The immersive teaching experience
Alexandra P
Created on March 20, 2024
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Transcript
Alexandra Powell
DLI project work: The Immersive Teaching Experience course
START
- Learning Evaluation
- Accessibility Evaluation (UX)
- Accessibility Evaluation (UDL)
- Learning Analytics
- Reflective commentary
- References
- Learning platform
- LMS functionalities
- Staff and resources
- Rollout plan
- Going live
- Accessibility
- Engagement tactics
- Reflective commentary
- References
Part 4: Evaluation
Part 3: Implementation
Part 2: Development and Micro design
Part 1: Analysis & Macro design
- Step 1: Scoping
- Step 2: Wireframe
- Step 3: Storyboard
- Step 4: Prototype
- Reflective commentary
- References
- Step 1: The Who
- Step 2: The Why
- Step 3: The What
- Step 4: The How
- Reflective commentary
- References
Index
This section explains the three learner personas that have been sourced and analysed to shape key decisions about the course. This includes the learning outcomes and the modular framework with a breakdown of lessons.
Part 1: Analysis and LX design
Introduction
In this difficult educational landscape, it is becoming increasingly challenging to recruit and retain teachers. One of the challenges teachers face is the confidence to tackle tricky behaviour whilst balancing workload. According to NFER’s research, teachers now say pupil behaviour is driving higher workload and that behaviour management and pastoral care should be key priority areas for workload reduction. As a teacher training organisation, we want to encourage people to train with us whilst also being honest about the realities of teaching. The organisation currently has an 'insights' course for prospective trainee teachers to learn more about teaching. These prospective candidates attend a couple of in person days, alongside accessing some follow up e-learning content. The e-learning is largely theoretical and resource based content and the data shows that there is poor engagement with the asynchronous content. Opportunities to practise and apply learning using "real life" scenarios are minimal due to the restraints of the technology that is available, as well as the practicalities of being able to be in school. This is also difficult for any prospective teachers as they are typically working full time jobs, along with living in various locations across the UK.This new online course will replace this course. It is designed for people looking for a career in teaching, or looking to build their confidence before they begin teacher training. It's fully online, and gives them a chance to observe teachers in the classroom, practise teaching techniques and receive feedback in a safe environment, through video and scenario based learning approaches.
Emilio
Nadia
Jay
Select the photo to learn more about Emilio
Select the photo to learn more about Nadia
Select the photo to learn more about Jay
Step 1: The WhoLearning Personas
Technology considerations:
- Has access to devices including phone and laptop.
- Has designed and completed numerous online compliance training courses so is familiar with asynch learning and using an LMS.
- Doesn't use social media that often.
- Prefers to engage with online content in his own time due to work and family commitments.
- Likes to revisit concepts and receive feedback so he can learn and develop quickly.
Barriers to learning
- Has a demanding work and home life.
- Finds theoretical approach to learning difficult at times and prefers a more practical, hands on approach.
- Chronic stress from previous school may hinder time and effectiveness to complete online training and taking on additional responsibilities.
BioJay is an ambitious and hardworking HR Manager who has worked in the corportate setting for 15 years. He is looking to change careers to become a teacher. After becoming a mentor at work and volunteering at a local school as a reader, he is seeking a new challenge. Jay isn't sure yet if he would like to train in the primary or secondary phase. Jay lives with his partner and two children.
Goals and Aspirations
- To gain some experience in a primary and secondary school through volunteering.
- To understand more about teaching as a career.
- To join a teacher training programme.
Jay Age: 38Occuptation: HR ManagerLocation: Bristol, UK
Technology considerations:
- Has access to devices including phone and laptop.
- Familiar with various tools including virtual conferencing software as used at university and through the pandemic.
- Prefers bitesized online learning that can be completed in short bursts.
- Enjoys collaboration with others.
- Likes to experience learning through videos and podcasts.
Barriers to learning
- She has a demanding schedule with work commitments.
- Confidence and effectiveness to transition to primary school setting.
- Has dyslexia.
BioNadia thrives in a busy setting and has enjoyed the rewards and challenges this past year working in a nursery. She is a graduate from Bournemouth University with a degree in Early Childhood Studies. She is seeking the right type of teacher training route which isn't university based as she has some financial concerns. After her experience in nursery, she believes teaching older children is better suited for her. She has at times found it difficult to implement effective behaviour management strategies.
Goals and Aspirations
- To join a paid teacher training route.
- To become a Key Stage 1 teacher.
- To observe and learn from other teachers to help hone her management skills.
NadiaAge: 22Occuptation: Nursery assistantLocation: Bournemouth, UK
Technology considerations:
- Has access to devices including phone and laptop.
- Familiar with video conferencing tools and social media as he uses these often in his role.
- Likes to collaborate with others to learn and develop.
- Prefers timebound courses as he can find it difficult to meet deadlines.
- Enjoys interactive features and rewards.
Barriers to learning
- Can sometimes find online learning isolating.
- Has had no prior experience working with children and young people.
- Chronic stress and anxiety may hinder his confidence and capabilities.
BioEmilio has been working for a few years in a fast paced role in recruitment. He originally wanted to be a teacher but abandoned this aspiration after securing an internship post university. He is now planning to become a secondary school teacher and is interested in teaching business studies through a non university route as he is buying a new house. Emilio is nervous as he has heard from friends who are teachers about the difficulties of the job and some have left after a couple of years. He has faced stress in his role and finds it hard to switch off.
Goals and Aspirations
- To join a paid teacher training route.
- To become a secondary business studies teacher.
- To learn more about wellbeing and stress management strategies.
