IT, Digital, Software Manc Canvas

1. Discuss Macro: Digital Level 3 Extended Diploma in Protective Services
2. Showcase Micro: Sprint Start Induction Short Course (Articulate Storyline)

eLearning Developer - Rebecca Brownlie

Learning Experience (LX) Design and Development

High-end accessible and immersive digital LX's Enhance digital literacy skills Impart retrieval, reinforcement, practice, application and transfer of knowledge and skills

Academic Outcome

Design and Develp quality digital course for BTEC Level 3 National Diploma in Protective Services Bridge the gap between pedagogical academics and industry professionals

Organisational Outcome

Blended and online synchronous and asynchronous learning on VLE VC's, self-paced and social learning with multiple interventions VLE and MST Assessment and feedback in multiple format choices

Content Mode of Delivery

Why?

Rationale (Outcomes and Content)

Working with:

• Head of Faculty and Teaching and Learning Leads
• Academic Colleagues and SME's

Evaluation

Development

Design

Analysis

Implementation

Design and Development (process)

ADDIE method, (Clarke, 2022).

Analysis (ADDIE)

Who?

85%

Perception of Digital Learning

Name: Amy ArmstrongAge: 16 Status: Student Enrolled: 1 week

Digital Readiness

VLE/LMS

Social

Multimedia

Collaborations

Presentations

Access

Preferences and Barriers: Amy prefers blended learning experiences (LX) as it offers her greater flexibility in her academic studies due to time constraints and commitments in her volunteering role. She enjoys synchronous social learning and asynchronous micro learning resources including mobile responsive aids. Amy gets frustrated by the lack of publications from the awarding body for her chosen programme of study.

Learner Persona 1

Lorem ipsum dolor sit amet

Design (ADDIE)

Apply

Higher order thinking skills (HOTS)

Lower order thinkg skills (LOTS)

One theory used to facilitate the gap between the learners' entry points in knowledge and skills and the successful attainment of the qualification and transferable skills is cognitivism methodology and Blooms Taxonomy New Version

Understand

Remember

Analyse

Evaluate

Create

Cognitivism and Blooms Digital Taxonomy

Design (ADDIE)

ST

ST

ST

ST

ST

ST

ST

ST

1. Identify key features of society
2. Evaluate rights and responsibilities
3. Analyse the role of protective services
4. Evaluate the impact of changes

1. Evaluate criminal investigation
2. Explore methods and types of evidence
3. Legal framework
4. Implement processes and procedures

1. Examine the legal framework
2. Investigate the various roles
3. Evaluate the criminal trial process
4. Apply police powers in a range of simulations and scenarios

1. Investigate the main security threats facing the UK
2. Assess threats from terrorism
3. Evaluate counter terrorist measures
4. Plan a respsonse

1. Analyse the scope of protetective services
2. Explain governemnt bodies
3. Analyse roles and responsibilities
4. Evaluate the impact of policies

1. Compare teamwork and leadership
2. Explore theories and techniques
3. Demonstrate communication
4. Apply communicationin a range of team operations

(Mapped out end to end and beyond LX)

• Behaviourism Theory: learning objectives and screen and visual repetitions (Pavlov, 1902).

• Integrate technology, “multimedia principle” “people learn more deeply from words and pictures than from words alone” (Mayers, 1990).

Module 5 Unit 6 Government Policies

Module 4 Unit 5 Teamwork

Module 2 Unit 2 Behaviour and Discipline

Module 7 Unit 15 Police Powers

Module 1 Unit 1 Citizenship and Diversity

Module 8 Unit 18 Criminal Investigation

Module 6 Unit 14 Security Threats

Module 3 Unit 4 Physical Preparation

What?

Macro Modular Framework Design Considerations

1. Explain components of fitness
2. Examine lifestyle factors
3. Carry out tests for personal fitness levels and fitness
4. Design a fitness programme

1. Explore psychological perspectives
2. Explain behaviour
3. Analyse theories
4. Make connections and judgements - theory and practice

Self paced

Self paced

Self paced

Self paced

Self paced

1. Social learning
2. Kowledge and skills application 1.5 hrs

1. Social learning
2. Kowledge and skills application 1.5 hrs

1. Social learning
2. Kowledge and skills application 1.5 hrs

1. Social learning
2. Kowledge and skills application 1.5 hrs

1. Social learning
2. Kowledge and skills application 1.5 hrs

Summative Assessment

Week 6VC6

Week 5VC5

Week 4VC 4

Week 3VC3

Week 2VC2

How?

Modular Mode of Delivery Learning Flow: Embedded within the wider curriculum and programme of study

1. Social learning
2. Kowledge and skills application 1.5 hrs

LO4

LO3

Summative Assessment

LO2

SPRINT START Self-paced Induction prior to wk1 VC LO1

Week 1VC1

Instructional Design Plan

Wireframe

Screen Plan

Storyboard

Scoping

Articulate Stortyline

Develop (ADDIE)

Sprint Start Short Induction Course

WHY?

WHO?

Implementation and Evaluation (ADDIE)

• WCAG and WAVE - accessible and compatible for devises

• DA's captured on VLE (SCORM, VLE capabilities)
• 100% success and conversion
• Outstanding learner feedback

• Personalised LX
• Effortful, desirable difficulties, technical application, feedback and assessment.

HOW?

Accessibility

WHAT?

Outcomes & content

• Self-paced immersive LX
• Credible pedagogical theories
• Created parity between on-site/off-site LX's

High Quality LXD

• Learner focused content
• Motivational and engaging
• UDP's - preferences and barriers
• Seamless UI and UX

Audience

Impact and Evaluation Sprint Start Short Course