This paper critically reflects on the pedagogical approach underlying a professional development course in eLearning. The aim of the course was to teach faculty-based eLearning officers the necessary practical and theoretical skills to fulfil their roles in supporting Faculties with eLearning initiatives. Whilst the course was successful -judged in terms of the pass rate and course evaluations -it was felt that the underlying pedagogy could be improved by taking the affective domain into

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... ration. In particular, there were issues with the perceived relevance of the course, participants' confidence in their abilities and the perceived value of the Certificate Course in the context of participants' careers. The proposed revisions are presented and discussed in order to offer a revised learning design to place attention on the affective domain in continuing professional development.