Professional Diploma In Digital Learning Design

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Professional Diploma In Digital Learning Design

Project Title: ARFID Training For Carers

By Daisy Roberts

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Index

Part 1

Analysis and LX Design

Part 2

Micro Design and Development

Part 3

Implemntation and Evaluation

Part 1

Analysis and LX Design

Part 1: Analysis & LX Design

The WHO of Learning

The WHY of Learning

The WHAT of Learning

The HOW of Learning

Step 1

The WHO of Learning

Introduction

'ARFID' is the term most commonly used to refer to 'Avoidant restrictive food intake disorder'. Despite being a serious eating disorder, ARFID is often trivialised as 'just fussy eating'. It was only officially recognised in the DSM-5 as an eating disorder in 2013, which means there are still a lot of misconceptions surrounding the disorder.

(Nilov, 2021)

"The difference between a 'picky eater' and a child with ARFID, is that a picky eater won't starve themselves to death. A child with ARFID will." Dr. Gillian Harris, Clinical Psychologist. BA, MSc.PhD, CPsychol, AFBPsS

DSM-5

Subtypes of ARFID

(WHAT IS ARFID? | ARFID Awareness UK, n.d.)

Who?

In comparison to eating disorders such as anorexia and bulimia, ARFID typically has a younger age of onset. As many ARFID behaviours will first be spotted in childhood, parents are often the first to strive to understand the disorder. Although commonly seen in childhood and adolescence, it is important to remember that ARFID can affect those of any age. It can appear quite suddenly after a choking incident for example. Therefore, although parents are often important in eating disorder care, carers come in many forms including grandparents, siblings, friends and partners, all who may wish to better understand what their loved one is going through, and how they can help.

(Loring, 2020)

Learning Personas

Meet Simon

Meet Sarah

Meet Bradley

Design considerations

Based on the learing personas, these were the stand-out points for me to take into consideration:

Technological considerations:

• We will want to ensure that the programme is accessible on different browsers.
• That the programme is accessible on different models of phone, tablets and laptops, and that the display and functionalities all work as they should regardless of device.
• If module content is downloadable, that may be beneficial to those who want to access content on-the-go, without internet connection.

• Technology: Whilst we live in an age of rapidly advancing technology, we can't assume that everyone has a strong technical background. We will need to use clear, user-friendly design in collaboration with additional support in the form of a toolbox to include instructions on zoom, for example.
• Isolation & Fear: A common feeling among carers is isolation and fear. In terms of design considerations, we want to ensure the programme is a welcoming, warm, friendly environment, to try to alleviate initial fears. We will also want to ensure social learning features heavily in the programme, so carers can meet others in similar situations, learn from one another, and feel less alone.
• Time: Carers are often in a situation where they will need to juggle this training alongside family life or a busy career. We will therefore need to ensure the learning can be done in a time and place that suits them.
• Location: Carers are based across the UK, both in cities and in more rural areas. In order to reach as many as we can, and to benefit their busy schedules, the programme would work best online.

Commentary on the WHO

To create the personas, I drew on my existing knowledge from working in the field, brainstorming characters based on real interactions. This process was interesting, and also prompted me to reflect on how much existing training tends to focus on a single type of carer: parents caring for young children. Whilst this is the most common caregiver type, it certainly isn’t the only one. The overwhelming emphasis on the parent-child dynamic can exacerbate the feelings of isolation experienced by partners, siblings, friends etc. Although there are clear differences between caring for a child and caring for an adult, this persona creation process reaffirmed my commitment to making the training accessible to all carers. I believe this inclusivity will foster mutual learning among carers, ultimately helping to alleviate the feelings of isolation and stigma highlighted in the personas. The templates provided by DLI were helpful and encouraged me to delve deeper into who these carers are, and what kind of learning experiences they would want. This also made me realise how easy it is to create something unsuitable for your audience if you haven’t truly centred the learner in your design process. To navigate topics that may not be relevant to all carers (i.e. school/university), I would like to use either breakout rooms in the facilitated sessions, or podcasts. Breakout rooms would be particularly good for those who may be nervous to talk in front of the whole group, and podcasts have proven popular among the personas and provide easy, on-the-go access. All personas are based within the UK. This training will be UK-specific, because introducing an international audience would significantly complicate the variability of treatments and services. 277 words.

Step 2

The WHY of Learning

Why is this training needed?

ARFID is a disorder that is often misunderstood. Even those with the best intentions, may still get it wrong. Diagnosis and treatment can be difficult to get, and information is still limited. Therefore, giving carers the tools to better understand ARFID can be so beneficial to their loved one. In addition to this being beneficial to the person with ARFID, the carers can often be forgotten about in the recovery journey, and training to support their own wellbeing is also vital. As shown in the learner personas, being a carer for someone with an eating disorder can be very isolating. Therefore training that incorporates social learning can be instrumental in growing confidence and can helping carers feel less alone.

(Milton, 2021)

Why is this training needed?

Numbers of people with ARFID are rising, and this is likely, in part, due to an increased awareness of the disorder. In fact, the theme of Eating Disorder Awareness Week 2024 was ARFID, using this opportunity to shine a light on a condition that doesn't always get the recognition it deserves. Regardless of the reasons, ARFID is becoming more prevalent, and it is therefore important that the training and support is in place to help both the individuals and their support system.

The graph above shows the difference in the number of calls the eating disorder charity Beat received about ARFID in 2018, compared to 2023. (Campbell, 2024)

What support already exists, and where are the gaps?

Charities

NHS

Comorbidities

Family

The Learning Gap

Before this training, most carers are at the LOTS level of Blooms Taxonomy (Level 1 - Knowledge). They may research ARFID and REMEMBER information, but may not fully UNDERSTAND what this means for them and how they can APPLY this in day-to-day life to help their loved one. We also want them to get to the point where they can ANALYSE & EVALUATE what they have learnt to see what works for them and their loved one, as everyone is different and what may work for one person with ARFID may not work for another.

Goal of training

Learning Outcomes

Demonstrate an understanding of ARFID and recognise associated behaviours in your loved one.

Develop effective strategies to confidently communicate the needs of your loved one.

Evaluate various caregiving styles and techniques, and select those that align with your personal strengths and the needs of your loved one.

Examine the impact of different environments on individuals with ARFID and identify associated challenges.

Evaluate strategies to manage change and setbacks in your loved one's recovery, determining the most effective times to apply these strategies based on their progress in the recovery journey

Analyse how your behaviours and emotional responses can impact your loved one.

