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Assignment 2 by Candice Gardner

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analysis and scoping

Digital Learning Assignment 2CANDICE GARDNER

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Conclusions

Outline

WHO: Learner Personas

WHY: The Learning Gap

WHY: The Learning Outcomes and Objectives

WHAT: The Expert Programme Framework

WHAT: The Skin Health Module Framework

WHY: The Business Case

Business Context: Education to Drive Revenue

HOW: Skin Health Topic Design

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Education to Drive Revenue

Dermalogica has a 40-year history of providing skin health focused products and professional skin treatments. Knowledge and skills underpin confident and professional interactions with customers, ensure personalised skin fitness planning that considers lifestyle, preferences and risks, and secures trust in the skin therapist as they support each customer's personal skin journey. The Expert Programme Is a learning pathway for Dermalogica Skin Therapists that strengthens knowledge and skills to improve confidence, competence and profitability.

Confident skin assessment and consultation increase sales

The learners participating in the Expert Programme are business partner account holders and their employees who stock the Dermalogica brand, provide Dermalogica services and retail at-home product regimens. Qualification,experience and business model can vary significantly.

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JENNY

PHILIP

PAM

WHO: learner personas

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WHYthe business case

Primary business goals are to drive product replenishment across franchises and hero formulas to increase account spend. Increasing service real estate through service protocol adoption not only drives professional product replenishment, but also increases brand awareness. Data shows that professional skin therapists who attend the Expert Programme can confidently identify skin conditions and communicate appropriate solutions to their customers. This leads to an increased average sale and increased service bookings.

Target Level
Target Level
Varied Level
Varied Level
Advanced A&P Knowledge rooted in the latest research
Up to date strategies for a personalised approach to treatment
Cookie-cutter approach to treatment
Foundation A&P Knowledge

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WHYthe learning gap

Skin progress and programme success

Skin fitness plans to address skin concerns

CONSTRUCT

Products and techniques correctly

What to select

Evaluate skin progress and programme success to make regimen and service adjustments as required

EVALUATE

WHY: learning outcomes

INTERPRET

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Skin condition and concerns

Use visual, tactile and consultative methods to determine a client's skin type and condition.

KNOW

Select the correct product and protocols according to skin concerns, personal preferences, lifestyle, and risk factors.

APPLY

Apply products and techniques correctly for safe and effective use that is appropriate to the skin condition

Construct Skin Fitness plans to address skin concerns that include at-home regimens and professional treatments to achieve skin goals

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skin health topic design

content

activity

assessment

facilitation

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reflection

references

conclusion

The Expert Programme and the Skin Health Expertise module are aimed at meeting the needs of a service industry where learning is often sought at the point-of-need. The macro design of this self-led module has carefully considered the requirements of the busy skin care professional looking to update their knowledge and skills on the go with a flexible, self-reflective topic design that provides useful resources to support improved practice.

skin health expertise

Each of the four modules has a different delivery focus - blended or asynchronous - determined by knowledge and skills being taught. The Skin Health Expertise module which covers six key skin physiology topics uses asynchronous delivery. Each topic is delivered in a linear format to support less digitally fluent learners in completing the topics.

reflections

This assignment was challenging because the structure was much more specific in comparison to the way I usually design. I identified that jumping to development too quickly is a weakness. This felt frustrating and satisfying in equal measure to map out this detail and rationalize my design considerations.

This project is based on the business requirement to renovate the current Dermalogica Expert Programme to provide more self-led learning options, update the current content to align with the latest research, new product development and service updates, and strengthen the impact through focused metrics and KPIs. Given the size and scope of the complete programme I will focus on the SKIN HEALTH Module for the purposes of this project whilst contextualising its place in the programme.

Each element is completed in order in a linear format with each element dependent on completion of the previous element.Although interactive video is usually considered content, it is being used in the experience as an activity to practice decision-making skills to reinforce learning.Each chapter of the multimedia e-learning delivers learning outcomes for the specific skin condition.

linear topic design

LO 1 EXAMPLE: Use visual, tactile, and consultative methods to determine a client's skin type and condition.Specific - the skin therapist must be able to determine skin type and condition accuratelyMeasurable - the skin therapist can be assessed against the visual, tactile, and consultative methods learned.Achievable - the skills and methods for the skin topic are delivered in the courseRelevant - skin analysis is a core skill and is used with every client consultationTime-based - achieved by the end of each topic or module

Determining Learning Outcomes

Since a primary objective is to develop decision-making and evaluation skills the learning objectives have been structured in a progressive way that builds from Bloom's lower order knowledge and application to higher order evaluating and creating. Learning objectives are developed using SMART methodology

We need to meet a wide variety of learners where they are in both professional experience and digital literacy. As a vocational and trade, in-person training is the preferred method for skills development. Video content is a particularly useful replacement as it provides visual references and context. Point-of-need learning and reference materials support accelerated change with industry updates. Analysis shows a high proportion of our learners want to access learning on the go and are using their mobile phones.

implications of the learner personas

Design Priorities

  • Mobile-friendly formats and design considerations to facilitate on-the-go and shop-floor learning. [Articulate RISE360]
  • Clear instructions and navigation to support learners with less digital fluency. [Course navigation video essential]
  • Prioritise point-of-need resources and include the use of video to replicate in-person context. [Downloadable and printable]
  • Time-bound learning chunks for progressive learning in short bursts if required. [Chapterised e-learning]

Business challengesLow uptake of NPD/Innovation Launches | Poor stock replenishment | Low Franchise penetration Since every aspect of the programme aims to drive revenue, improved decision-making using up-to-date skin knowledge, treatment strategies, and products should lead to increased retail sales and an increase in service bookings.Design considerations

  • Bold use of product and service assets for visual cues that connect product and service solutions with skin-related content.
  • Inclusion of retail and profitability tools with resources.
  • Increase awareness of personal performance for skin therapists through benchmarking surveys.

WHY: the learning gap

Effective retailing and service recommendations are underpinned by confident skin assessment requiring a sound knowledge of skin physiology and pathology, and ability to identify skin type and condition accurately. The module will bridge the gap between basic skin knowledge and an advanced and current understanding that can be leveraged for improved decision-making in product ands treatment selections, and general skin management advice.Design Considerations • Visual and graphic design should reduce cognitive load when addressing complex scientific terminology and explanation • Contextualise skin science with animations, real-life scenarios, and case studies • Provide easy reference tools to support decision-making

Top-down programme design reduces the primary modules for easy navigation at the point of entry. Four primary modules were determined. Dependant on experience or business models, the learning topics within each module need to be flexible. Different client demographics will have specific skin priorities which may make certain skin conditions more relevant for an individual skin therapist. The learning experience model at module level is Core and Spoke to allow completion of topics within each module in any order. Topics have 2 hours of learning content but can be completed at the learners' pace.

Churches, A. (2008). Bloom's digital taxonomy. https://www.researchgate.net/publication/228381038_Bloom's_Digital_TaxonomyMayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational psychologist, 38(1), 43-52. https://doi.org/10.1207/S15326985EP3801_6Cercone, K. (2008). Characteristics of Adult Learners With Implications for Online Learning Design. AACE Review (formerly AACE Journal), 16(2), 137-159. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 7, 2024 from https://www.learntechlib.org/primary/p/24286/.