DLI the HOW

Analysis and definition: How Mapping the police discrimination learning experience

Learning mode: choice

The course will be delivered as a 4-6 week cohort of about 30-50 learners through a mix of synchronous learning such as live tutorials and webinars, and asynchronous, self paced learning such as discussion forums, readings, instructional videos and case studies. The course has a strong social learning component. Starting from the second half, learners will start a project that will apply what they have learned to their own context.

Synchronous

Asynchronous

Rationale for learning mode: Learning outcomes

how deep does the learning need to go?

Police discrimination and hate crime are complex and sensitive topics. Simple standalone modules with no synchronous or social input will not meet our learners' needs. We need to aim for HOTS not LOTS.

Rationale for learning mode: Learner personas

What are the drivers, barriers and preferences of our learners?

Some of our learners will be very ‘au fait’ with all kinds of technology and be socially confident online (more likely CSOs). Others will be constrained by their work role and unable to express their full opinions, etc. (more likely police). Some could have full access to all kinds of content, including even immersive learning. Others may not have the wifi capacity, or again, be able to access content online. We still have an open question about mobile technology. For example, how will content-heavy activities look?

Rationale for learning mode: Content

How technical and complex is our subject matter, and our content?

The content will be quite conceptual and theoretical. For example learners will need to understand and apply different forms of discrimination to their context. They will need to empirically explore their own context, identify gaps and actions for improvement.

Rationale for learning mode: Timelines

how quickly does the content need to be delivered?

We tend to have funder timelines, but our approach is to get it right rather than to rush.

Rationale for learning mode: Flexibility

Is there scope to provide a structured timetable or are learners in different timezones and locations

yes to both. It is possible to choose appropriate meeting times and virtual meeting spots across several timezones. We have done this sucessfully in the past.

Rationale for learning mode: Digital learning experience

what is the learner experience and perception of digital learning?

We should also study the learner personas in answering this question. Based on limited research and our own experience, we suspect that police learners are very skeptical of digital learning. This is partly because they have had very poor experiences with low quality e-learning. Interaction through tutorials is an important way to address this barrier. However, our target learners are also motivated by the convenience and flexibility of digital learning.

Rationale for learning mode: access

What do our learner’s access to technology or digital literacy look like?

We need to better understand this for all of our learners. It is part of our data analysis strategy. As discussed, some learners experience barriers in accessing external sites. We have specific technical support for this. We have experience in universal design.

Current content, activity, assessment and facilitation formats

Games/SimulationsAR/VRBlogs/WikisePortfolios Polling Forums

Live chatsWebinarsVirtual classroomsPolling/Surveying

Multimedia eLearningInteractive PDFs Podcasts Infographics Instructional videos Animated videosScreencastsInteractive videos

Quizzes Surveys Assignments ExamsePortfoliosBlogs/WikisDiscussion forums

Chosen flow model and rationale

The core and spoke model seems most suited to our needs, however, we also have elements of network learning because we are developing a community of practice and we want our learners and members to take ownership of their learning.

Core and Spoke

Facing Facts Network Police discrimination and hate crime course: Flow

Activity

Facilitation technique

Assessment

Content

Click

for learning objectives overview

Module 4: Understanding your context and taking action

Module 3: Discrimination and the police, what does it look like?

Module 1: Understanding the impact of police discrimination

Module 2: The big picture - the key dimensions of discrimination

Time: 2-3 hrs, 1 wk

Learning objectives LO 1

Learning objective(s)LO 4,5+6

Learning objective(s)LO 2+3

Time: 2-3 hrs, 1 wk

Learning objective(s) LO 3+4

Time: 2-3 hrs, 1 wk

Time: 2-3 hrs, 1 wk

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