EmilioAge: 27Occuptation: Recruitment ConsultantLocation: Manchester, UK
Several design considerations have emerged from the analysis of the learner personas:Flexibility: These learners are located across different areas of the country and in full time jobs. The design of the content would need to allow them time to be able to complete this in the evening, weekends or around their other work and personal commitments within a realistic time frame. Keeping the core components of the course delivered asynchronously will be crucial, as well as taking a microlearning approach and breaking down the content into bitesized 'learning nuggets' to give them a flavour of teaching in a manageable way around other commitments. Motivation: The learners are highly motivated and driven with similar aspirations and goals. It is however important to acknowledge that they are lacking in confidence and prior experience in some areas, so it is essential to keep the content relevant and achievable to maintain confidence and enthusiasm. Taking a scenario based learning approach with videos and case studies from real teachers will help build up their understanding of the realities and practicalities of being a teacher. We would hope to see their confidence grow as they work through practical tasks as well as grasping the theoretical aspects of teaching. Making explicit links throughout the course about the alignment of the learning outcomes will encourage and motivate them to apply to be a teacher.Format preference: All learners have a preference to engage with multimedia and in a bitesized way. They all generally have a positive outlook on digital learning and capability using technology, along with Nadia being a digital native. This provides the design the flexibility to utilise tools effectively to achieve the learning outcomes. As outlined in the Thinkific blog linked in the interactive button, the modern learners want to access information on devices available at their fingertips so taking this into consideration with decisions about design format and pace of the course will be essential.
Commentary on The Who
Aims of course
Business need:The organisation values the people who train with them and offers a high quality, inclusive and accessible route into teaching.There is budget assigned to attracting people to the programme, beyond recent graduates but should be invested in technology that can overcome the high costs of being in person.To align with this offer, this redesign of the Immersive Teacher Experience course will also be delivered online and offer an engaging and valuable insight into a task and what teaching is like, whilst practising some fundamental teaching skills in a safe environment where they can make mistakes and learn from them.The aim is to recruit aspiring teachers, and retain them by providing earlier access to content, providing them with insights into the role to prepare them better ahead of their full training.
Step 2: The Why
Learning gap:As entry level to teaching, they will have little or no knowledge of the role of a teacher so will be essential that they learn some fundamentals before they access the practical tasks to be able to observe and respond to scenarios as well as planning their own tasks.Business problem:
- The organisation has no longer sufficient budget and internal resource to provide in person opportunities.
- The organisation is finding it challenging to recruit and retain teachers in the profession.
- The teaching materials using their existing LMS is clunky and text heavy, resource based content with little engagement.
90%
Stay in teaching
Complete the programme
100%
Join the programme
95%
As a result of this course, the following Key Performance Indicators will be implemented to measure the success of the course:
- 95% of learners taking this course would apply and join the Teacher Training Programme
- 100% of those who take this course complete the teacher training
- 90% of those who take the course stay in teaching beyond 2 years.
KPIs
Create To produce a presentation of your first morning in school.
AnalyseTo compare lessons delivered by different teachers to identify strengths and weaknesses of classroom management strategies.
Apply To examine experienced teachers in different scenarios and use decision making skills to respond.
Understand To explain a few key strategies for addressing low level disruption in the classroom and building positive relationships with pupils.
Evaluate To rewrite a lesson plan and make improvements based on the feedback.
Remember To define the basic concepts of assessment, planning and classroom management.
Learning Outcomes
- Create
- Evaluate
- Analyse
- Apply
- Understand
- Remember
Bloom's Taxonomy has been used to map the learning outcomes across the course. These outcomes are achieveable and learner centred to ensure the knowledge and skills are developed to help learners to innovate, solve problems and make decisions (Andreev, 2022) These learners are novices, with little to no prior experience to being in a classroom and knowledge of what a primary or secondary teacher does day to day. To ensure they can access the higher order thinking skills required for the later learning outcomes, the lower order thinking skills learning outcomes begin with the remembering and understanding. This will be achieved through content that provides direct instruction. Considerations for the design of the first couple of modules will be formats that give them access to fundamental information to develop knowledge quickly. Learners will then apply their knowledge and critical thinking skills through oberservation of teaching practice.As learners progress through analysing and evaluating, they'll be exposed to scenarios where they are required to analyse, critique and examine to help them make decisions before producing a presentation for assessment that will assess their evaluation and create skills developed about practicalities of teaching and setting up a positive classroom environment.
Bloom's Taxonomy
Identifying the business problem:Teacher retention and recruitment is an ongoing challenge across the education sector. I know from prior experience about the challenges of being a teacher. Without exposure to classroom settings before you train it can impact your confidence and you can become quickly overwhelmed by the duties and responsibilities of being a teacher. Obtaining practical experience before embarking on a teaching training route is difficult in reality due to safeguarding, time and other restrictions. With the opportunities that digital learning and technology can offer, there's an abundance of options to observe and practise teaching skills in a safe environment. To address these issues, the course is designed to leverage existing digital tools and improve upon an existing course at my organisation. I listed broader aims and objectives to underpin the purpose of the course, and expected learner behaviours which I could then use to produce tangible learning outcomes. Bloom's Taxonomy, SMART and Learning Outcomes:Reading and applying Bloom's Taxonomy has been a useful exercise to think deeply about the creation of the course outcomes . One overarching aim of the course is exposure to teacher practice and access to real life scenarios. This context is only accessible if they have the foundational knowledge which is why the course starts with Lower Order Thinking Skills but quickly builds along the scale to the Higher Order Thinking Skills (DLI, Module 2). This is a deliberate choice as this course is not a compliance course (for a statutory requirement such as Child Safeguarding for example) but it is necessary for them to demonstrate analytical and creative skills in order to know if a teaching career is the right choice for them. I used the list of action words detailed in Module 2 to shape SMART learning outcomes. I redrafted these a few times with use of Chat GPT to support with refining these. This helped me to challenge generic words such as 'understand'. I narrowed the focus on one area of teaching, positive classroom management and reflected on the overarching aims of the course to make sure the learning outcomes specific and achievable given that teaching is a complex subject to breakdown. For example, the outcomes and planned activities link back to classroom management and positive learning strategies.The outcomes are relevant. To achieve learner 'buy in'and motivation to complete the course, the learning outcomes need to align with the course's aims and the expectations of the learners joining it. Learners want to experience what it could be like to be a teacher, so the outcomes should reflect this through relevant content related to teaching practice and their specific teaching phase . This is also taking into consideration that the business is invested in these learners joining and staying on the programme.To outcomes are measurable and timebound. For example, there are documents they need to produce and submit for feedback by a deadline as part of a paced course. These outcomes can be evaluated through assessment and feedback.
