1. The document discusses how to create bespoke e-learning content and the role of instructional design. 2. It provides examples of instructional design principles like using scenarios, interactivity, and feedback to help learners practice skills. 3. The document shows how to apply action mapping to design e-learning by identifying goals, actions, and necessary knowledge.

1. How we create
bespoke e-learning

2. Introductions
Deborah Limb
Head of Content Creation
Lindsey Rees
Content Creation Manager

3. What is Content
Creation ?
• Learning Pool Catalogue
• Learning Pool Quick Builds
• Module Suites
• Bespoke Content
http://www.learningpool.com/course-catalogue/

4. Children’s Social Care Suite
1. Safeguarding and child protection for non children's service workers 40 min
2. Safeguarding and child protection for adults working with children 50 min
3. Common Assessment Framework 30 min
4. Protection Investigation 40 min
5. Child Protection Processes 35 mins
6. The Role of a Social Worker within Child Protection Processes 30 mins
7. Multi Agency Forums 35 mins
8. Children with Disabilities TBC mins
9. Sexual Abuse TBC mins
10. Physical Abuse TBC mins
11. Emotional Abuse TBC mins
12. Neglect TBC mins

5. Children’s Social Care Suite
http://www.icywater.com/learningpool/csc2/csc001/index.htm

6. Children’s Social Care Suite
http://www.icywater.com/learningpool/csc/csc001/index.htm

7. Finance Suite
http://www.learningpool.com/showcase/course/view.php?id=119

8. Finance Suite
http://www.learningpool.com/showcase/course/view.php?id=119

9. Have you considered
instructional design?

10. Have you used the
Authoring Tool?

11. Have you created your
own graphics?

12. The role of instructional design...

13. 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

14. 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

15. Action Mapping
http://blog.cathy-moore.com/

16. And why aren’t they doing it?

17. What do these people need to do?
A: Put out the fire
B: Describe the
techniques used to
extinguish a fire

18. Action Mapping Example
STEP 1: Identify the business goal
Good: Increase widget sales 8% by Q4
Avoid: Salespeople should know all the widget
features

19. Action Mapping Steps
STEP 2: Identify what people need to do to
reach that goal
To 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

20. Action Mapping Steps
STEP 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.

21. Action Mapping Steps
STEP 4: Identify what people (really, really)
need to know
Identify 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.

22. Task: Apply action mapping
principles to the following…
Content: Dealing with subject
access requests involving other
people’s information
Target audience: Contact centre
staff at Wickstafford Council

24. 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!

25. What will you do
differently?

26. Any questions?

27. Subject Access Request Example
STEP 1: Identify the business goal
Call centre staff to be able to correctly decide
when to disclose information following a
subject access request

28. Subject Access Request Example
STEP 2: Identify what people need to do to reach that goal
1. Identify if the information requested relates to other individuals as well
as the individual making the request
2. Identify if it is possible to comply with the request without revealing
information which relates to and identifies a third party individual
3. If possible, obtain consent from third party
4. If not possible, decide whether it would it be reasonable to disclose
without consent

29. Subject Access Request Example
STEP 3: Design activities that help people practise each
behaviour
1. Identify if the information requested relates to other individuals as well
as the individual making the request
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.

30. Subject Access Request Example
STEP 4: Identify what people (really, really)
need to know
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.