Want to make creations as awesome as this one?

More creations to inspire you

TEN WAYS TO SAVE WATER

Horizontal infographics

NORMANDY 1944

Horizontal infographics

LIZZO

Horizontal infographics

BEYONCÉ

Horizontal infographics

ONE MINUTE ON THE INTERNET

Horizontal infographics

SITTING BULL

Horizontal infographics

Transcript

Emma Jacobs

Assignment 2: Professional Diploma in Learning Design

Introduction

Step 1: Who?

Step 2: Why?

Step 3: What?

Step 4: How?

Reflection

References

The mode of delivery, building blocks and formatsThe learning flow

Learning PersonasDesign considerations

A reflection on the design process

The Business Problem The Learning Gap Learning Outcomes

References used throughout the assignment

The modular framework and topics

An introduction to the course

Introduction

The aimI am a Project Manager for e-learning courses for a university. We design and deliver courses on sustainability with University staff members and an online learning partner. The University's mission is to widen access to online courses and so we are investing time to improve the accessibility of our courses. From this, we have identified the need to upskill our staff on accessibility practices. Therefore my aim is to create an e-learning solution to train our staff and SMEs on digital learning accessibility.Context

  • Who is my target audience?
    • Staff members and Subject Matter Experts (SMEs) who help to create our online courses.
  • What are their learning needs?
    • To learn how to design courses that meet accessibility standards.
  • What are their digital learning perceptions?
    • They already have some understanding of e-learning but will have varying skills and understanding.

Learning Personas

To help develop the course, I developed three learning personas. Click the photos to view the learning personas in more detail.

Katie

Russell

Joe

Design Considerations

Developing learning personas has helped me to ensure what I design is learner-centred. Analysing the learning personas has made me consider the following for the course design:

  • An online rollout would be the best mode of delivery as learners are based in different locations.
  • The content should be asynchronous to allow students to fit studying around their busy schedules.
  • It needs synchronous elements to allow networking opportunities (eg. virtual classrooms).
  • The content needs to cater for a wide range of needs. It needs to cover the basics but not in too much detail as we have experienced learners.
  • Tool kits would be a good option for the students as they are looking for information they can refer back to when they need it.

The 'Why' of Learning

Learner needs(Learning personas)

The business problem/needs(What the business needs to solve/achieve)

The Learning Gap(What the course needs to address to bridge the gap)

The 'Business Problem'

What is the business need/problem?

  • To train staff and SMEs on digital learning accessibility in order to improve the accessibility of our courses. This is to fulfil the University's mission to widen access to online courses.
What KPI are we looking to have an impact on?
  • An increase in the number of courses that meet the accessibility standards.
What change in knowledge, skills and behaviour should we see?
  • Knowledge - Staff and SMEs know what good accessible content looks like
  • Skills - Staff and SMEs can create content that meets accessibility standards
  • Behaviour - An increase in confidence from staff and SMEs when designing accessible content

Business needs

Learner needs

Technical restrictions

Learning Outcomes

How it all fits together

The Learning Gap

Learner needs

  • See learner personas

The business problem/needs

  • Staff to be able to create accessible content in order to increase in the number of courses that meet the accessibility standards.

The Learning Gap(A knowledge and skills gap)

  • Knowledge on best accessibility practices
  • Opportunities to practice using their new knowledge
  • Opportunities to discuss with others (from learner personas)

Learning Outcomes

By the end of this course learners will be able to: • Identify common accessibility challenges faced by learners.• Explain how creating accessible content will benefit diverse learners.• Identify key principles of accessible content• Evaluate and make informed decisions about the most suitable accessible tools to address specific needs.• Develop a piece of content that adheres to best practices for accessibility.The Learning Outcomes were created using Bloom's Taxonomy and the SMART acronym. Click below for more details:

(Shabatura, 2022)

What do we want learners to be able to do by the end of the course?

Development of Learning Outcomes using Bloom's Taxonomy

Development of Learning Outcomes using the SMART acronym

Development of Learning Outcomes

Bloom's TaxonomyI used Bloom's Taxonomy to help create my outcomes. The action verbs outlined in ensured I effectively worded the outcomes.I have tried to use a variety of learning outcomes that use both lower order thinkings skills and higher order thinking skills.The learning outcomes build as we go through the course, starting with lower order thinking skills (remember) and building to higher order thinking skills (create) at the end of the course.

Click on the buttons to see how the Learning Outcomes of the course map on to Bloom's Taxonomy.

Create

Evaluate

Analyse

Apply

Understand

Remember

Jessica Shabatura's article (2022)

Development of Learning Outcomes Continued

The SMART acronymI also used the SMART acronym to help create my outcomes. SMART goals should be specific, measurable, achievable, relevant and time-bound (Boogaard, 2023). Below is how learning outcome 5 meets the SMART framework:Learning Outcome 5: Develop a piece of content that adheres to best practices for accessibility.

  • Specific:
Develop a piece of content that adheres to best practices for accessibility.
  • Measurable:
Learners will produce a piece of content that uses best practices such as plain language, descriptive hyperlinks, and alternative text for images.
  • Achievable:
Learners will previously worked through content that explains accessibility best practices.
  • Relevant:
Practical application and prepares the learners for real-world scenarios.
  • Time-bound:
By the end of the course.

