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DIGITAL LEARNING INSTITUTE
Professional Diploma In Digital Learning Design
Final Project
Disclaimer
The scenarios in this project will be based on my own experience working in a Central London Sixth Form College, but for the basis of this project I will be using a different name, DLI Sixth Form College
Introduction
A comprehensive introduction to digital skills equips sixth form students with essential tools for academic success, career readiness, and active participation in a digital world. These skills enhance their ability to access, evaluate, and synthesise information, leading to improved academic performance and a deeper understanding of their subjects. By embedding these skills into the education of sixth form students, we prepare them not only for the challenges of higher education and the workforce but also for active and informed participation in a digital society
PART 1
LX DESIGN PLAN
STEP 1
The WHO of Learning
WHO
A central London sixth form with 85% BAME (Black, Asian, and Minority Ethnic) students likely faces significant challenges despite its diverse and multicultural student body. Here are some key aspects of such a student profile:
Insufficient Online Learning Platforms
Resource Inequality
Socioeconomic Challenges
Inconsistent Access
Digital Literacy Gaps
Cultural Sensitivity
+ learning persona
STEP 2
The WHY of Learning
WHY
BusinessLDN recently published a report into how businesses across all sectors in london are facing a huge skills shortage. They produced the Local Skills Improvement Plan (LSIP) to provide a blueprint for getting more Londoners into Better, higher-paying jobs and ensure all residents access the skills, jobs, homes, and support required to benefit from Central London’s dynamic economy. LSIPs aim is to articulate employer skills needs in a local area, and set out the changes needed to the post-16 technical skills system to better meet those needs, and one of the biggest skills needs they identified was digital skills. Many employers in central London struggled to recruit workers with the digital skills they needed. Basic digital skills were seen as being increasingly vital for most roles, as digital technology permeated more industries and upskilling students in these areas will be vital to addressing employer skills shortages in central London capital.
The PROBLEM
Gaining a comprehensive introduction to digital skills is crucial for Sixth Form students for several reasons:
Critical Thinking and Problem-Solving
Career Readiness
Academic Success
Communication and Collaboration
Adaptability
Digital Citizenship
Empowerment and Confidence
Innovation and Creativity
Access to Information
The NEED
DLI Sixth Form aims to implement a "Digital Skills Induction" program aimed at equipping students with essential digital competencies necessary for success across various fields. This initiative seeks to address disparities in digital literacy and provide a strong foundation for all students, particularly given the diverse and multicultural student body.
Learning OUTCOMES
REMEMBER and explain basic computer skills required to navigate and operate digital devices effectively.UNDERSTAND and review digital content to assess its credibility and reliability.APPLY digital citizenship principles by engaging in respectful online discussions & citing sources properly ANALYSE and justify strategies to enhance digital skills and adapt to emerging technologies.EVALUATE the importance of digital security & privacy in safeguarding personal information onlineCREATE and employ productivity tools to enhance efficiency and organisation in digital tasks
STEP 3
The WHAT of Learning
The NEED
DLI Sixth Form aims to implement a "Digital Skills Induction" program aimed at equipping students with essential digital competencies necessary for success across various fields. This initiative seeks to address disparities in digital literacy and provide a strong foundation for all students, particularly given the diverse and multicultural student body.
Challenges and Solutions
Support and Resources
Key Components
By implementing the "Digital Skills Induction" program, DLI Sixth Form aims to bridge the digital divide and ensure all students are well-prepared to excel in their academic and professional pursuits.
Key Components
Creative and Analytical Tools
Productivity Software
Research Skills
Basic Computer Skills
Digital Collaboration
Communication Tools
Internet and Online Safety
Support & Resources
Technical Support
Integration with Curriculum
Workshops and Tutorials
Ongoing Assessment & Feedback
Access to Equipment
Challenges & Solutions
Varying Skill Levels
Maintaining Engagement
Resource Limitations
Module FRAMEWORK
Digital Skills Induction Program
Module 3: Productivity Software
Module 1: Introduction to Digital Literacy
Module 4: Communication Tools
Module 2: Internet and Online Safety
Assessment and Application
Module 7: Creative and Analytical Tools
Module 5: Research Skills
Module 6: Digital Collaboration
STEP 4
The HOW of Learning
Mode of DELIVERY
Flexibility and Accessibility
Delivering the Digital Skills Induction program in a digital asynchronous mode offers several advantages, particularly for a diverse student body with varying needs and schedules. By leveraging the advantages of asynchronous learning, DLI Sixth Form ensures that all students, regardless of their background or circumstances, have the opportunity to develop essential digital skills in a supportive and flexible environment.