Commentary on the WHY

The 'why' came to me quite easily, because this is a topic that I am passionate about and have knowledge on from my work in the field. Through further research, it became increasingly evident that there is a genuine need for this training within the community. Using Bloom's Taxonomy as a tool to create the learning objectives was helpful as it made me think about what the journey will be for carers, and what I really want them to achieve by completing the training. At first, I didn’t think I would be able to incorporate the 'analyse' and 'evaluate' levels into the programme, but it soon became clear that this is crucial part of the learning journey. For instance, Learning Objective 5 focuses on caring styles, but the goal is not only to ensure learners grasp the information but also to encourage them to experiment with different techniques. They will evaluate what works best for them and, if necessary, continue exploring other methods until they find the right fit. Given the variability in eating disorders from one individual to another, a one-size-fits-all approach is not pratical. Part of this learning journey involves experimentation, learning from failures, and adapting strategies for future attempts. 290 words.

SMART

Step 3

The WHAT of Learning

Modular Framework

The course content will be divided into 6 modules and 1 toolkit:

Content Map

Managing change and setbacks

Supporting your loved one

Understanding food

What is ARFID?

Exploring the environment

Communication

Programme toolkit

Topic 1 The development of taste Topic 2Neophobia Topic 3Food as a multi-sensory experience Topic 4Safe foods

Topic 1 Signs and symptomsTopic 2Causes of ARFIDTopic 3 ARFID and ASD Topic 4 Accessing support

Topic 1 Eating at home Topic 2Eating around othersTopic 3Eating in public spaces

Topic 1Carer styles Topic 2Communicating with your loved one Topic 3 Green shoots

Topic 1 Communicating with family and friends Topic 2 Communicating with school/workTopic 3Communicating with healthcare professionals

Topic 1 The Stages of Change modelTopic 2 Managing setbacksTopic 3Goal settingTopic 4Self-care

• Programme guidence

• Expectations of live sessions

• Zoom instructions

Commentary on the WHAT

For the process of determining my content, I used a bottom-up approach. I already had lots of content that I could utilise, so I started by reviewing the content and writing down the main themes. From this, I was able to pick out the important topics and group those into modules. From the modules, I was then able to clearly see what steps the carers needed to take to move from the lower levels of Bloom's to the higher levels. This then helped finalise what my learning objectives should be. It was also clear from the learning personas that a toolkit would be a helpful reference for those who are less familiar with digital learning and video conferencing software, so I wanted to ensure this would be included. 128 words.

Step 4

The HOW of Learning

Mode of Delivery

This programme will be delivered over 6 weeks, using a linear, blended approach.

Each week will focus on a different module, which constitutes the asynchronous component of the course. Carers can complete these modules at their convenience, as long as they finish them before the weekly facilitated session. Carers lead busy lives, so we aim to provide the flexibility for them to engage with the course content on their own schedule, and at their own pace In addition to the eLearning modules, there will be live, online sessions each week led by a Trainer, who is a subject matter expert. These sessions will cover the content explored in the eLearning course, offering carers a valuable opportunity to reflect on their learning and relate it to their own experiences. Carers will also have the chance to ask questions and share their insights with others who understand their challenges. When enrolling in the programme, carers will have various days and times to choose from for the faciliatated sessions, allowing them to fit these sessions into their schedules. Social learning components such as the live sessions and forums will be used in the programme as we know this connection is often of great value to carers. Communicating with others in a similiar situation can help reduce the feelings of guilt and isolation which can occur as a carer of someone with an eating disorder.

Overall flow of learning

Week 3

Module 3

3rd Facilitated session

Week 1

Week 2

Module 1

Module 2

2nd Facilitated session

1st Facilitated session

Week 4

Module 4

Week 6

4th Facilitated session

Module 6

6th Facilitated session

Week 5

Module 5

5th Facilitated session

Elaboration on the learning flow

Building Blocks and Formats

Activities

Assessment & feedback

Facilitation

Content

Online, sychronous sessions run by a professional in the field to consolidate learning from the eLearning, and encourage discussion.

Forum engagement. Quizzes to use as knowledge checks.

Multimedia eLearning content.

Due to the nature of the content, this will come in the form of self-reflection and will be prompted in the content and faciliated sessions.

Module learning flow example: Module 4

Topic 1: Carer styles

Reflection: Revisit the stressful situation with this new knowledge. Share your thoughts in the forum.

Reflection: Think of a recent stressful situation. How did you react?

Overview

The use of reflection activities

Topic 2: Communicating with your loved one

Reflection: Consider how communication is currently with your loved one.

Quiz: Select the best responses based on OARS and ALVS in these scenarios

Reflection: What tools do you think you could use to improve communication? Share your thoughts in the forum.

The use of forums

Facilitated session

Reflection: General reflection on the content, and what has happened this week. Share your thoughts in the forum.

Topic 3: Green shoots

Activity: See if you can spot the green shoots in this conversation

Reflection: Do you currently feel hopeful for recovery?

Reflection: What green shoots have you noticed/overlooked recently? Share your thoughts in the forum.

Commentary on the HOW

In my previous role, the training programmes consisted primarily of a weekly facilitated session accompanied by a dense pre-reading PDF each week. Recognising the need for a more engaging approach, I planned to incorporate multimedia eLearning modules and interactive activities that would foster reflection before the weekly sessions. Feedback indicated that the facilitated sessions were an essential part of the training to carers, providing a valuable opportunity for connection. Therefore, I would want to retain those sessions to facilitate community building among carers. To further support the social aspect of learning, I wanted to include forums where carers could connect and provide mutual support outside the weekly meetings. The training was always going to be provided online, as this allows individuals from all over the UK to participate, broadening access to the training. Whilst the programme needed to follow a linear structure due to the weekly sessions, I also wanted to empower caregivers with the flexibility to explore other modules at their own pace. By avoiding any restrictions on access to future modules, participants can tap into resources that align with their unique stages in the recovery journey, ensuring they have the support they need whenever they require it. Given the nature of this programme, I found the assessment component particularly challenging. Encouraged self-reflection seemed as the most suitable approach, as traditional assignments or certificates seemed inappropriate for this context. I realised that my programme didn't conform to the typical structure of content, assessment, feedback, and certification. Embracing this understanding allowed me to approach my learning flow and building blocks with more flexibility, ensuring the experience aligned with the needs of my learners. 273 words (968 total for Part 1 commentary)