Commentary on the Why
Lesson 1: Planning, assessment and classroom managementLesson 2: Importance of a positive environment.Lesson 3: Teacher toolkit and discussion forum.
- LO1
Module 1
Module 1: Fundamentals of teaching
The next page shows the macro design of the course, the modular framework which breaks down the lessons that will be covered in each module.The structure of the course is divided into 5 modules with 3 lessons in each module. This has been created using a Top down approach with the corresponding learning outcomes (LO) mapped below each of the modules.The first two lessons are core. These are bitesized and will build upon concepts so must be completed sequentially. There are spoke aspects in lesson 3 highlighted yellow for those wanting to access teaching toolkit of resources and exemplars plus some opportunities to meet expert teachers and connect with peers through social learning opportunities.
Step 3: The What
The Immersive Teaching Experience
Hover over each module and LO for a brief overview of the activities and digital tools each module provides.
Lesson 1: Planning your first morning in school.Lesson 2: Summative assessment.Lesson 3: Explore other submissions and provide peer feedback.
- LO6
- LO5
- LO3 + LO4
Lesson 1: Scenario based challenges.Lesson 2: Comparing teaching strategies.Lesson 3: Live Q+A with teachers and teacher toolkit.
Lesson 1: Case study.Lesson 2: Improving a lesson plan.Lesson 3: Discussion forum and teacher toolkit.
Lesson 1: Identifying physical features of a classroom environment Lesson 2: Observing strategies of a classroom teacher.Lesson 3: Drop in clinic and teacher toolkit.
Lesson 1: Planning, assessment and classroom managementLesson 2: Importance of a positive environment.Lesson 3: Teacher toolkit and discussion forum.
- LO2
- LO1
Module 4: Improving a lesson
mODULE 3: Making decisions
Module 1
Module 5: Planning YOUR FIRST MORNING
Module 2: gETTING OFF TO A POSITIVE START
Module 1: Fundamentals of teaching
After analysis of the who and why, the next part of the learning experience design was to choose the mode of delivery. I opted for a blended learning model. The course will be delivered fully online with core aspects delivered asynchronously. This is for the following reasons:
- The time and money that's saved not being in person.
- The LMS can be used to deliver multimedia content behind teaching which can be delivered using effective methods including video, reading materials, social learning and knowledge check quizzes.
- Existing content that can be curated.
- Flexibility for learners to complete at different times that will be suitable around other commitments.
Commentary: The What of Learning
Blended
DigitalSynchronous
Digital Asynchronous
The mode of learning chosen is blended. The digital asynchronous learning provides flexibility for the learners, opportunities to tailor their experience based on their time and prior experience and also revisit concepts as often as they need to. The digital synchronous learning brings the human connection, allowing for touch points with facilitators to ask questions.The core components will be digital asynchronous with a significant part of the course being asynchronous learning. There are digital synchronous spoke components.
Step 4: The How of Learning
Facilitation techniques
Assessment and feedback
Activities
Content
- Optional drop in clinics
- Q+A
- Quizzes
- Discussion forum
- Assignment submission
Learn more
Learn more
Learn more
Learn more
- Matching/drag and drop
- Scenario based quizzes
- Discussion forum
- Reflections points
- Multimedia e-learning
- Instructional videos
- Animated videos
- Interactive videos
Building blocks
Toolkit
Content
Facilitation technique
Assessment and feedback
Activities
Activities
- To the right is the typical flow of content for each of the modules. Select each shape to find to find out more.
- There will be a knowledge check before the content, followed by an activity. The assessment and feedback and facilitation blocks are positioned to the side to show these are not in each flow as these are planned at particular points in the course.
- The dotted arrow to the toolkit and facilitation aspects represent the spoke components.
- The next page maps out the flow of the entire course and the building blocks to demonstrate the flow of activities.
The How of LX Design: Example of Flow
Submission
Drag and drop
Drag and drop
Reflection activity
Discussion forum
Toolkit
Toolkit
Toolkit
Toolkit
Self assessment
Q+A/Webinar
Sorting activity
Sorting activity
Drop in clinic
Interactive responses to video
Toolkit
Drop in clinic
Formative feedback.
