Updating learning experiences

Contents

Updating a learning experience is the process of reviewing, maintaining and improving a learning asset after it has been released. Updates may range from replacing files, links, references and resources through to redesigning or rebuilding an entire learning experience. Updating a learning experience may also affect learner records, including completed and in-progress enrolments, version history, archiving arrangements and reporting requirements.

A good update checklist is more than an administrative task. It gives learning teams a consistent way to confirm that learning remains accurate, accessible, relevant and aligned to agency needs. It also helps agencies avoid “set and forget” learning, where material stays published.

Why is it important?

Learning experiences can become outdated quickly due to changes in legislation, policy, systems, technology, service delivery processes and organisational priorities. When developing or updating learning experiences, it is important to consider building universally and covering essential content elements that help assets remain current. 

Regularly updating learning experiences (or at least reviewing the content) help ensure learners receive accurate information and can confidently apply their learning in the workplace. Effective maintenance also protects the integrity of learner records by helping agencies make informed decisions about whether a learning experience should be updated, redesigned, archived, replaced or decommissioned. This supports good stewardship of public resources, reduces duplication, improves the quality of learning products and aligns with the One APS approach by enabling learning assets to remain current, reusable and valuable over time. 

What are the benefits?

  • Learners receives current and accurate learning content.
  • Learners encounter fewer broken links, outdated references and conflicting messages.
  • Higher chances of learners receiving more consistent experience across facilitators, cohorts and delivery modes.
  • Learners can apply learning more confidently in the workplace.

Suitable for

L&D practitioners, instructional designers, learning administrators, program owners, facilitators, subject matter experts and governance teams responsible for maintaining or reviewing learning experiences.

Types of learning experience updates

Level Description Examples Learner Record Considerations
Minor Update Changes that do not alter learning outcomes or assessment requirements. Fixing broken links, correcting spelling errors, formatting, updating contact details, replacing files, accessibility improvements. Existing learner records generally remain unaffected.
Moderate Update Changes that improve or refresh content or formatting while retaining the original learning intent. Updating policy references, screenshots, examples, scenarios or supplementary resources. May require version updates and stakeholder communication.
Major Update Significant changes to learning outcomes, assessments, content structure or delivery approach. Learning experience redesign, new compliance requirements, substantial content redevelopment or platform migration. May require a new version, review of in-progress enrolments and management of historical completion records.
Replacement or Decommission A learning experience is superseded, archived or removed. New learning experience developed to replace an existing offering or a learning experiences no longer required. Completion records should be retained according to recordkeeping requirements and archiving arrangements.

Interim measures between major updates

Where a major update cannot be completed immediately, interim measures may be introduced to reduce risk and maintain learning quality until a full review is undertaken. Examples include:

  • Adding a label outlining known issues and what to do in the interim.
  • Including links to current policies, procedures or systems information.
  • Publishing an addendum outlining critical policy or procedural changes.
  • Issuing facilitator guidance to address outdated content during delivery.
  • Providing learners with updated reference materials or job aids.
  • Adding a label highlighting known content changes.
  • Temporarily disabling inaccurate activities or assessment questions.
  • Informing managers and learners of known limitations in the learning experience content.

Considerations when updating a learning experience

Topic Components to consider Possible outcomes
Learning records
  • Completed learner records and reporting.
  • In-progress enrolments.
  • Historical completion data.
  • Compliance reporting requirements.
  • Notifying learners of upcoming changes so they have a chance to complete prior to losing in progress status.
  • Retaining completions.
  • Archiving completions.
Learning experience history
  • Archived learning experience versions.
  • Learning management system configurations.
  • Version numbering and publication dates.
  • Retaining overall learning experience and update the individual impacted files.
  • Keep a record log of versions when they were published and circulated.
  • Creating a whole new learning experience.
SCORM and Learner Reflections
  • eLearn configurations.
  • Learning management system configurations.
  • Automatically emailing self-reflection responses to participants upon completion.
  • Exporting reflection responses as part of learner records.
  • Retaining reflections in accordance with agency recordkeeping requirements.
  • Providing learners with a personal copy of reflections for future development planning.
Archiving and Decommissioning
  • Whether learner completion records need to remain accessible.
  • Whether historical reporting requirements exist.
  • Whether content may be reused in future programs.
  • Whether a replacement learning experience is available.
  • Agency-specific records management obligations.
  • Create a time-stamp report before implementing changes.

High-level update checklist

In addition, refer to the user acceptance testing resource for testing file functionality and user acceptance.

Governance and Ownership

  • Learning experience owner has been identified.
  • Review and approval requirements have been mapped and will be completed.
  • Next review date has been assigned and will be resourced.
  • Version numbers have been updated and record keeping is up to date.

Learning Design

  • Learning outcomes remain relevant.
  • Content aligns with current business needs.
  • Activities and assessments remain fit for purpose.
  • Scenarios and examples reflect current APS practice.

Records and Reporting

  • Impacts on learner records have been considered.
  • Historical completion data will be retained where required.
  • In-progress enrolments have been reviewed.
  • Archiving requirements have been addressed.
  • Reporting implications have been assessed.

Evaluation and Continuous Improvement

  • Learner feedback has been reviewed.
  • Evaluation findings have been considered.
  • Improvement actions have been documented.
  • Stakeholders have been informed of significant changes.

General practices

Good practice
  • Establish a clear review schedule and nominate a learning experience owner.
  • Use learner feedback and evaluation data to inform improvements.
  • Confirm content is current, evidence-based and approved by the right authority.
  • Validate policy references, legislation and procedural guidance.
  • Complete User Acceptance Testing.
  • Ensure examples and scenarios reflect current APS work practices.
  • Record version numbers, approval dates and review dates.
  • Consider whether the learning experience remains necessary and delivers ongoing value.
  • Communicate significant changes to stakeholders and learners.

 

Practices to avoid
  • Updating publication dates without reviewing content.
  • Making changes without maintaining version history.
  • Not keeping a register of key components which need to be reviewed and updated, such as references to legislation.
  • Relying on undocumented knowledge instead of a structured review process.
  • Relying on one person’s memory instead of a documented review process.
  • Keeping learning experiences live because they have “always been there”.
  • Updating participant materials while neglecting facilitator guides or LMS settings.
  • Ignoring learner feedback, evaluation data or not addressing identified issues.
  • Replacing content without considering impacts on learner records and reporting.
  • Decommissioning a learning experience without considering historical completion records.

Hypothetical examples

Example

An agency delivers a mandatory learning experience that explains how to use an internal ICT system. The learning experience has not been reviewed for more than two years despite several upgrades to the live system. The learning experience contains outdated screenshots, superseded instructions and broken links. Learners continue to enrol and complete the learning experience because it remains available in the catalogue and is mandatory.

Potential Issues

Learners receive information that no longer matches current business processes and may struggle to perform required tasks in the workplace. Helpdesk requests increase as staff seek clarification, while managers lose confidence in the learning experience. Reporting data indicates high completion rates, but the quality and relevance of the learning experience have declined.

Better Approach

The agency establishes a six-month review cycle and uses a learning experience update checklist as part of its maintenance process. During the review, the team identifies policy changes, outdated screenshots, accessibility improvements and a broken link. The learning experience is updated, version-controlled, tested and republished with supporting updates to facilitator materials and LMS records. Historical completion records are retained, learners receive clear communication about the changes, and the revised learning experiences continues to support current workplace requirements. Helpdesk enquiries are dramatically reduced and workplace productivity increases.
L&D Section
Updating content and small changes
L&D Groups
Maintenance and Post production
L&D Categories
Learning Design and Administration
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