References Part 1

ARFID (Avoidant Restrictive Food intake Disorder) | Symptoms & Treatment. (2022, May 26). ACUTE. https://www.acute.org/blog/avoidant-restrictive-food-intake-disorder-arfid-signs-symptoms-treatment Campbell, D. (2024, February 27). UK eating disorder charity says calls from people with Arfid have risen sevenfold. The Guardian. https://www.theguardian.com/society/2024/feb/26/uk-eating-disorder-arfid-avoidant-restrictive-food-intake-disorder-nhs Digital Learning Institute. (2024). Module 2: Design Principles toolkit, https://courses.digitallearninginstitute.com/courses/take/(2024)-module-2-design-principles/multimedia/50466094-module-2-toolkit Digital Learning Institute. (2023). Module 3: Learning Experience (LX) Design toolkit, https://courses.digitallearninginstitute.com/courses/take/(2024)-module-3-learning-experience-design/multimedia/51839498-module-3-toolkit Fisher, M. M., Rosen, D. S., Ornstein, R. M., Mammel, K. A., Katzman, D. K., Rome, E. S., Callahan, S. T., Malizio, J., Kearney, S., & Walsh, B. T. (2014). Characteristics of Avoidant/Restrictive Food Intake Disorder in Children and Adolescents: A “New Disorder” in DSM-5. Journal of Adolescent Health, 55(1), 49–52. https://doi.org/10.1016/j.jadohealth.2013.11.013 Keski-Rahkonen, A., & Ruusunen, A. (2023). Avoidant-restrictive food intake disorder and autism: epidemiology, etiology, complications, treatment, and outcome. Current Opinion in Psychiatry, 36(6), 438–442. https://doi.org/10.1097/yco.0000000000000896 Our struggles to get help with ARFID. (n.d.). North East Autism Society. https://www.ne-as.org.uk/our-struggles-to-get-help-with-arfid Sader, M., Chawner, S., Nimbley, E., Gillespie-Smith, K., & Duffy, F. (2024). ARFID: A BRIEF EVIDENCE REVIEW FOR EATING DISORDERS AWARENESS WEEK 2024. In Beat, Beat. https://beat.contentfiles.net/media/documents/ARFID_Brief_Evidence_Review_for_EDAW_24_l1oDdT5.pdf Sanchez-Cerezo, J., Neale, J., Hudson, L., Lynn, R. M., Julius, N., & Nicholls, D. (2023). 731 A national surveillance study of ARFID in the UK and Ireland. Archives of Disease in Childhood, 108(2). https://doi.org/10.1136/archdischild-2023-rcpch.587 Substance Abuse and Mental Health Services Administration (US). (n.d.). Table 22, DSM-IV to DSM-5 Avoidant/Restrictive Food Intake Disorder Comparison - DSM-5 Changes - NCBI Bookshelf. https://www.ncbi.nlm.nih.gov/books/NBK519712/table/ch3.t18/ University of California. (n.d.). Performance Appraisal Planning 2016-2017 SMART Goals: A How to Guide. https://www.ucop.edu/local-human-resources/_files/performance-appraisal/How%20to%20write%20SMART%20Goals%20v2.pdf WHAT IS ARFID? | ARFID Awareness UK. (n.d.). ARFID Awareness UK. https://www.arfidawarenessuk.org/what-is-arfid

Image References Part 1

Kaboompics. (2020). [Medical stethoscope with red paper heart on white surface]. Pexels. https://www.pexels.com/photo/medical-stethoscope-with-red-paper-heart-on-white-surface-4386467/ Kovaleva, P. (2021). [Autism in Scrabble Tiles and Puzzle Pieces]. Pexels. https://www.pexels.com/photo/autism-in-scrabble-tiles-and-puzzle-pieces-8709352/ Loring, V. (2020). [A Woman Preparing Foods for Her Kids]. Pexels. https://www.pexels.com/photo/a-woman-preparing-foods-for-her-kids-5082873/ Milton, G. (2021). [Woman Touches her Head in Pain]. Pexels. https://www.pexels.com/photo/woman-touches-her-head-in-pain-7034805/ Nilov, M. (2021). [A girl does not want to eat vegetables]. Pexels. https://www.pexels.com/photo/a-girl-does-not-want-to-eat-vegetables-8119991/ Oquendo, C. (2019). [Photo of Family Standing Outdoors During Golden Hour]. Pexels. https://www.pexels.com/photo/photo-of-family-standing-outdoors-during-golden-hour-3030090/ Skillshub. [Blooms taxonomy]. https://www.skillshub.com/blog/using-blooms-taxonomy-for-setting-learning-objectives/ Summer, L. (2020). [Crop anonymous person showing donation box]. Pexels. https://www.pexels.com/photo/crop-anonymous-person-showing-donation-box-6348119/ Note: Images for the learning personas were from: https://thispersondoesnotexist.com/

Part 2

Micro Design and Analysis

Note: Part 2 of this project will be focused on Module 4 of the programme. Further on, we will specifically focus on Module 4, Section 1: Carer styles (multimedia eLearning course)

Part 2: Micro Design and Analysis

Scope

Wireframe

Screenplan

Storyboard

Scope

Who?

Why?

Based on our learning personas, our learners are likely stressed and worried about their loved one, but determined to learn techniques and develop strategies to help them navigate the eating disorder. They will have signed up to the course voluntarily, with their only aim being to help their loved one on the road to recovery. What we know about our learners, and need to consider when designing the module:

• We know carers are often stretched for time.
• There is often a feeling of isolation.
• Fear/discomfort/reluctance to admit they need support or that their loved one has an eating disorder can be common, so taking the step to sign up to a course can be huge for them.
• Technology capabilities can really vary from one person to another. We can't assume that everyone is familiar with digital learning or elements such as video conferencing.

As the title of Module 4 implies, the driver for carers to complete this module is to learn more about how to support their loved one. The specific learning outcomes for this module are:

• Analyse how your behaviours and emotional responses can impact your loved one.
• Evaluate various caregiving styles and techniques, and select those that align with your personal strengths and the needs of your loved one.

The learning outcomes above are at the 'Analyse' and 'Evaluate' levels of Blooms Taxonomy, so we are really looking for carers to not only take in information, but to critically evaluate how this can fit into their day-to-day life e.g. use some of the communication techniques discussed in the module when their loved one is having a bad day.

Topics and sections

Module 4: Supporting your loved one

Section 1: Carer styles

Section 2: Communicating with your loved one

Section 3: Green shoots

Module 4 facilitated session

Topics and sections

Section 1: Carer styles

Topic 1: The New Maudsley Method

Topic 2: Animal metaphors

Topic 3: Viscious cycles of caring

Topic 4: Inspirational animals

Topics and sections

Section 2: Communicating with your loved one

Topic 1: Introduction to motivational interviewing

Topic 2: OARS

Topic 3: ALVS

Topic 4: Body language

Topics and sections

Section 3: Green shoots

Topic 1: Mistakes can be a treasure

Topic 2: Learning to look for the green shoots

Wireframe

Screenplan

Storyboard

Prototype

Published in Review360: https://360.articulate.com/review/content/bc85c31b-be12-4330-9ee4-31fbd52d68f5/review There is also a video recording of the module on the next page, in case there are any access issues.