Module 4: Improving a teacher's lesson
mODULE 3: Making decisions
Module 1: Fundamentals of teaching
Feedback and certficate
- Guidelines and templates for presentation
- Exemplars
- Multimedia - PDF
- Written case study
- Classroom practice videos
Matching activity
Module 1 multiple choice quiz
Interactive video responses
Discussion forum
- Animated video
- Flashcards
- Classroom practice videos
Branched scenarios
- Interactive classroom video
- Interactive video
- 360 video
Drag and drop
- Instructional video - SME
- Flashcards
Module 5: Planning your lesson
Module 2: gETTING OFF TO A POSITIVE START
Info
The flow of the course is core and spoke model which was chosen because the range of experiences and complexeties of the teaching, a balance is required between linear progression to build on concepts taught with the opportunties for learners to have a flexible learning experience with scaffolding other examples, further research and alternative formats available in the spoke. The spoke elements provides opportunity to delve deeper into concepts and to have drop ins with course facilitators and a Q+A with experienced teachers. I intially wanted to keep this digital asynchronous to target budget and resource to detailed development of materials and video learning but recognise the challenges this can bring to engagement without facilitation (Hattie's research) and to be able to address misconceptions. Also, drawing on the principles of 'Desirable UX' the impact that having a human connection online - so bringing those opportunities to ask questions and learn from others in discussion forums and drop in clinics will be cruical. As I analysed the learner personas, there is a requirement there for alternative formats and social connection which has been taken into consideration. The core lesson 1 will provide them with the learning intervention , with multimedia elements including videos, infographics and interactive features such as flashcards to help with understanding of the fundamentals of teaching. The first two modules are the lower of Bloom's Taxonomy and therefore multimedia formats where appropriate and a quiz to test understanding. As it develops, there are branched scenarios and projects to complete and submit for feedback that will challenge and deepen their understanding of the more complex topics. This course be delivered on a LMS. Course authoring tools will be used to provide interactive assessments, collaboration tools such as padlet will be utilised for uploading work for formative feedback and immersive technology through 360 video will be implemented to provide a realistic and motivating insight into the classroom and role of a teacher.,
Commentary on The How of Learning
- Andreev, I. (April 2024). Bloom's taxonomy. Valamis. Retrieved April 2024, from https://www.valamis.com/hub/blooms-taxonomy
- University of California. (2017). SMART goals: A how to guide. Retrieved from https://www.ucop.edu/local-human-resources/_files/performance-appraisal/How%20to%20write%20SMART%20Goals%20v2.pdf
- ChatGPT. (2024). ChatGPT was used to refine my learning outcomes. OpenAI.
- Digital Learning Institute. (n.d.). Module 2. Digital Learning Institute.
- Digital Learning Institute. (n.d.). Module 3. Digital Learning Institute.
Part 1: References
This section focuses on the pre production and production phase of video production. Video is the chosen format in module 2 of the course, with interactive elements used. Videos will be used primarily as part of the multimedia e-learning course.The section will explain in further details the scoping and wireframe that was used to inform the development of the storyboard.
Part 2: Development & Micro Design
The following steps have been designed for Module 2 and the lessons that focus on the format of interactive video.
Press the arrows in the presentation to move forward through each of the steps in a lineary way. Or, select each of the steps for quick access.
Step 4
Prototype
Step 3
Storyboard
Wireframe
Scoping
Step 2
Step 1
Design documentation in pre-production stage
The scoping document identifies the fomat of the video, how it links to the learner personas, outcomes and an overview of the topics it will cover in the videos.
Scoping
- Opted for animation videos to overcome the complexeties of real life classroom footage.
- An interactive based video tool to add interactive features to the video content, including branched scenarios and quizzes.
- A series of videos to provide more choice of classroom situations whilst recapping and building on prior knowledge.
An overview of the scoping requirements chosen are below:
Download
The wireframe has been created for an interactive video and branched scenarios (prototype is for slide 1)It shows the flow of the video and instructional design principles applied beginning with the hook, moving into setting the scene and introducing the problem. Finally, the 3Cs principle used to present a scenario that the learners' need to respond to. Key takeaways and a closing message linking to the next scenario.
Wireframe
Download
Open Milanote
Storyboard
A storyboard is used to communicate on paper what will happen on screen. Two storyboards have been designed on Milanote. The first storyboard is for the first few shots and the quiz question for the interactive video that has been developed for the prototype.The second storyboard contains some draft of the shots for the branched scenario video, from the opening hook to the outro.
Edpuzzle
The tool Edpuzzle has been used to showcase a prototype of how the interactive questions will be used. Note: This is a prototype of the types of interactive questions within the context of a positive learning environment. The video was selected from the 'Discovery' section of Edpuzzle for the purpose of the prototype. This is not fully developed in line with the scoping due to intellectual property restrictions at my organisation.
Prototype
The following is an example of a classroom teacher with a small group in an Early Years setting.There are four interactive questions during the video.
Interactive video
Part 3 Commentary: Page 1
Design process:I followed Instructional Design Principles (Gagne's Nine Events of Instruction). For the scoping phase, I used SMART to set the learning objectives for the lessons and used Chat GPT to refine these. I took cognitive overload principles into consideration when making decisions about the video. The use of on screen text and narration would be not used over classroom footage to prevent distraction from the classroom activity and the interactions between the pupil and teacher. On screen text and brief narration to set the scene however is used as a hook at the start of the video, before the live classroom footage begins.With reference to the Segmenting Principle, the learner will be required to observe the physical classroom environment and the dialogue to be able to answer the questions that are placed throughout the video. I considered the length of the videos and opted for videos between 3-5 minutes to help learners digest this information and retain attention. As I developed the design of the wireframe, I chose 3-4 interactive questions per video, placing immediately after particular activities to help the learner retain what they have just learned and apply it immediately. This will help prevent cognitive overload.I used the video '5 Tips for Amazing Storyboards' to support the creation of the storyboard. I chose a storyboard template from Milanote to explore a different tool and a visual to inform the scenes that would be filmed.Please note: I had not initially considered the challenges of not being able to use internal footage from my organisation for contractual/proprietary reasons and had developed a storyboard and wireframe that would be how I envisage the real video for the course. The prototype utilises a similar video that meets the outcomes to demonstrate the quiz format that would be used with interactive video. I retrospectively created a wireframe and storyboard for this video and provided the branched scenarios to demonstrate my thinking.
