning Activity?
An Accredited Group Learning Activity (AGLA) is a structured educational experience delivered to a cohort of learners and formally recognized by an accrediting body, professional association, or highereducation institution. Accreditation guarantees that the activity meets established quality standards, aligns with professional competencies, and can be counted toward continuing education requirements, certification renewal, or degree credit.
Key characteristics of an AGLA include:
- Formal Recognition: The activity is reviewed and approved by an external authority.
- Group Orientation: Learning occurs within a collaborative, often interactive, setting rather than individually.
- Learning Outcomes: Specific, measurable objectives guide the design and assessment.
- Documentation: Participants receive verifiable proofusually a certificate or transcript entry.
Why Offer Accredited Group Learning?
Accreditation adds value for both providers and participants. For learners, it can:
- Demonstrate competence to employers or licensing boards.
- Earn required continuing professional development (CPD) credits.
- Enhance motivation by knowing the activity meets recognised standards.
For organisations, accreditation helps to:
- Increase marketability and attract a broader audience.
- Standardise curriculum and maintain consistency across sessions.
- Collect data on outcomes that support continuous improvement.
Design Principles for Effective AGLAs
Creating a highquality AGLA requires thoughtful alignment of content, pedagogy, and evaluation. Below are essential design steps.
1. Identify Target Audience and Competencies
Start by analysing the professional profile of participants and the competencies they need to develop. Use frameworks such as the European Qualifications Framework (EQF) or industryspecific standards as references.
2. Craft Clear Learning Outcomes
Learning outcomes should be written using action verbs (e.g., analyse, design, apply) and link directly to the identified competencies. Example:
By the end of the session, participants will be able to construct a riskassessment matrix for a midsize project and justify the chosen mitigation strategies.
3. Choose Appropriate Delivery Methods
Group learning thrives on interaction. Consider blended formats that combine:
- Live webinars or facetoface workshops
- Breakoutroom discussions
- Collaborative casestudy analysis
- Peerreviewed assignments
4. Align Assessment with Outcomes
Assessment strategies must directly measure the outcomes. Options include:
- Performance tasks (e.g., simulations, presentations)
- Reflective portfolios
- Multiplechoice or shortanswer tests focused on application rather than recall
5. Ensure Accreditation Requirements Are Met
Each accrediting body may require specific documentation, such as:
- Detailed syllabus and learning objectives
- Instructor qualifications
- Evaluation rubrics and evidence of learner achievement
Maintain a master file that can be submitted for review at any time.
Putting the AGLA Into Practice
Implementation bridges design and delivery. Follow these practical steps:
Preparation
- Secure a qualified facilitator or subjectmatter expert.
- Test all technology platforms (videoconferencing, LMS, collaborative tools).
- Distribute presession material (readings, surveys) at least one week in advance.
Facilitation
- Begin with an icebreaker that establishes a collaborative climate.
- Use a mix of short lectures (1015 minutes) and active learning segments.
- Monitor participation and provide prompt feedback.
- Allocate time for reflection and synthesis at the end of each module.
FollowUp
- Collect postactivity surveys to gauge satisfaction and perceived learning.
- Issue certificates that include the accrediting bodys logo and CPD credit hours.
- Store assessment results securely for audit purposes.
- Schedule a debrief with facilitators to identify improvements for the next iteration.
Measuring Success
Evaluation should address three levels:
- Reaction: Did participants find the activity relevant and engaging?
- Learning: Did they achieve the stated outcomes? (Measured through assessments.)
- Impact: Are they applying new knowledge in their workplace? (Followup surveys after 36 months.)
Data collected at each level informs continuous quality improvement and satisfies accreditation reporting requirements.
Useful Resources
- International Association for Continuing Education and Training (IACET) Accreditation Handbook
- European Association for the Education of Adults (EAEA) Competency Frameworks
- Blooms Taxonomy Guideline for writing measurable outcomes
- Smith, J. (2022). *Designing Engaging Group Learning Experiences*. New York: Academic Press.
- Free LMS platforms: Moodle, Canvas, Google Classroom