Commentary on Part 2

Resources

Prototype

Principles

Future

AI

References Part 2

Digital Learning Institute. (2024.a). Module 4: Multimedia eLearning Design, https://courses.digitallearninginstitute.com/courses/take/(2024)-module-4-multimedia-elearning-design/texts/50466129-welcome-to-module-4-multimedia-elearning-design Digital Learning Institute. (2024.b). Module 4: Multimedia eLearning Design, Wirefame template https://import.cdn.thinkific.com/411069/multimedia_imports/9dolod8iq32qwfy4pkng-m4-20l2-january-24-2024-10-31/assets/BtEG7l/Wireframe%20template.pptx Digital Learning Institute. (2024.c). Module 4: Multimedia eLearning Design, Screenplan template https://import.cdn.thinkific.com/411069/multimedia_imports/9dolod8iq32qwfy4pkng-m4-20l2-january-24-2024-10-31/assets/4bJT9X/Screenplan%20Template.pptx Digital Learning Institute. (2024.d). Module 4: Multimedia eLearning Design, Storyboard template https://import.cdn.thinkific.com/411069/multimedia_imports/9dolod8iq32qwfy4pkng-m4-20l2-january-24-2024-10-31/assets/Frjjm6/Digital%20Learning%20Institute%20Storyboard%20Template.pptx Mayer’s 12 Principles of Multimedia Learning | DLI. (n.d.). Digital Learning Institute. https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning

Part 3

Rollout & Evaluation Plan

Part 3: Rollout & Evaluation Plan

Implementation

Evaluation

Implementation

Implementation

What do we need from a learning platform?

Programme perspective:

Learner perspective:

• To support SCORM.
• To support collaborative learning (forums, chat functions etc.)
• To support event booking.
• To be reasonably priced.
• To be customisable with branding.
• Good reporting features for stakeholders.

• To support learning on different devices e.g. mobile.
• To support offline learning.
• To be intuitive to use.
• Easy to navigate.
• To include collaborative features.

TalentLMS

TalentLMS is a cloud-based Learning Management System designed to simplify the process of creating, delivering, and tracking training programs. Here are some key features that stood out when researching the platform:

Mobile Compatibility

The platform includes features like forums, discussions, and social learning tools that promote interaction and support among users. This is vital for our learners, who often report feelings of isolation.

Collaboration Tools

The platform fully supports SCORM, allowing the upload and delivery of SCORM-compliant content, making it easy for us to integrate any existing learning materials.

TalentLMS is mobile-friendly, with a dedicated mobile app that allows users to access courses anytime, anywhere.

SCORM

User-Friendly Interface

TalentLMS is designed to be intuitive and easy to navigate, making it accessible for users with varying levels of tech experience. This is a crucial element for our learners, some of whom have very little technical knowledge.

SCORM

Collaboration Tools

Reporting

The platform offers detailed reporting features to track user progress and performance. These features would allow us to pull reports from a central place, which would be helpful when providing feedback to funders.

Events Management

The platform allows the management of live events and webinars, making it easy to organise training sessions or support groups.

Pricing for TalentLMS varies, but they do offer a 20% discount for not-for-profits.

Pricing

TalentLMS vs Totara

TalentLMS is designed with a user-friendly interface, making it accessible for users with varying levels of technical skills. This is particularly important for parents and carers who may not have much experience with technology.

Totara is complex and feature-rich, which can require a steeper learning curve for admins, as well as for users.

Ease of Use

TalentLMS is a cloud-based solution, so there is no need for hosting or complex installations.

Setup and Maintenance

Totara often requires self-hosting or a managed service, which can add to costs and complexity.

TalentLMS has a dedicated mobile app and is highly responsive, allowing users to access training materials easily on their mobile.

Totara can be mobile-friendly but may not offer seamless mobile access without additional customisation.

Mobile Accessibility

Totara offers collaboration features, but they may require more setup and customisation to achieve a collaborative environment.

Collaboration Features

TalentLMS includes built-in forums, discussions, and social learning tools that encourage collaboration among users.

Totara may take longer to implement due to its complexity and customisation needs.

Quick Implementation

TalentLMS can be set up quickly.

Staff and Resources

Resources

Go live plan

Learner engagement tactics

Commentary on Part 3: Implementation

Choosing a platform

Staff and resources

Engagement tactics

Go live plan

References Part 3: Implementation

Digital Learning Institute. (2024.a). Module 10: Rollout & Universal Design, https://courses.digitallearninginstitute.com/courses/take/(2024)-module-10-rollout-and-universal-design/texts/50466225-welcome-to-module-10-rollout-universal-design Digital Learning Institute. (2024.b). Module 10: Rollout & Universal Design, Rollout Plan template, https://import.cdn.thinkific.com/411069/multimedia_imports/qr8jlpxbtry53yw11f8v-2024-20-20module-2010-20toolkit-november-30-2023-22-31/assets/ihmpof/Rollout%20Plan.docx TalentLMS. (n.d.). Features. TalentLMS. https://www.talentlms.com/features Totara. (n.d.). Totara: Learning management system. Retrieved October 8, 2024, from https://www.totara.com/

Evaluation

Evaluation

Evaluation

Throughout the evaluation process, I will focus on 3 approaches to ensure all elements are addressed:

Process Based

Outcomes Based

Goal Based

• How has the learning impacted our learners knowledge, skills and behaviours?

i.e. have all the learning outcomes for the programme been met?

• How has each stage of the ADDIE process gone?
• Were there any gaps in the original analysis?
• Are our learning personas effective?
• Did we stick to the time frames for each stage?
• How was communication handled between stakeholders?

Looking at each stage of the process helps to breakdown the evaluation process rather than looking at the programme as a whole.

• How has the learning experience addressed the business problem?
• Has the goal of the learning been achieved?

i.e. Have we created a programme that equips carers with the knoweldge and skills to better support their loved one? As a result, have we helped the eating disorder community?