Overview:Video based learning was chosen as the format when initially planning at a macro level and scoping the learning outcomes. To return briefly to the overarching aims of the course (to provide an immersive experience for aspiring teachers with exposure to real teaching situations and challenges) whilst also knowing effective teacher training requires practical practice and observation, video is the best choice for effective online learning experience. Alongside this, the learner persona analysis indicated a preference for video content in digital learning and theory shows that video based learning is effective for reflection and problem solving with concepts being able to be broken down visually and knowledge transfer is high in a shorter time than other methods.Being an online course with core components delivered asynchronously, without a tutor being able to faciliate the learning, I considered that any exercises they do needs to be predesigned to avoid any misconceptions and allow learners to progress and build their understanding. Providing a passive, text only content experience suit the learning outcomes and will be difficult to analyse learner progress against the outcomes for this course.The organisation uses instructional videos and classroom footage in existing learning content, however how learners can apply without being in a real classroom had to be taken into consideration. Whilst observing classroom footage is a crucial learning activity, introducing interactive video which would challenge them with various question types and branched scenarios, would deepen their knowledge to access the more challenging lessons in the later modules of the course.
Using the tips from Module 6, I had researched some tools and found Edpuzzle met requirements for the course and had a good range of question types including multiple choice and open ended with the ability to provide feedback. Audio can be applied and other editing features to customise your video to suit your purpose. I considered UDL principles and considered the ease of use, with learner autonomy principles, learners have the option to watch clips again, skip questions if needed. Our videos at our organisation are on YouTube which makes for a straightforward upload into Edpuzzle. Videos will be Mp4 and hosted on YouTube, allowing for captions and transcipts to be autogenerated and capability to be embedded as part of the multimedia e-learning course hosted on the learning Management System. (more in the Implementation section). Consideration for written versions of the questions would however need to be planned in for accessibility reasons.For other videos in the course, the use of animated videos has been chosen to exemplify the scenario based learning. Scenarios in teaching require observing different responses which cannot be captured or recreated easily in a real life classroom. A branching scenario to see different outcomes based on their responses would require filming several outcomes. This is not feasible in a real classroom setting. Using the principle of Guided Practice to build a scenario based learning approach allows the learners to be able to respond to real life situations and receive timely feedback to their responses. The 3C's model will be used to develop the scenarios that the learners will be responding to. These will be branched in video and written format.There will be some significant budget considerations for the rollout at scale and planning with internal or external video production and school stakeholders. Other considerations that could be made to the format is to develop written scenarios to respond to that could be developed into video material at a later time.In summary, from working through these stages, I know there are some considerations that I would need to make about the feasibility of rolling out a video based approach to meet the needs to all learners. SMEs will need to be considered for scripting some of the content and creating questions but there's potential for AI tools to support with this creation.Ultimately the power of video to be a motivating learning experience is worth the time and investment.
Part 3 Commentary: Page 2
- Digital Learning Institute. (n.d.). Module 1
- Digital Learning Institute. (n.d.). Module 6: Videos.
- Learning Technology Research Group. (2014, March). Video-based learning: A critical analysis of the research. Retrieved from https://www.researchgate.net/publication/278707623_Video-Based_Learning_A_Critical_Analysis_of_The_Research_Published_in_2003-2013_and_Future_Visions
- Motion Design & Animation. (2021, August 10). 5 tips for amazing storyboards | Motion design & animation [Video]. YouTube. https://www.youtube.com/watch?v=KfX64RcNWB4
- ChatGPT. (2024). ChatGPT was used to refine my learning outcomes. OpenAI.
Part 3 references
The next part highlights what will be considered for successful implementation of a digital learning experience. Including choice of an appropriate LMS, consideration of the staff involved in the various stages of the design, development and rollout. Finally how to ensure this course is an accessible and engaging experience.
Part 3: Implementation
Benefits:
Key features:
- Budget saving for development and training as stakeholders know the platform.
- Seamless transition and ease of use for the learner if they join the teacher training programme after the course.
- Meets criteria for many of the web accessibility guidelines.
- Already links to the existing PowerBI dashboard for data driven analysis which can be built upon with new features for this re-design.
- Cloudbased.
- Course authoring tools (including Creator+)
- Multiple content formats available.
- Mobile-first responsive design.
- Customiseable templates.
- Comprehensive data hub with vast range of data reports available.
- A class progress tool for learner and support roles to check course progress.Integrated assessment tools such as quizzes with automated feedback.
- Discussion forums for social learning.
- Awards tool available for badges and certificates.
Image source: D2L: Brightspace
The chosen learning management system (LMS) for this course is Brightspace. The organisation already uses this platform for the teacher training programme . Features and benefits of this choice are explained below:
Look
An overview of the LMS
Accessibility
Templates and formats
Technical
Assessment & Feedback
Analytics and reporting
Social learning
The pedagogical and technical functionalities of Brightspace are explained below:
LMS functionalities:
Project Manager is a key stakeholder aross the stages and ensures the key milestones and deliverables are met so the course is created, tested and implemented on time and within agreed budget.
Design
Development
Rollout
Evaluation
Info
Info
Evaluation specialists
Info
Info
LMS AdministratorsFacilitators
Course developersVideo production
Learning Experience DesignersInstructional DesignersSMEsGraphic designers
Staff and Resources
Soft launch (Aug)
Launch
Engagement
Development
Design
Analysis
High level overview of the key deliverables, staff and dates for launch.
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Rollout Plan
Begin with a small group of learners from one phase of teaching, e.g. Early Years to sample the content in 2 weeks. Run focus groups after the pilot to gain qualatitive feedback from the staff and learners.
The entire cohort of learners are enrolled following on from design and technical issues being addressed.
Training facilitators on the content, the new integrations and assessment criteria.Supporting learners with guidance and navigation videos if they have not used the platform and tools.
Before final rollout and go live, the soft launch and training of staff and development of supporting materials for learners will be implemented and feedback analysed.
Final Rollout
Training and Support
Soft Launch
Going Live
WCAG standards.
Terminology
Structure
Images
Assessment formats
Videos
Accessibility (Universal Design Principles and UXDL)
Brightspace example of an announcement for reminders.
Learning engagement tactics:
Learning Marketing
- Use the pilot launch to record video introductions from facilitators to hook learners in and get them excited for the upcoming course.
- Provide learners with the opportunity to connect with the recruitment team to find out more about the course and read/watch some of the course materials.