1

Module 1 : Introduction to Accessibility

4

3

2

Module 2 : What is Accesible Learning?

Module 3: Assistive Technologies

Associated Learning Outcomes:

Topics:

  • Web Content Accessibility Guidelines (WCAG)
  • Universal Design for Learning (UDL)
  • Creating Accessible text-based Content
  • Making Multimedia Content Accessible

The 'What' of Learning

Module 4: Making Accessible Design Choices

Topics:

  • Assistive Technologies
  • Screen readers
  • Transcription programmes
  • Screen enlargement applications

Topics:

  • Key accessibility terms
  • Common accessibility challenges
  • Legal and ethical considerations

Topics:

  • Incorporating accessible design in your course
  • Improving existing materials
  • Design considerations
  • Design checklist

Associated Learning Outcomes:

Associated Learning Outcomes:

Associated Learning Outcomes:

The macro overview of the course

Creating Accessible Content

The rationale for the macro design of the course

The 'How' of Learning

Content

  • Multimedia eLearning
(including videos, infographics and toolkits)Activities
  • Discussion Forums
  • Quizzes
Assessment and Feedback
  • Assignment
Facilitation Technique
  • Virtual classrooms

Linear model

  • Consecutive modules

  • The reason I chose fully online is because the learners are based in multiple locations.
  • I chose a blended learning model as the asynchronous course content will provide the students with the flexibility to study the course content when it suits them. Additionally, the synchronous virtual classrooms will offer them the opportunity to socialise with peers. Both of these elements are drawn from the learning personas.
  • I was debating over the linear model or the core and spoke model but I decided that the linear model would be better as the students will need to study the content within the modules in order to be able to complete the assignment at the end of the course to the best of their abilities.

Blended Learning

  • Fully online
  • Asynchronous course content
  • Synchronous virtual classrooms

Mode

Flow model

Formats

Rationale

The Learning Flow

Virtual Classroom 1Welcome to the course

30 mins

30 mins

30 mins

1hr 30 mins

1hr 30 mins

1hr 30 mins

2hr

2hr

2hr

2hr

Week 1 total: 4 hours

Week 2 total: 4 hours

Week 3 total: 4 hours

Week 4 total: 4 hours

Week 1

Virtual Classroom 4

Assignment

Quiz

Multimedia contentModule 2

Multimedia contentModule 4

Forum

Virtual Classroom 2

Multimedia contentModule 3

Virtual Classroom 3

Forum

Multimedia contentModule 1

Week 2

Week 3

Week 4

1hr 30 mins

1hr 30 mins

Reflection

  • Overall, I have enjoyed putting the course overview together and I learned a lot from this process.
  • Creating the learning personas helped to inform my design choices. I found myself referring back to them a lot.
  • Identifying the 'business need' helped me to focus the design of the course to ensure that it will solve the problem.
  • Initially I found it difficult to write the learning outcomes. However, once I started using the action verbs for Bloom's Taxonomy I found them easier to create.
  • Mapping out the flow of the course content helped me to think carefully about the student experience.

References

Boogaard, K. (2023). How to write SMART goals (with examples). Work Life by Atlassian. https://www.atlassian.com/blog/productivity/how-to-write-smart-goals#:~:text=What%20are%20SMART%20goals%3F,within%20a%20certain%20time%20frameDirksen, J. (2016). Design for how people learn (2nd ed.). New Riders.Shabatura, J. (2022). Using Bloom’s taxonomy to write Effective Learning Outcomes. https://tips.uark.edu/using-blooms-taxonomy/ Surgenor, P. (2010). Teaching Toolkit: Learning Outcomes. University College Dublin. https://www.ucd.ie/t4cms/ucdtlt0027.pdf

Action verb: Develop

Create

Learning Outcome 5:

  • Develop a piece of content that adheres to best practices for accessibility

Action verb: Evaluate

Evaluate

Learning Outcome 4:

  • Evaluate and make informed decisions about the most suitable accessible tools to address specific needs

The Learning Gap

Using Julie Dirksen's book Design for How People Learn I have identified that the learning gap is both a knowledge and skills gap.It is a knowledge gap as the learners need the information on what accessible content looks like in order to perform.Additionally, it is also a skills gap as the learners need the opportunity to practice and develop their skills - they cannot be proficient without practice.

(Dirksen, 2016)

Action verbs: Identify

Remember

Learning Outcome 1:

  • Identify common accessibility challenges faced by learners
Learning Outcome 3:
  • Identify key principles of accessible content

Action verb: Explain

Understand

Learning Outcome 2:• Explain how creating accessible content will benefit diverse learners

Making Accessible Design Choices

Module 4

Associated Learning Outcomes:• Develop a piece of content that adheres to best practices for accessibility.

Module 2

Associated Learning Outcomes:• Identify key principles of accessible content

What is Accessibile Learning?

Introduction to Accessiblity

Module 1

Associated Learning Outcomes:• Identify common accessibility challenges faced by learners• Explain how creating accessible content will benefit diverse learners.

Assistive Technologies

Module 3

Associated Learning Outcomes:• Evaluate and make informed decisions about the most suitable accessible tools to address specific needs.

Rationale for the macro design of the course

To create the macro design of the course I started off by grouping the associated learning outcomes. Grouping them allowed me to see common themes and decide on a title for each module. After this, I decided which topics could be included in each module.