Learning Evaluation

Level 4 Results

The learning experience will be evaluated using the globally recognised 'Kirkpatrick Model'. Using this method, the programme will be evaluated using four levels of criteria:

1. Reaction
2. Learning
3. Behaviour
4. Results

Post-programme survey

Level 3 Behaviour

Level 2 Learning

Post-module survey

Level 1 Reaction

UDL Evaluation

We want this programme to be accessible for everyone, and therefore an evaluation based on Universal Design for Learning will be conducted. The UDL approach aims to remove barriers to learning for all learners, so everyone has the opportunity to engage in meaningful learning experiences. The evaluation will focus on 3 main areas: Engagement, Representation, and Action & Expression. The UDL Checklist for Digital Learning Evaluation (DLI,2022) will be used to ensure all areas have been considered, and to address any changes that may be needed.

These stages of the LA process can also be seen in the concept of Data Driven Learning Design (DDLD). This is the process of continuously developing your learning experience based on the data you collect. The 3 step process involves: 'Uncovering Insights', 'Responding' (Action), and 'Monitoring'. In the past, data has been collected as habit, with no real insights or actions being drawn from it, so implementing this continuous cycle will ensure we use our data effectively, to improve the experience for our carers.

Learning Analytics

Source

Monitor

Action

Data

Insights

The data will come from the evaluation of learning (Level 1 Kirkpatrick Model), which focuses on experience and engagement.

The data will be regularly monitored by the Learning Administrator, who will look for patterns to provide insights into learner preferences and habits.

The LMS Team will decide whether to take any action based off the insights. If action is taken, the impact of this will be monitored and the cycle starts again.

The data source will be the LMS and direct feedback from Trainers from the faciliatated sessions.

Insights are glimpses into who our learners are, such as their habits, preferences, behaviours. All of which allow us to draw an accurate picture of who are learners are.

Level 1 Checklist

Digital Body Language

Commentary on Part 3: Evaluation

Kirkpatrick Model

UDL

Learning Analytics

Learning Personas

References Part 3: Evaluation

Auzmor Inc. (2020, December 2). The Kirkpatrick Evaluation Model [Explained] [Video]. YouTube. https://www.youtube.com/watch?v=MUakGed8QeY&t=53s CAST. (n.d.). Universal design for learning guidelines. https://udlguidelines.cast.org/ Digital Learning Institute. (2024). Module 11: Evaluation & Learning Analytics - Toolkit. https://courses.digitallearninginstitute.com/courses/take/(2024)-module-11-evaluation-and-learning-analytics/multimedia/50466262-module-11-toolkitDigital Learning Institute. (2023.a). Level 1 checklist [PDF]. https://import.cdn.thinkific.com/411069/multimedia_imports/n4y95wfrqlibjlkyhlvw-2024-20module-2011-20toolkit-november-30-2023-22-35/assets/5NTDgY/Level%201%20Checklist.pdf Digital Learning Institute. (2023.b). Sample Level 1 survey questions [PDF]. https://import.cdn.thinkific.com/411069/multimedia_imports/n4y95wfrqlibjlkyhlvw-2024-20module-2011-20toolkit-november-30-2023-22-35/assets/CjWRKA/Sample%20Level%201%20Survey%20Questions.pdfDigital Learning Institute. (2022). UDL checklist for digital learning evaluation [PDF]. https://import.cdn.thinkific.com/411069/multimedia_imports/n4y95wfrqlibjlkyhlvw-2024-20module-2011-20toolkit-november-30-2023-22-35/assets/HUDr4m/UDL%20Checklist%20for%20Digital%20Learning%20Evaluation%2012012022.pdf Sudarshan, S. (2018, August 27). Why Use Digital Body Language And Learning Analytics? eLearning Industry. https://elearningindustry.com/digital-body-language-learning-analytics-use

Provide options for self-regulation

Community building

We know from our learning personas that carers want the social aspect of talking to others who can relate to their situation. So the community element of the programme would likely be a draw for carers to sign up. To help build community on the platform, we would encourage particpation in forums before the programme starts by asking learners to share their hopes and expectations of the course. Forum engagement would continue to be encouraged throughout the programme.

UXDL

A range of formats will be used for content to keep the learning experience fresh and engaging. The module toolkit will also be complied of a mix of formats, including: articles, videos, and podcasts, to give the user the autonomy to pick how they consume content.

Developing the prototype was my favourite aspect of Part 2. I thoroughly enjoyed exploring the various elements, such as creating a flip-card activity, incorporating the characters, and adding voiceovers. Although I encountered quite a bit of trial and error with the layers and triggers, I embraced the learning process and was impressed by what could be achieved with this tool.The experience of creating the prototype sparked lots of new ideas, not just related to this topic but beyond it as well. Completing the prototype gave me a wonderful sense of achievement, and I am proud of what I have created as a first attempt. However, there are many aspects I would approach differently if I were to design and develop it again. I felt some pressure due to the 30-day limit on the Articulate free trial, which meant I might have made additional tweaks with more time. However, I tried to bear in mind that this was a prototype and not intended to be a published product at this stage. 171 words

Forums

Participation in all forums will be optional. Whilst we will aim to create a collaborative and supportive environment, its important to recognise that many reflections will be deeply personal, and we want to avoid pressuring anyone to share unwillingly. However, the hope is that those who are initially hesitant will recognise the benefits of engaging with others as they become more comfortable in the programme. Each 'topic forum' is intended for immediate thoughts and reflections, while the forum following the facilitated session provides space for discussions about experiences related to what they have learnt throughout the programme, and any updates on their loved one they wish to share.

I found it challenging initially to determine where to start with Part 2. Should I fully explore the eAuthoring tool first to understand its capabilities, or create the design documents with the hope of replicating them in my prototype? This is a problem I likely faced purely because it was my first attempt at the design and development process, and in the future, I imagine I will be more confident in my approach. Ultimately, I decided to dive into Articulate Storyline first and experiment with the tool, so I fully understood its capabilities and how it worked. This exploration sparked a number of ideas and helped clarify my approach to the design documentation. As the project progressed, I frequently revisited my design documents and prototype as things began to take shape. From the outset, I knew I wanted to use Articulate, as it’s a tool I’ve been eager to try but never had the opportunity to explore. I conducted some research before getting started, to ensure I understood the differences between

Articulate Rise and Articulate Storyline. Ultimately, I felt that Storyline had more elements to it that I could explore and utilise within my prototype, despite being more complicated to get to grips with initially! I did struggle a bit to grasp the distinctions between the wireframe, screen plan, and storyboard at first. However, the templates provided by DLI were invaluable, giving me a solid foundation to build upon for my design. I also spent time in the community forum on the DLI platform, asking a few questions and exploring similar questions others had asked, which helped me a lot with this part of the project. 276 words.