Self-Paced Learning
Enhanced Learning Tools
Inclusivity and Equity
Skill Development
Core BUILDING BLOCKS
Assessment and Feedback
Introduction and Orientation
Supplementary Resources
Module-Based Content
Interactive Learning Materials
Progress Tracking and Reporting
FORMATS
Interactive Tutorials
Videos
Scenario-based simulations where students can apply what they've learned in a controlled environment.Interactive tutorials guiding students through complex tasks step-by-step.
Short, engaging videos covering key concepts and demonstrating practical skills.ncorporate animations and visual aids to enhance understanding.
Self-Paced Learning Tools
Quizzes & Assessments
Adaptive learning paths that adjust based on student performance and progress.Bookmarking and note-taking features to help students manage their learning journey.
Multiple-choice quizzes, short answer questions, and practical tasks to assess knowledge and skills.Immediate automated feedback to reinforce learning
Learning FLOW
The core and spoke model is an effective framework for structuring the Digital Skills Induction program, ensuring that core competencies are covered comprehensively while allowing for flexible, self-paced learning in specialised areas.
Week 1-4: Core Module
- Week 1: Orientation and Basic Computer Skills, Internet and Online Safety
- Week 2: Productivity Software, Communication Tools
- Week 3: Research Skills, Digital Collaboration
- Week 5-8: Spoke Modules
- Week 5-6: Students select and begin spoke modules of their choice.
- Week 7-8: Continue and complete chosen spoke modules.
PART 1
COMMENTARY
Commentary on Designing the Digital Skills Induction Program
Designing the Digital Skills Induction program for DLI Sixth Form, with its diverse student body of 85% BAME (Black, Asian, and Minority Ethnic) students, required a thoughtful, inclusive, and strategic approach. This commentary outlines the process, principles, and considerations that guided the creation of an accessible, and flexible digital learning experience, leveraging the core and spoke model for effective skill acquisition.
Identifying the Needs and Objectives
The process of designing the Digital Skills Induction program for DLI Sixth Form began with a thorough assessment of the students' needs and the overarching objectives of the program. Given the unique demographics and circumstances of the student body, this step was crucial to ensure the program was relevant, inclusive, and effective.
Understanding the Student Demographics
DLI Sixth Form is characterised by a highly diverse student population, with 85% of the students belonging to BAME (Black, Asian, and Minority Ethnic) groups. This diversity brings a wealth of cultural perspectives but also presents unique challenges that need to be addressed to create an equitable learning environment. Key considerations included:
- Cultural Diversity: Students come from various cultural backgrounds, each with different experiences and expectations regarding education and technology.
- Language Proficiency: While all students are proficient in English, varying levels of comfort with academic and technical English were anticipated.
- Socioeconomic Factors: Students from diverse socioeconomic backgrounds may have differing access to digital resources outside of school, influencing their familiarity and comfort with technology.
Identifying the Needs and Objectives
Assessing the Current Skill Levels
A critical step in the needs assessment was understanding the existing digital proficiency levels among students. Based on the needs assessment, the following primary objectives were established for the Digital Skills Induction program:Equipping Students with Essential Digital SkillsProviding a Flexible Learning Environment Ensuring Accessibility and EngagementPreparing Students for Future Academic and Professional Success
Structuring the Program: Core and Spoke Model
To address these objectives, the core and spoke model was adopted. The Core and Spoke model is an innovative and effective framework for structuring the Digital Skills Induction program at DLI Sixth Form. This model ensures that all students acquire essential digital skills through a robust foundational core module while providing flexibility and depth through specialised spoke modules that cater to individual interests and career aspirations.
Structuring the Program: Core and Spoke Model
Core Module: Digital Literacy Foundations
The core module forms the central hub of the program, ensuring that all students acquire the essential digital skills necessary for both academic and everyday tasks.
