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Deborah Limb, Learning Pool
 

Deborah Limb, Learning Pool

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Community Day, Wales

Community Day, Wales

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    Deborah Limb, Learning Pool Deborah Limb, Learning Pool Presentation Transcript

    • How we createbespoke e-learning
    • IntroductionsDeborah LimbHead of Content CreationLindsey ReesContent Creation Manager
    • What is Content Creation ?• Learning Pool Catalogue• Learning Pool Quick Builds• Module Suites• Bespoke Contenthttp://www.learningpool.com/course-catalogue/
    • Children’s Social Care Suite1. Safeguarding and child protection for non childrens service workers 40 min2. Safeguarding and child protection for adults working with children 50 min3. Common Assessment Framework 30 min4. Protection Investigation 40 min5. Child Protection Processes 35 mins6. The Role of a Social Worker within Child Protection Processes 30 mins7. Multi Agency Forums 35 mins8. Children with Disabilities TBC mins9. Sexual Abuse TBC mins10. Physical Abuse TBC mins11. Emotional Abuse TBC mins12. Neglect TBC mins
    • Children’s Social Care Suitehttp://www.icywater.com/learningpool/csc2/csc001/index.htm
    • Children’s Social Care Suitehttp://www.icywater.com/learningpool/csc/csc001/index.htm
    • Finance Suitehttp://www.learningpool.com/showcase/course/view.php?id=119
    • Finance Suitehttp://www.learningpool.com/showcase/course/view.php?id=119
    • Have you consideredinstructional design?
    • Have you used the Authoring Tool?
    • Have you created your own graphics?
    • The role of instructional design...
    • Good instructional design...• Develops your Knowledge• Gives you new Skills• Changes your Attitudes or Behaviours• Inspires you to Do Things Differently• Retains your Attention• Is Memorable
    • Instructional designers....• Work with subject matter experts and subject content in various formats• Structure and sequence content to meet the needs of the learner and the organisation• Set the tone of voice through choice of language/style• Design learner interactions and activities• Identify delivery method and media to be used• Shape the assessment and evaluation approach• Consider other support tools
    • Action Mappinghttp://blog.cathy-moore.com/
    • And why aren’t they doing it?
    • What do these people need to do?A: Put out the fireB: Describe thetechniques used toextinguish a fire
    • Action Mapping ExampleSTEP 1: Identify the business goalGood: Increase widget sales 8% by Q4Avoid: Salespeople should know all the widget features
    • Action Mapping StepsSTEP 2: Identify what people need to do to reach that goalTo increase sales, our salespeople must:• Ask questions that uncover a customer’s needs.• Identify the best widget for the customer.• Emphasize the benefits that will matter most to• the customer.These statements describe actions, not knowledge
    • Action Mapping StepsSTEP 3: Design activities that help people practise each behaviour• A fictional customer appears. The learner chooses questions that will reveal the customer’s needs.• A customer wants to reduce their electricity use. The learner identifies the best widget and explains their choice.Avoid fact checks and trivia games. These don’t happen in the real world.
    • Action Mapping StepsSTEP 4: Identify what people (really, really) need to knowIdentify the information that the learners must have to complete each practice activity. We should describe We should cover the the supply chain for history of widgets! widget parts.
    • Task: Apply action mapping principles to the following…Content: Dealing with subject access requests involving other people’s informationTarget audience: Contact centre staff at Wickstafford Council
    • Instructional design checklist• Think about the learner at all times• Use clear, creative language• Build in lots of interactivity• Use extended scenarios• Provide problem solving opportunities• Supply examples• Ask lots of questions and provide meaningful feedback• Use appropriate visuals• Design short learning cycles• Utilise Whole – Part – Whole learning• Reward learners – make the experience fun!
    • What will you do differently?
    • Any questions?
    • Subject Access Request ExampleSTEP 1: Identify the business goalCall centre staff to be able to correctly decide when to disclose information following a subject access request
    • Subject Access Request ExampleSTEP 2: Identify what people need to do to reach that goal1. Identify if the information requested relates to other individuals as well as the individual making the request2. Identify if it is possible to comply with the request without revealing information which relates to and identifies a third party individual3. If possible, obtain consent from third party4. If not possible, decide whether it would it be reasonable to disclose without consent
    • Subject Access Request ExampleSTEP 3: Design activities that help people practise each behaviour1. Identify if the information requested relates to other individuals as well as the individual making the requestShow a number of different potential scenarios including the request and the associated requested information. Ask the learner to make a judgement on whether disclosure would affect a third party. This could be extended to an online resource with a variety of scenarios that are available as a reference for learners whilst doing their daily role. These could be used if they are unsure, to help them compare the current decsion to some model answers.
    • Subject Access Request ExampleSTEP 4: Identify what people (really, really) need to knowIn this instance, really very little. If you are concerned about launching straight in you could give a couple of example scenarios with appropriate responses before getting them to decide.