To evaluate carers engagement with the programme, we will use data obtained from the LMS on sign ups, completion rates, drop offs, time spent on the platform, and forum activity. Surveys at the end of each module will gather data on the learners experience. This will cover topics such as: overall satisfaction, relevance of the content, user experience, and whether they would recommend the programme to someone in a similar situation. The final facilitated session will also include time for some discussion of the programme, and that will be fed back via the Trainer. ​

Level 1- Reaction

Questions to consider:

• Did carers enjoy the learning experience?
• Was the content engaging and relevant?

Conclusion

I chose to conduct a thorough comparison of these two platforms becuase, whilst Totara had a historical presence in my previous organisation, it never seemed quite the right fit. After some research, I found that TalentLMS aligned closely with many of the requirements for this training. Comparing them side-by-side allowed for the clear evaluation of each platform's pros and cons. The goal is to provide accessible, user-friendly training for carers. TalentLMS stands out as a more suitable option due to its simplicity, lower costs, and faster setup. Totara is a powerful platform, but is more focused on the corporate environment, with lots of functions set up for manager-employee relationships. It is likely better suited for a larger organisation.

We will want to evaluate the impact of this programme in the long-run, by following up (with consent) 3, 6, and 12 months down the line to see how the programme has affected their ability to support their loved one. This will include data on changes in relationship dynamics, feelings of isolation, and improvements in the loved ones eating disorder (as ultimately that is the main goal of the programme, and of the organisation). We will collaborate with healthcare providers to observe any changes in the people they work with to help validate the trainings' impact. As a charity, a way of evaluating the success of the programme would be whether further funding is recieved to continue providing the service. This would be based on the number of people on the LMS, completion rates, and learner satisfaction. If carers have a positive experience, and it has had a notable impact on their life, there is an increased likelihood of recieving further funding.

Level 4- Results

Questions to consider:

• How has the training impacted their ability to support their loved one?
• What impact is this training having on the eating disorder community?

Example LA Process

Source

Monitor

Data

Insights

Action

The staff roles listed here are based on the training team I previously worked with. Having collaborated closely with each role, I found this aspect the easiest to grasp in terms of the value each position could bring to the plan and how everyone would work together effectively.I hadn’t previously considered the marketing team’s involvement but realised its importance for formulating a strategy to promote this training opportunity. Future consideration beside social media would be to reach out directly to places like schools, doctors’ surgeries, county councils etc. so they can signpost people to this free training. 98 words

Timeframe

As this is a fictitious go-live-plan, dates have not been provided. However, I would plan for the process to take roughly 22 weeks. Ensuring the first stage was provided adequate time for stakeholder involvement, and additional time was given for technical testing. Weekly stand-up meetings would be held to provide updates on stages, and whether there were any roadblocks. Its important to stay connected as a team and try to work to the deadlines that are set, but if something came up that delayed a stage, we would adjust the timeline, as its better to be confident in the programmes success than launching a potentially unfinished platform!

Social media

We would work with the marketing team to ensure social media is utilised to share updates, highlights and testimonials. This will hopefully bring more people to the platform, but also help engagement in the wider eating disorder community.

I have found going through the design and development process so valuable, and have learnt a lot. As this was my first time going through this, there were definitely some bumps in the road, and some things I would do differently next time. For example, I think I would start mocking up my prototype in PowerPoint to create the visuals for the storyboard, and then I could upload that PPT to Articulate Storyline as a starting point for the module. As it was my first time working with Storyline, I didn’t even realise this was an option, but I think it could be interesting to try for future projects. 109 words

Subtypes of ARFID

The DSM-5 describes 3 subtypes of ARFID:

• Sensory sensitivity (e.g. smells, textures, taste and colour).
• Lack of interest in food or eating.
• Fear of adverse consequences (choking, vomiting etc.)

However, these types are not exclusive, and people can present with behaviours from more than one subtype.

(Substance Abuse and Mental Health Services Administration (US), n.d.)

The learning analytics stage was initially quite challenging for me. Whilst I understood the concept of learning analytics, I struggled to understand the connection between the LA Process, the Kirkpatrick Model, my surveys, and the DLI templates. However, once I organised everything on the page, the bigger picture began to emerge. Using the LA Process was particularly helpful, as it highlighted that this process should be a continuous cycle. In the past, data collection was done out of habit and simply shared with stakeholders without further action. Now, I see the true value in monitoring data, gaining insights, and making informed decisions based on those insights. Moving forward, I will ensure that data collection is purposeful, and not just a routine practice. 122 words

6. Please indicate how much you agree with the following statements (1 = Not at all, 5 = Very well): a. I have an understanding of ARFID and can identify its behaviours in my loved one. - 1 2 3 4 5 b. I understand the positive and negative ways my own behaviour can impact the eating disorder. - 1 2 3 4 5 c. I have strategies that I can lean on in times of need. - 1 2 3 4 5 d. I feel equipped to navigate my loved ones eating disorder. - 1 2 3 4 5 e. I feel more confident talking to my loved one about their eating disorder. - 1 2 3 4 5 f. I feel more confident talking about my loved ones’ eating disorder with others (family, friends, healthcare professionals). - 1 2 3 4 5 g. I feel less isolated than before I started the programme. - 1 2 3 4 5 h. I feel positive about the prospect of recovery for my loved one. - 1 2 3 4 5 7. Please share any suggestions or improvements you would recommend for enhancing this programme: 8. Is there anything else you would like to share about your experience in this programme?

Post-programme survey

1. How would you rate your overall experience of the ARFID Training for Carers Programme? • Likert rating – Excellent - Very Poor 2. How relevant and informative did you find the programme? • Likert rating – Very relevant – not relevant at all 3. How helpful were the weekly live sessions in understanding and applying the learning content? • Likert rating – Very helpful – not helpful at all 4. How valuable did you find the opportunities for support and interaction (e.g., live sessions, discussion forums)? • Likert rating – Very valuable – not valuable at all 5. How likely would you be to recommend this programme to someone in a similar situation? • Likert rating- Very likely – not likely at all

The implementation stage really prompted me to re-evaluate the platform that has historically been used and consider whether there might have been a better option available. This was challenging because many Learning Management Systems aren’t tailored for not-for-profit organisations. Additionally, the platform in this project wouldn’t be primarily aimed at internal staff, and this is usually something heavily promoted by most LMS’s e.g. how managers can track employee progression, how they can capture appraisals etc. When it came to choosing an LMS, reflecting on the learner personas and their needs, along with the organisation’s requirements, provided a solid approach to the issue and helped me quickly narrow down my options. 110 words

Comorbidities

ARFID is thought to have links to other conditions such as autism, which can cause problems when it comes to diagnosis and treatment. In one large autism cohort, 21% also presented with ARFID behaviours (Keski-Rahkonen & Ruusunen, 2023). This comorbidity can lead healthcare professionals to dismiss ARFID as 'simply another symptom of autism' (Our Struggles to Get Help With ARFID, n.d.). Alongside autism, ARFID also seemingly has links with other conditions, such as anxiety disorder (Sanchez-Cerezo et al., 2023). However, more research is needed into all these relationships.

