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Learning Pool's Lindsey Rees on 'How to create bespoke e-learning'.

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Learning Pool's Lindsey Rees on 'How to create bespoke e-learning' at the Learning Pool Community Day, 14 September 2011.

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Learning Pool's Lindsey Rees on 'How to create bespoke e-learning'.

  1. 1. How we create bespoke e-learning<br />
  2. 2. Introductions<br />Lindsey Rees<br />Content Creation Manager<br />Julian Stubbs<br />Instructional Designer<br />
  3. 3. What is Content Creation ?<br />
  4. 4. Have you considered instructional design?<br />
  5. 5. Have you used the Authoring Tool?<br />
  6. 6. Have you created your own graphics?<br />
  7. 7. Action Mapping<br />http://blog.cathy-moore.com/<br />
  8. 8. And why aren’t they doing it?<br />
  9. 9. Action Mapping Example<br />STEP 1: Identify the business goal<br />Good: Increase widget sales 8% by Q4<br />Avoid: Salespeople should know all the widget features<br />
  10. 10. Action Mapping Steps<br />STEP 2: Identify what people need to do to reach that goal <br />To increase sales, our salespeople must:<br />Ask questions that uncover a customer’s needs.<br />Identify the best widget for the customer.<br />Emphasize the benefits that will matter most to<br />the customer.<br />These statements describe actions, not knowledge<br />
  11. 11. Action Mapping Steps<br />STEP 3: Design activities that help people practise each behaviour<br />A fictional customer appears. The learner chooses questions that will reveal the customer’s needs.<br />A customer wants to reduce their electricity use. The learner identifies the best widget and explains their choice.<br />Avoid fact checks and trivia games. These don’t happen in the real world.<br />
  12. 12. Action Mapping Steps<br />STEP 4: Identify what people (really, really) need to know<br />Identify the information that the learners must have to complete each practice activity.<br />We should cover the<br />history of widgets!<br />We should describe<br />the supply chain for<br />widget parts.<br />
  13. 13. Task: Apply action mapping principles to the following…<br />Content: Dealing with subject access requests involving other people’s information <br />Target audience: Contact centre staff at Wickstafford Council<br />
  14. 14. What will you do differently?<br />
  15. 15. Any questions?<br />
  16. 16. Demos<br />Homes for Islington: Mental Health Awareness<br />http://www.learningpool.com/hfi/mod/scorm/player.php?a=296&scoid=931<br />Powys: People Manager<br />http://www.learningpool.com/powys/mod/scorm/player.php?a=237&scoid=629<br />Blaenau Gwent/Home Office: Community Safety Partnerships <br />http://www.learningpool.com/communitysafety/mod/scorm/player.php?a=251&scoid=841<br />Social Media Blog Video<br />Leadership Videos<br />
  17. 17. Subject Access Request Example<br />STEP 1: Identify the business goal<br />Call centre staff to be able to correctly decide when to disclose information following a subject access request<br />
  18. 18. Subject Access Request Example<br />STEP 2: Identify what people need to do to reach that goal <br />Identify if the information requested relates to other individuals as well as the individual making the request <br />Identify if it is possible to comply with the request without revealing information which relates to and identifies a third party individual<br />If possible, obtain consent from third party<br />If not possible, decide whether it would it be reasonable to disclose without consent<br />
  19. 19. Subject Access Request Example<br />STEP 3: Design activities that help people practise each behaviour<br />Identify if the information requested relates to other individuals as well as the individual making the request <br />Show 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.<br />
  20. 20. Subject Access Request Example<br />STEP 4: Identify what people (really, really) need to know<br />In 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.<br />

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