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Learning design toolkit v0.2
- 2. Feature Benefit What is it? Standard (all projects) Value – added (most projects) Top-end (some projects) Content mapping •Defines scope of the learning •Agreement on what will be covered •Signed-off •Spreadsheet containing topics and learning objectives √ √ √ Content plan •Provides reassurance to the authors •Saves time •Consistency of quality •PowerPoint presentation containing author guidance √ √ √ Author/editor workshop •Relationship building •Authors can ask questions/express concerns •Online or face2face meeting between ID and authors/editors √ √ √ Content prototype •Benchmark and ‘end’ product •Set expectations re quality •Sample session in draft format √ √ Learning needs analysis •Detailed analysis of learn requirements •Precision of scope •Research with users • Summary of user findings √ √ Bespoke media •Control over content •Unique look and feel •Specific to the programme •Bespoke look and feel •Film •Animation •Photoshoot •Graphics •Menu √ √ Bespoke platform or technology •Allows flexibility - uses non-standard technology •Engage with different audiences • Hub tenancy √ User acceptance testing •Allows users to feedback and contribute to design •Opportunity to shape solution •Ensures the solution meets user need •Workshop outcome report •Questionnaire, interviews or workshop with users •Summary of user findings √ Pilot •Provides feedback on the solution •Changes can be made in response to feedback •Pilot session(s) available to select group for limited time •Questionnaire and summary √
- 3. Projection rationale It starts with why… Key questions • Why are we doing this? • What is the project trying to achieve? (clarity of purpose) • What is the problem we are trying to solve? • What are the benefits to: • Users of this learning? • Patients and the NHS? Sub questions • What is in scope/out of scope? • What is the timescale? What are the risks/issues? • How does this fit with other initiatives? • What are the other project phases? • How do we define the content?
- 4. How do we know what people want? Questions • Is any user needs analysis work planned/complete? • Anecdotal feedback: • what do users like/dislike? • How do they learn? • What else do they use? Tasks • In groups draw a picture of someone who might use this programme or • Complete the user profile exercise on the next slide Need to ensure design meets user needs
- 5. User 1 • Demographic • Prior experience • Learning preferences • Knowledge, skills • Goals • Interests and experiences User 1 • Demographic • Prior experience • Learning preferences • Knowledge, skills • Goals • Interests and experiences User 1 • Demographic • Prior experience • Learning preferences • Knowledge, skills • Goals • Interests and experiences v Outlier • What is different from the main user group? • Demographic • Prior experience • Learning preferences • Knowledge, skills • Goals • Interests and experiences Tutors/supervisors/ others • Perspectives • Culture • Working practices • Administrator requirements • Collaboration & communication requirements Icons made by Flaticon from www.flaticon.com Primary users Secondary users
- 6. Activity Key questions • What will the user be doing? (activities) • What will the user experience be like? Sub questions • Formal vs informal? Or a blend? • How can we make it meaningful/useful/relevant/interesting? • Do you have any likes/dislikes (both method of delivery and style) • How do we make it good? Activity
- 7. Assessment RecordActivityPresentationStructure A formal course DiscussionVideo/audio Infographic Further readingResources Tutorial Certificate Action plan Task Offline activity BadgeExperts Downloads Assessment Think piece Case studyInformation ChecklistGuidelines Simulation Questions Refresher Diagnostic Scenario Reflection Learning path Informal activities Blended learning Tips Portfolio Report Journal Practical Curating Problem solving
- 8. Key questions • How will you know if it is working? • How will you measure success/value/impact? Sub questions • Is a proof of concept, prototype or pilot required? • Who will review this? • How will the project be maintained? • How will the project be updated? Evaluation
- 9. Worksheets
- 10. Audience User 1 User 1 User 1 v Outlier Tutors/supervisors/ others Icons made by Flaticon from www.flaticon.com Primary users Secondary users
- 11. 2. Activity Key questions • Why are we doing this? • What is the project trying to achieve? (clarity of purpose) • What is the problem we are trying to solve? • What are the benefits to:Users of this learning? Patients and the NHS? Sub questions • What is in scope/out of scope? • What is the timescale? What are the risks/issues? • How does this fit with other initiatives? • What are the other project phases? • How do we define the content? Key questions • What will the user be doing? (activities) • What will the user experience be like? Sub questions • Formal vs informal? Or a blend? • How can we make it meaningful/useful/relevant/interesting? • Do you have any likes/dislikes (both method of delivery and style) • How do we make it good? Key questions • How will you know if it is working? • How will you measure success/value/impact? Sub questions • Is a proof of concept, prototype or pilot required? • Who will review this? • How will the project be maintained? • How will the project be updated? 1. Rationale 3. Evaluation