- Brightspace has the 'Intelligent Agents' tool which can send out automated messages. e.g. when content hasn't been completed or to prompt learners back to the course and help get learners into a flow (DLI).
- Use the Announcements tool with release conditions attached to celebrate progress and provide reminders and deadlines.
Along with the learning from Module 9, I used the implementation frameworks, processes and roles at my organisation to inform implementation plans for this course. As this is a redesign of an existing programme and limited budget for facilitation, the checklist was helpful to revisit features of the LMS to make the decision that the existing learning platform would be suitable for the rollout of this course. I considered The LMS benefits from a learner perspective, including the user-friendly interface, range of data available and flexible use of tools. Keeping the existing platform for Instructional Designers, and other key internal stakeholders, is also beneficial as they are familiar with the platform. This means that budgets can be kept to a minimum and resource can be utilised more effectively in areas that will be new to the design (such as interactive video development). The plan is to leverage more of the platform tools and other digital tools, so it was essential to check the platform could integrate other systems without additional need for sign in to other platforms. This in turn informed choices of other tools that will support the learning experience. I've referred to WCAG, Mayer's Principles and Nielson's User Heuristics to capture the accessibility requirements. Whilst our platform and some design content will not be sourced from scratch, with the integration of more features and tools, I highlighted particular features that would be utilised in the design of the course. The implementation phase helped me think about a phased launch with a soft launch first. This would be helpful to iron out any technical and design issues. Keeping the pilot within a small group from each phase of teaching would ensure a fair breadth of feedback but also reduce overloading staff with multiple pieces of feedback as this would be a short turnaround before the main launch. Learner engagement tactics are planned into the rollout. A consideration here is to not overwhelm the learner with communication from different angles. It is a timebound course of only 10 weeks so it is expected that communication will be planned at appropriate times. Making use of the platform, such as announcements, will celebrate progress and send reminders and guidance to keep the learner organised and on track. Nudges will be considered for low engagement (e.g. not logging in after X amount of days) but automating them may not be the best course of action and a preferred method of human contact to check those who are behind. Also to note that learner engagement begins before they join, so the rollout plan included a phase for pre-onboarding communication with marketing to spark excitement and interest before joining. This plans to start this marketing and communication happens once the detailed development of the course is underway.For future, here are a few considerations:
- The ongoing evaluation will inform future design iterations and decisions about how frequently it can be rolled out and if this can be rolled out at scale.
- Design of content may be adapted and more facilitation may be provided to increase the options for learners from different backgrounds and experiences to get a more personalised experience.
- Ongoing monitoring of platform developments and increasing use of AI assisted technology may impact the two points above and the rollout of this course over time could adapt and change.
Part 3 commentary
- Digital Learning Institute (n/d) Module 9
- D2L. (n.d.). Brightspace. Retrieved June 2024, from https://www.d2l.com/en-eu/brightspace/
- Edpuzzle. (2024). Edpuzzle announces partnership with D2L Brightspace. Retrieved from https://edpuzzle.com/press/edpuzzle-announces-partnership-with-d2l-brightspace
- Kilar-Magdziarz, E. (2024, May 12). Accessible module design in Brightspace [Video]. YouTube. https://www.youtube.com/watch?v=x9ZPnf6G6_U
- W3C. (2024, May). Accessibility guidelines (WCAG) 3.0 (Draft). Retrieved from https://www.w3.org/TR/wcag-3.0/
- Nielsen Norman Group. (n.d.). Ten usability heuristics. Retrieved May 2024, from https://www.nngroup.com/articles/ten-usability-heuristics/
Part 3 references
The final part of ADDIE is evaluation. This next section details the holistic approaches to evaluation looking at learning analytics and the accessibility of the content design.
Part 4: Evaluation
The evaluation will be using the Kirpatrick model. The programme is for novices and serves as a springboard into teaching and the organisation are invested in the outcomes and impact on numbers of teachers recruited and retained in teaching. For this reason, the Kirpatrick model was suitable his model supports with the evaluation of this programme.Each of the following stages explains the types of data and methods for this programme.
Reaction
Somos seres visuales
Learners' experience and engagement. This will be data about time spent on the course, technical issues, format preferences (explored more in the Learner Analytics section.
Learning
The course contains knowledge checks and formative/summative assessment points. Qualatitive and quantative data can be gathered to measure progress against learning outcomes.
Behaviour
This would be analysed up to a year later. If the learners go into teaching then follow up interviews to find out how the course impacted their skills and confidence in the classroom.
Results
The org's KPIs relate to recruitment and retention of teachers joining. Success would be analysed over various points of a set period of time. Surveys and focus groups to measure.
Learning Evaluation
Select the link icon below to access the Honeycomb model checklist adapted from the DLI template.
Throughout the design and development, it's important to evaluate the accessibility of content.The learner personas and data the organisation (as explained in Part 1) has informed some design decisions to provide a motivating and engaging learning experience.The Honeycomb model is based on 5 evaluation areas: Useful, Desireable, Accessible, Useable and Findable and Credible (DLI, 2024)Considerations based on the learner personas include:
- Human design and connection with others.
- Clarity of instructions.
- Ease of use.
- Variety of formats, including videos.
Accessibility Evaluation: User Experience (UXDL)
Access the bespoke UDL checklist for the programme (adapted from the DLI checklist) by selecting the link icon.
A brief overview of the three key areas of UDL (Cast, UDL Guidelines). The full checklist below shows the choices for this programme.
The How of learning.Provide opportunities for accessibile interaction, communication channels and strategies to scaffold learning.
Action and Expression
The What of learning. Provide multiple means of content that promotes flexibility, shared understanding and comprehension.
Representation
The Why of learning. Provide multiple means to spark excitement, tackle challenges and harness power of emotions.