Kovaleva, (2021)

Charities

Support and training via a charity is possible, but due to funding restrictions for these programmes, it can often be a 'postcode lottery' to see if you are eligiable. Beat, the UK's eating disorder charity, experienced a 300% increase in demand for their services at the height of the pandemic compared to pre-pandemic levels (Campbell, 2024). This demand causes difficulties, especially as they are not eqipped to deal with urgent cases, and are primarily there for information and support whilst the individual is still seeking help from medical professionals.

Summer, (2020)

Executive Functions

Provide options for sustaining interest

Comprehension

Testimonials

Showcasing testimonials and feedback will be essential for our platform. We want caregivers to feel that investing their time into this programme is worthwhile, and we want to foster a sense of hope that recovery from eating disorders is possible, and that they can support their loved ones on this journey. Sharing testimonials and success stories from users who have benefited from the training can inspire others and cultivate a positive atmosphere. Initially, we can use testimonials from other programs until we gather feedback from the ARFID program.

Goal of learning

We want carers to move from the Lower Order Thinking Skills (LOTS) level of Blooms Taxonomy through to the evaluate stage.

Skillshub

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Ideally carers will complete each module prior to their weekly facilitated session, and in that session there will be a discussion of the learning that week and the opportunity to clarify certain points or discuss particular points of interest. This will allow the trainer to gage their understanding. As this is not an assessed programme, most of the evaluation will come via self-reflection activities and quizzes. Learners will be encouraged to share their takeaways from the modules with other carers in the forums. We can monitor these to check participants have grasped the key concepts.

Level 2- Learning

Questions to consider:

• What information have the carers retained?
• Have the Learning Objectives been achieved?

Family

Families can often be overlooked in eating disorder support, but this is often a really difficult time for them too, with parents often blaming themsleves or feeling embarassed in social settings. It can feel very isolating.We know that family support is vital in eating disorder recovery. Expert care from a healthcare proffesional is important too, but families often live together and spend much more time together. Given how important carers are in recovery, they need to be given the tools and support to help their loved one.

Oquendo, (2019)

NHS

Eating disorder services vary from place-to-place in the UK. There is currently no consistent approach to treatment for ARFID, and as a relatively new term, some healthcare professionals will not even be familiar with ARFID. NHS services are currently strained, with thousands of children on waiting lists for treatment of eating disorders. Whilst these families wait for support, they are often in the dark about what to do and can feel helpless.

Kaboompics. (2020)

Provide options for sustaining effort and persistence

Having completed Module 12 in AI-Based Learning, I think it would be really interesting to try and incorporate an AI chatbot into the communication module. This could involve carers navigating a difficult conversations using the techniques they’ve learnt, allowing them to see how the dialogue unfolds. Or alternatively, a scenario could be created where they type out responses and receive instant feedback on the techniques they are employing successfully, along with suggestions for improvement. I think this could be a really interesting element to add to a course like this where there is no formal assessment, and carers may find it challenging to practice techniques outside of interactions with their loved ones. Utilising AI could help carers feel more confident in their skills, and I am eager to explore this area further in future projects. 135 words.

When first thinking about learner engagement tactics, I felt that this was a new concept to me. However, upon closer inspection, I realised that these were mostly things I had done in the past, its just that I hadn’t thought of them in a structured way. Thinking of all the ways we can encourage user engagement was really interesting, especially for a free programme with no incentive at the end such as a ‘certificate’. The goal of this particular programme is to really encourage the growth of a community of carers on the platform, and to gently encourage users through the programme (which will likely be difficult for them at times due to the sensitive nature of the content). Thinking of the different ways you could approach learner engagement depending on your learning experience was interesting, and something I will take onboard for future projects. 145 words

It is clear from the learning personas that those with ARFID, and their carers, come from a wide range of backgrounds. Whilst their situations and motivations may differ, their main aim is the same: To understand the eating disorder and support their loved one in the best way they can.

I definitely had some trouble fully comprehending the Kirkpatrick Model originally, mainly because some elements seemed focused on business problems and KPI's. References to concepts like ‘managers monitoring employees performance’ or ‘employees performance on the job’, didn’t seem to align well with my programme. I did even consider using a different evaluation model. However, after some exploration, I found that I was able to adapt the stages of the model to fit my requirements. The structure of the Kirkpatrick Model helped to ensure that I was considering evaluation at all levels, and it significantly aided me in creating the surveys by clarifying my focus. In the past, surveys often felt aimless, but the questions developed here genuinely served a purpose, and would contribute to the ongoing monitoring and improvement of the training. 132 words.

Language and other expressions

When designing the module, I used Mayer’s 12 principles to ensure I was creating an effective learning experience. These are just a few examples of how I took these principles onboard: • ‘Temporal Contiguity Principle’ by ensuring my voiceovers were timed with visuals and animations on screen to help build meaningful connections. • ‘Segmenting Principle’ by organising the content into manageable topics and sections, and by giving the learner control of the pace of the module. • For my voiceovers, I took onboard the ‘Voice Principle’ and ‘Personalisation Principle’ by recording my own voice, rather than using a computer-generated voice, and by using a friendly, conversation tone to match the supportive, warm environment that we want the training to provide.

I also used the C.R.A.P principles in my design: 1. Contrast: I kept the background colour light to allow for the content to stand out on the page. 2. Repetition: I kept the design elements of the module consistent, including background colours, fonts, and images. The character I used for the reflection at the start also appears at the end of the module, signalling that these are times for reflection. 3. Alignment: I ensured that visuals were aligned on screen and were equal distances apart when necessary. 4. Proximity: On-screen elements that were related to each other were designed to be in close proximity to relay meaning to the learner. 227 words.

Feedback

Regularly asking learner for their feedback on the programme and course materials, and being responsive to any suggestions. This will help to show the user that their opinions are valued.

Post-module survey

5. How long did the module take you to complete?

• List of times e.g. less than 15 minutes, between 15 and 30 minutes etc.

6. What device did you use to complete the module?

• List of devices e.g. phone, tablet, laptop etc.