Editor's Notes
- This tool kit can be adapted to use with clients. It includes prompts and worksheets to help establish the learning design. This should be used in conjunction with the Learning Design Document. Instructional design is about applying agreed standards to a solution, learning design is about the ‘how the user learns aka design for learning. Design for learning = Pedagogically informed learning activities which make effective use of appropriate tools and resources A range of activities associated with better describing, understanding, supporting and guiding pedagogic practices and processes. It is more about responding to new perspectives, work practices, ideas and less about new uses of technology Focus on the pedagogy and activity of the user rather than the content These slides are designed to aid this conservation, 3 part process 1. Audience, 2. Solution, 3. Resource Type
- Edit the table as required to make client facing depending on budget/time/resource constraints. Projects come in different formats, levels of information, most projects will follow a traditional route, with very few ‘top-end’ projects, but there still may be an opportunity to add some elements of learning design, either before (high) or after (low) the solution is defined. Learning design does not exist in isolation, it needs to be supported by graphic design/UX and technical speciation/support.
- There is a worksheet for writing-up the answers to these questions if required – see slide. Kirkpatrick’s model helps to identify what it is you want the learning to do: Reaction: engage learners in a subject relevant to their practice Attitudes: modify learner’s perceptions of the subject Knowledge/skills: change learner’s knowledge or acquire new knowledge/skills Behavioural change: apply learning to practice Organisational practice: wider changes to the organisation Benefit to patients: improvement of health/wellbeing of patients Most programmes will combine several of these elements, by clarifying and structuring the aims in this way content is easier to develop and evaluate.
- User needs analysis will probably only apply to top-end project Drawing a picture is a quick way to check you have understood something. Was it easy/difficult? Why? Did your group agree/disagree? Did you fall into group think/stereotyping? How many drew an able bodied person? White person? Etc See next slide and the worksheet on slide x for a user profile exercise that can be completed in groups
- Using the worksheet (slide x) ask steering groups to create pen portraits based on users. These should be broadly representative of age, gender, ethnicity, education, geographical location, access to technology and skills (academic and digital literacy). Ensure ‘hard to reach’ users are included as outliers and consider secondary users such as tutors. Also any stakeholder requirements.
- Do you have likes/dislikes (both method of delivery and style) – give examples (don’t have to be e-learning e.g. role play, visual aids, simulation) Activity types – SMS, video, chat, searchable references, job aids, checklists, video, audio, podcasts, documents, infographics, images, flowcharts etc What should the blend be? e-learning, face2face, experts, hard copy resources etc. informal or formal learning or a combination? Integrated collaboration and communication social learning? How do we make it look good? Users expect glossy, professional design so need to invest in good graphics and images
- Instructional strategies– What techniques will you use in the e-Learning to facilitate learning? You can use any combination of design features, depending on the specific learning outcome it is intended to support. There are no specific design features relating to specific learning theories, pedagogical frameworks or instructional strategies. There are overlaps and it depends how a specific design feature is used. Use worksheet slide x to draw or map out your programme. This is for guidance only to stimulate debate. The ‘tokens’ can go in any category, or the categories can be changed/removed, blank tokens should also be used. We need to ensure the design fits all the topics – or decide on a coherent approach for different aspects of the programme.
- Evaluating the learning design may include questions such as: To what extent does the learning design: Identify and build upon learner goals? Take account of learners’ prior experience and understanding? Engage learners e.g. how inviting is the activity? Enable learners to experience the concepts/ideas/issues in a variety of different ways? Provide opportunities to engage with colleagues? Facilitate self-assessment and review? Enable learners to reflect on their experience? Enable learners to integrate learning into their practice? Give learners a sense of control over their activities?
- Quick user activity.
- Complete offline using paper and tokens, or draw on blank paper