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analysis and scoping
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Digital Learning Assignment 2 CANDICE GARDNER
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Outline
Business Context: Education to Drive Revenue
page 3
WHO: Learner Personas
page 4
WHY: The Business Case
page 5
WHY: The Learning Gap
page 6
WHY: The Learning Outcomes and Objectives
page 7
WHAT: The Expert Programme Framework
page 8 -9
WHAT: The Skin Health Module Framework
page 10-11
page 12- 14
HOW: Skin Health Topic Design
page 15
Conclusions
Confident skin assessment and consultation increase sales
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.
+ commentary
WHO: learner personas
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.
PAM
PHILIP
JENNY
commentary
WHY the 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.
+ commentary
WHY the learning gap
Varied Level
Varied Level
Cookie-cutter approach to treatment
Foundation A&P Knowledge
Target Level
Target Level
Up to date strategies for a personalised approach to treatment
Advanced A&P Knowledge rooted in the latest research
+ commentary
Evaluate skin progress and programme success to make regimen and service adjustments as required
EVALUATE
Skin progress and programme success
+ commentary
CONSTRUCT
Construct Skin Fitness plans to address skin concerns that include at-home regimens and professional treatments to achieve skin goals
Skin fitness plans to address skin concerns
APPLY
Apply products and techniques correctly for safe and effective use that is appropriate to the skin condition
Products and techniques correctly
KNOW
Select the correct product and protocols according to skin concerns, personal preferences, lifestyle, and risk factors.
What to select
Use visual, tactile and consultative methods to determine a client's skin type and condition.
INTERPRET
Skin condition and concerns
WHY: learning outcomes
+ commentary
+ commentary
skin health topic design
facilitation
assessment
activity
content
+ info
+ info
+ info
+ info
+ commentary
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.
reflection
references
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.
linear topic design
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.
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
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 course Relevant - skin analysis is a core skill and is used with every client consultation Time-based - achieved by the end of each topic or module
implications of the learner personas
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.
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 challenges Low 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_Taxonomy Mayer, 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_6 Cercone, 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/.
Analysis and Scoping
Candice Gardner
Created on March 24, 2024
Assignment 2 by Candice Gardner
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Transcript
Lorem ipsum dolor sit amet.
analysis and scoping
Lorem ipsum dolor sit amet.
Digital Learning Assignment 2 CANDICE GARDNER
Lorem ipsum dolor sit amet.
Outline
Business Context: Education to Drive Revenue
page 3
WHO: Learner Personas
page 4
WHY: The Business Case
page 5
WHY: The Learning Gap
page 6
WHY: The Learning Outcomes and Objectives
page 7
WHAT: The Expert Programme Framework
page 8 -9
WHAT: The Skin Health Module Framework
page 10-11
page 12- 14
HOW: Skin Health Topic Design
page 15
Conclusions
Confident skin assessment and consultation increase sales
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.
+ commentary
WHO: learner personas
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.
PAM
PHILIP
JENNY
commentary
WHY the 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.
+ commentary
WHY the learning gap
Varied Level
Varied Level
Cookie-cutter approach to treatment
Foundation A&P Knowledge
Target Level
Target Level
Up to date strategies for a personalised approach to treatment
Advanced A&P Knowledge rooted in the latest research
+ commentary
Evaluate skin progress and programme success to make regimen and service adjustments as required
EVALUATE
Skin progress and programme success
+ commentary
CONSTRUCT
Construct Skin Fitness plans to address skin concerns that include at-home regimens and professional treatments to achieve skin goals
Skin fitness plans to address skin concerns
APPLY
Apply products and techniques correctly for safe and effective use that is appropriate to the skin condition
Products and techniques correctly
KNOW
Select the correct product and protocols according to skin concerns, personal preferences, lifestyle, and risk factors.
What to select
Use visual, tactile and consultative methods to determine a client's skin type and condition.
INTERPRET
Skin condition and concerns
WHY: learning outcomes
+ commentary
+ commentary
skin health topic design
facilitation
assessment
activity
content
+ info
+ info
+ info
+ info
+ commentary
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.
reflection
references
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.
linear topic design
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.
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
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 course Relevant - skin analysis is a core skill and is used with every client consultation Time-based - achieved by the end of each topic or module
implications of the learner personas
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.
Design Priorities
Business challenges Low 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
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_Taxonomy Mayer, 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_6 Cercone, 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/.