Engagement
Accessibility Evaluation: Universal Design for Learning (UDL)
LMS, Edpuzzle
Source: LMS, other tools
Source: PowerBI dashboard
Source: LMS, digital tools
Learning analytics
Assessment
Completion
Times of access
Format preferences
Types of data and sources that would be expected to be gathering for analysis are covered below and have been structured using Level 1 and Level 2 of the Kirpatrick model. Hover over each circle for more information.
The LMS, Brightspace, will provide the data required to gain the insights into the engagement of the learners and inform learner preferences . The digital body language insights helps us to track preferences and motivation. (DLI, Module 10)
Learning Analytics
Part 4 creation and learning in Module 10 has helped me to tie together parts 1-3 and analyse the programme more holistically. Evaluation as part of the ADDIE process comes at the end, but understanding how evaluation methods can be implemented and analysed throughout the design and development process, through considerations of the choices of platforms, design, quality control and testing of content is critical when making decisions before the content is launched. It was initially quite overwhelming with the number of considerations, options and new terms to understand but I returned to the learner personas and overarching aims of the course to support with working backwards, using the Kirpatrick Model, and planning the types of data that would be required. This exercise reminded me that there are expected behaviours and skills that the organisation would need to measure following completion and highlighted the importance of the choices made at the beginning about the learning outcomes. With these learning outcomes being progressive from the Lower Order Thinking Skills through to the Higher Order Thinking Skills and with the range of digital formats available, it naturally helped to identify the types of learning analytics that would be needed based on the outcomes. Looking at this evaluation through a lens of shorter and longer term evaluation methods to assess impact helped me to identify that we would gather quantitative data points in the first two stages of the Kirpatrick Model to examine learner engagement, preferences and assess their learning. The comprehensive data available through the LMS such as quiz scores, discussion forum interactions, time spent on the course and format choices would be beneficial for monitoring overall engagement and satisfaction. This ‘digital body language’ analysis will inform data driven design decisions to improve the content. I have chosen LMS and other tools, including the interactive video tool Edpuzzle, to be analysed and use xAPI in order for these to ‘speak to each other’ to pull the analytics into the existing organisation’s PowerBI dashboard. Using a range of sources will be beneficial to evaluate this course holistically. From a longer term goals and behaviour evaluation perspective, evaluating the KPI goals of learners going on to train, and stay, in teaching, it would be necessary to schedule follow up surveys and other methods to assess the impact. The benefits (or pitfalls) might not be evident for 1-3 years after the learner has completed the course. I referred to both the Honeycomb Method and UDL guidelines when creating checklists to evaluate the entire learner experience. Returning to the learner personas, two of the three are neurodiverse with ADHD and dyslexia. Poor user experiences for people who are neurodiverse and for example, only having one format, such as text heavy pages or multiple platforms and tools to use without clear instruction will likely result in poor satifaction and completion. This is why deliberate choices (as mentioned in earlier parts) have been made to ensure content can be as engaging and accessible as possible so that learners sustain their interest and motivation to achieve the outcomes and goals of the course. Following on from this, gaining insights from focus groups, surveys and learning analytics from the dashboard can be brought together to tell the story to stakeholders about the impact of this learning experience. Useful comparisons can be drawn from previous programme which will aid in the user stories of how. The aim of this is long term attracting people to join the teaching programme, be satisfied about their experience and more confident to resulting in them staying in school.
Part 4 Commentary
Part 4 references
- Digital Learning Institute Module 10 (Ebook)
- CAST. (n.d.). UDL guidelines. Retrieved June 14, 2024, from https://udlguidelines.cast.org/
- MindTools. (n.d.). Kirkpatrick's four-level training evaluation model. Retrieved June 14, 2024, from https://www.mindtools.com/ak1yhhs/kirkpatricks-four-level-training-evaluation-model
- University of Waterloo. (n.d.). Credible poster. Retrieved from https://cms.cel.uwaterloo.ca/honeycomb/media/docs/honeycomb-poster-credible.pdf
- University of Waterloo. (n.d.). Desireable poster. Retrieved from https://cms.cel.uwaterloo.ca/honeycomb/media/docs/honeycomb-poster-desirable.pdf
- University of Waterloo. (n.d.). Useful poster. Retrieved from https://cms.cel.uwaterloo.ca/honeycomb/media/docs/honeycomb-poster-useful.pdf
Thank you for reading this presentation.
I know from prior experience about the challenges of being a teacher. Without exposure to classroom settings before you train, it can impact your confidence and you can become quickly overwhelmed by the duties and responsibilities of being a teacher.On reflection, I'd have ideally had more practical experience and research into the day to day life of a teacher to give me that head start, however the practical experience before embarking on a teaching training route is difficult in reality due to safeguarding, time and other restrictions. My organisation offers a taster day but this takes up a lot of resource.With the opportunities that digital learning and technology can offer, there's an abundance of options to observe and practise teaching skills in a safe environment.I've chosen a blended learning model following the core and spoke with async modules. These will be linear and build on core concepts with video based learning. There will be opportunities to colloborate through social learning (spoke) It's all delivered fully online and this is for the following reasons:
- The time and money that's saved not being in person.
- The LMS can be used to deliver the theory behind teaching which can be delivered using effective modes including video lectures, reading materials and knowledge check quizzes. Allowing learners to complete at a time and pace that suits them.
- Video based learning provides ample opportunities to watch other teachers and assess their understanding.
- Use video conferencing software to keep the connection between the group and chance to practise live and receive feedback.
Commentary
Commentary
The choice of using the scenario based learning isn't a new concept for my organisation. The difficulty is designing a series of developmental scenarios with specific, personalised feedback. This takes design resource but we also do not have the appropriate technology.This is why I've built on this with considerations for how a range of digital tools can be utilised and effective use of AI can be implemented, providing a personalised and accessible course.Careful consideration to the formats have been made with mixed, to overcome previous feedback my organisation receive about the content being text heavy and passive. The feedback has been at times about disengagement and frustration as well as being a challenging learning experience for neurodiverse learners, such as those who have ADHD and dyslexia. This is why I've selected video based learning and immersive technology keep the learning experience active and to meet the learning oucomes. Text is important but will be structured appropriately and streamlined, being used to provide instructions and context that's necessary for the understanding of the exercises.