7. Rate you user experience under the following headings

• Likert rating – Strongly agree – Strongly disagree

a. The programme was easy to access b. I was happy with the speed it loaded c. It was easy to use d. I found my way easily around the module 8. Rate your learning experience with the following formats:

• Likert rating - Excellent – Poor

a. Audio / Podcasts b. Instructional videos c. Animated videos d. Interactive exercises e. Supporting resources

1. How would you rate your overall experience of this module?

• Likert rating – Excellent - Very Poor

2. Did the course meet your learning objectives?

• Yes / No

3. How relevant was the content to your needs?

• Likert rating – Very relevant – not relevant at all

4. Please rate your learning experience under the following headings:

• Likert rating – Strongly agree – Strongly disagree

a. It was an interesting and engaging experience b. I felt I learned a lot about the topic c. What I have learnt will be useful for me and my loved one d. I enjoyed being able to learn in this way at my own pace 5. Please comment on your overall experience

Videos

Videos of our Trainers will be on the platform to provide credability to the material, but also to show them a friendly face and introduce them ahead of time to who may be facilitating their sessions. By seeing the faces of our trainers, this removes a barrier of 'the unknown' and may make carers more likely to sign up.

The evaluation stage helped me recognise the significance of the learning personas. Whilst I understood their purpose, working through this project has made me realise that I should have dedicated even more time to developing them initially, as they profoundly influence everything that follows. What I’ve learned from this section is that evaluation should occur at every stage and is inherently cyclical. Consequently, learning personas should continually evolve based on the data and insights you gather. This is definitely a lesson I’ll carry into future projects. I tend to be someone who likes to complete tasks, check them off my list, and leave them as they are. However, I’ve come to understand that it’s perfectly acceptable for things to keep changing and developing. In fact, having elements that are “set in stone” is likely not beneficial for learners in the long run. 142 words

Expression and Communications

Physical Action

An Articulate Storyline account is required to create the learning content.

Articulate Storyline

The learning management system is needed to host the learning experience.

TalentLMS

We need to ensure we have funding secured, ideally to cover our first year. We also need to work closely with the marketing team and create a plan to promote the training.

Funding & Marketing

Nudging

Reminders and gentle encouragment will be delivered to carers to help them get into the flow of learning. This tecnique will also be used to drive social engagement by 'nudging' them to share questions and reflections in the forums. Another way will be to always ensure we provide 'Next steps' at the end of any piece of learning content, so carers know what is next in the learning journey.

Digital body langauge

Within the faciliatated online sessions, Trainers may be able to gage physical engagement with the content. The digital learning elements of the programme are different, and we will need to instead monitor learners 'Digital body lanaguage'. This involves analysing our learners' online habits. E.g. Time of day/week they are online, preferred mode of content, device used, length of time spent online (DLI, 2024). These insights will help us understand our learners in more depth, and will help us make decisions around design. E.g. if lots of learners view the content on a Wednesday, we might want to consider introducing a live session on that day, or encourage forum participation on that day. These insights will also be helpful when we revisit the learning personas.

This is the expected, linear flow through the modules. Learners will be expected to complete one module per week so they can partake in the faciliated session each week to discuss their learning. However, they will have access to all the modules from the start, so if they wanted to jump ahead and explore upcoming modules in advance, that would be possible. By providing them with access to everything from the offset, we allow them to drive their own learning, and provide them with the autonomy to decide when they learn. Module 7 (Toolkit) will also be available throughout and will be signposted to in the main modules, and facilitated sessions. After the six weeks, learners will still have access to the platform and learning materials, so they can continue talking to other carers and go back to modules, as this will just be the start of their journey and we want this to be a supportive place for them to come back to when they need support.

Reflection features heavily and is a central component of the learning flow, as it empowers carers to contemplate their circumstances and apply newly acquired skills in their lives. Ultimately, their ability to integrate these skills serves as the key indicator of the programmes success. While some topics may include quizzes, these are designed as knowledge checks rather than assessments, providing opportunities for learners to contextualise their understanding.

Reflection activities

Before introducing the material, learners will engage in a reflection activity designed to prompt them to consider their personal circumstances. This initial reflection will be revisited at the end of the topic, allowing learners to connect their new knowledge with their experiences. This approach is particularly useful for carers, as the content cannot be individually tailored to everyone’s specific circumstances. By encouraging early thought and reflection, learners can identify relevant insights from the content that resonate with their unique situations.

Immediate behaviour changes can be discussed in the weekly facilitated sessions to monitor anything a carer may have have tried/done differently as a result of the learning, and what the outcome was. This would be relayed via the Trainer. The post-programme survey at the very end of the programme will assess if carers were able to implement what they have learnt. Carers will be encouraged to share stories of success or challenges in forums, which can help us to identify patterns of behaviour change.

Level 3- Behaviour

Questions to consider:

• How has their behaviour changed as a result of the programme?
• Have they been able to apply what they have learnt?

The SMART framework

I have endeavoured to make my learning outcomes SMART:

• Specific: Clear topics outlined so carers know what the programme will cover.
• Measurable: This will be via levels of knowledge and confidence that can be measured by self-refelction activities and engagement with content.
• Achievable: There will be activites and support throughout to make sure they are on track.
• Relevant: All objectives are valuable outcomes to further support their loved one to recovery.
• Timely: Seperate learning objectives will be worked on each week, but the achievable timeframe will differ for each person.

The UDL templates provided by DLI were incredibly helpful. I removed a few checkboxes that weren't relevant to this project, but overall, the detail made it clear just how much there is to consider to ensure your platform is accessible and inclusive. I realised how beneficial it would be to have these templates as a reference for future projects. It’s easy to become so focused on your vision that you overlook accessibility until the end of a project. In the future, I want to ensure that evaluation occurs at every stage of the ADDIE process. 95 words

This outline illustrates the learning flow for a module, each consisting of three to four topics to effectively break down the content, and make it more digestable. The module content is then always followed by a facilitated session to further discuss the content and their individual takeaways from it. By keeping a similar format of reflection-content-reflection, this will ideally provide learners with a familiar flow to expect when starting each topic throughout the programme. Important note that the reflections and activities provided in the learning flow diagrams may not be exactly what is later created, but have been presented as placeholders to demonstrate the flow of learning.

Perception

For the rollout plan, I used the template from DLI and included further explanations for each step to tailor it to this specific project. The template served as an good structure, and by designating individuals to oversee each step from the outset, the plan is made clear for the entire team. The next step would be to assign timeframes to each phase in line with a go-live date. 68 words