LMS AdminstratorA varied role with responsibilities to enrol the learners, support with any queries, fix technical issues and distribute certificates.FacilitatorThey will provide formative and summative assessment and faciliate the Q+A/ drop in clinics.
Rollout
During the rollout, the following roles will be required:
Learning Experience DesignersResponsible for the macro design.Instructional DesignersOversees the workflows of the content, create storyboards, wireframes etc and will curate some existing content and repurpose for the course.SMEsQualified teachers will be used for development of the scenario questions, scripts and and other content to ensure accurate pedagogy. Graphic designersSupport with the creation of animations, imagery and other branding considerations.
Design
During the design phase, the following roles are key in the creation of the course content:
Course content developersCourse developers will take the detailed design and develop onto the platform. Videographers/production assistantsThey will film, edit and render video footage for the course.
Development
During the course development, the following roles will be required:
Avoid words and phrases that are jargon and internal company language. Plan to use words and phrases that are simple and familiar to the learner (Nielsen)
An example of how Creator+ can be used to recap prior learning with learners completing a sorting activity.
Templates and other features
- Customiseable templates for branding and imagery.
- Source editor to code elements and text to format and structure the content for an accessible experience.
- Existing branded interface, including widgets, homepage, Navbar for consistency across the course content.
- Integration of Creator+ for this course which will provide a wider range of interactive formats for learners to process information.
Image caption: A mock up of a discussion forum on Brightspace
Brightspace features the discussion forums which is a key learning activity in the flow of the course. Learners can:
- write posts, upload documents and record video and audio responses
- subscribe to posts and receive notifications.
Social learning
Images are branded (colour contrast approved), images have captions and accompanying text is spaced closely (Mayer's Principles)
Content is designed in a coherent and consistent way. Use the course builder on Brightspace to organise the module in a unified way.
Assessment and Feedback
- Learners receive automatic feedback from the quizzes.
- Branched scenarios and other interactive video questions will provide feedback.
- Learners receive peer and facilitator feedback via the discussion forum and Assignment tool.
Multiple formats for assessments including drag and drop, multiple choice quizzes and submission of their work. Instructions to be provided for how to use the tool and examples where possible.
Evaluation
Evaluation specialistsThe evaluation team members will analyse dashboard data, set up focus groups, review surveys and other analytics to measure impact.Members from IT and product managers may also be required for support with technology and interacting with platform 3rd party stakeholders.
Image source: BrightspaceBrightspace mock up with the Edpuzzle video and interactive questions functioning within the frame.
- Cloud learning based. Secure and GDPR compliant.
- Fully compatible with a range of devices and browsers.
- A partner with Edpuzzle, allowing for seamless use from within the learning management system and automatically import Edpuzzle video lesson grades into D2L Brightspace.
Technical
With video based learning, transcripts and closed captions will be available through YouTube. Videos embedded on the platform and direct link out to YouTube to watch the video. Audio described versions available.
- In built accessibility checker to flag heading hierarchy issues, bold text, table captions, image captions etc.
- Creator+ features that can be used with and without a keyboard.
- Compatible with many screen readers.
- Integrations with other assistive technology and plugins such as 'Readspeaker'
- Glossary tool.
- Learners can adjust font size and optimise other features for assistive text.
Accessibility
Image source: BrightspaceBrightspace mock up with the Edpuzzle video embedded in the template. Use of HTML to configure the text, styling elements and video frame to ensure that the content fits to screen and compatible on mobile.
Activities
- Learners will demonstrate understanding by responding to multiple choice quizzes, drag and drop and other practice elements.
- Learners collaborate on the discussion to share ideas and observations.
- They create a presentation and submit for feedback from their peers and course facilitator.
Facilitation technique
- Budget and hours for facilitation is low so will be applied at particular points in the course.
- The factilitator will host a 1 hour drop in for any questions before submission.
- Facilitated Q+A with experienced teachers.
- The facilitator will provide formative and summative feedback on the presentation.
Content
- The multimedia e-learning course will provide multiple formats of text and videos.
- Videos will be the main format for learning and used in multiple ways. It will provide an immersive experience with 360 video to interact with a real life classroom.
- Animated videos will explain concepts and provide classroom based scenario challenges.
- Real life classroom practice videos will be shown and interactive features on the video.
The WCAG are important to be compliant and we are contractually obliged to meet these standards.
Automated feedback and manual grading options available for the assessment tools. Assignment tool offers an annotation feature for facilitators to provide feedback on materials submitted.
Assessment and feedback
A range of assesment tools are available. Two described below are for this course:Quiz tool:Multiple choice, true or false, matching and other quiz types. Assignment Submission of assignments in formats including videos, audio and documents.
A test learner in Brightspace and their engagement with discussion forums.
Analytics and reporting
Data hub:
- A range of analytics reports available.
- Accessible via API to connect these reports to the exisiting Power BI dashboard.
- Tracks overall engagement in a course and available to a learner and facilitator. Includes data such as time spent on the course, topics visited, discussion posts added and quiz scores.
This map shows the flow of the learning experience with the building blocks in each module. The lessons are core and connected in a linear way with the dotted line representing the spoke elements of the programme.
Concept map
Aims
The overarching aims of the course:
- Observe real teachers in a classroom environment through video and case studies.
- Connect with other aspiring and trained teachers to build relationships.
- Develop a foundational undertstanding of what a teacher does day to day and how to build positive relationships with pupils.
- Receive feedback and a certifcate of completion.
- Feel motivated and confident to join the teaching training programme.