Creative and Analytical Tools
Productivity Software
Research Skills
Basic Computer Skills:
Digital Collaboration
Communication Tools
Internet and Online Safety
This module is mandatory for all students
Structuring the Program: Core and Spoke Model
Spoke Modules: Specialized Digital Skills
These modules are optional and provide flexibility, enabling students to tailor their learning experience to their individual goals and career aspirations. The spoke modules include:
Language and Accessibility Tools
Graphic Design and Multimedia
Project Management Tools
Advanced Coding and Programming
Entrepreneurship and Digital Marketing
Cybersecurity Basics
Advanced Data Analysis
Conclusion
Designing the Digital Skills Induction program involved a process of identifying student needs, setting clear objectives, and creating a structured yet flexible learning pathway. The core and spoke model proved to be an effective framework, ensuring all students acquired essential digital skills while allowing for specialised learning based on individual interests. By incorporating diverse formats and providing continuous support, the program is poised to enhance digital literacy, promote inclusivity, and prepare students for future success in an increasingly digital world
PART 2
MICRO DESIGN & DEVELOPMENT
STEP 1
Design Documents
Scoping:
Module 2: Internet and Online SafetySection 2.2: Online Safety & Security
TARGET AUDIENCE: 16-19 year olds. This age group is typically in high school and is highly active on social media platforms and other online services. They are at a crucial stage where understanding and practicing online safety and privacy can have significant impacts on their future, including college admissions, job prospects, and personal security. The content is designed to be engaging and relatable to teenagers, using examples and scenarios that resonate with their everyday online activities.
Course Format:
- Duration: 6 Modules, each consisting of several micro-lessons
- Content Delivery: Videos, interactive quizzes, real-world examples, practical activities, and supplemental reading materials
- Assessment: Quizzes, interactive activities
Scoping:
Module 2: Internet and Online SafetySection 2.2: Online Safety & Security
Learning Outcomes: Remember the basic concepts of data security and its importance. Understand why data security is crucial for personal safety and privacy. Evaluate the risks associated with sharing personal information online. Apply best practices for safely sharing information on social media and other platforms. Understand the importance of privacy settings and how to use them effectively.
Content/Themes
Social Media & Data Collection
ADDITIONAL FEATURES
Introduction to Data Security
Best Practices for Sharing Information Online
Cybersecurity Tools & Practices
Wireframe:
Module 2: Internet and Online SafetySection 2.2: Online Safety & Security
Screenplan:
Module 2: Internet and Online SafetySection 2.2: Online Safety & Security
STEP 2
Develop Prototype
Prototype:
Module 2: Internet and Online SafetySection 2.2: Online Safety & Security
Articulate 360 Click the image to access the course
PART 2
COMMENTARY
Commentary on Designing & Developing Module 2.2 Internet & Online Safety
IntroductionThe design and development of the Module, Internet and Online Safety aimed to create an engaging, informative, and practical educational experience for 16-19 year olds. The course’s objective was to impart crucial data security knowledge and skills, empowering young individuals to navigate the digital world safely. This commentary reflects on the pedagogical principles, learning theories, and practical considerations that informed the course design, highlighting the rationale behind key decisions and the intended outcomes.
Learning Theories and Principles
Constructivist Learning Theory: The course design was heavily influenced by constructivist learning theory, which posits that learners construct knowledge through experiences and reflections. This theory underpinned our decision to include interactive activities and real-world scenarios. By engaging students in practical exercises I aimed to facilitate deep learning. These activities encourage students to apply theoretical knowledge in authentic contexts, promoting a more meaningful understanding of data security concepts.
Bloom’s Taxonomy: Bloom’s Taxonomy was instrumental in structuring the learning outcomes and assessments. The course was designed to guide students through different cognitive levels: from basic knowledge and comprehension in the introductory modules to application, analysis, and evaluation in the later stages. For example, section 1 focuses on understanding basic concepts and recognizing common threats, aligning with the lower levels of Bloom's hierarchy. In contrast, section 6-7 challenges students to apply their knowledge in real-world scenarios, reflecting higher-order thinking skills.
Self-Determination Theory (SDT): To enhance motivation and engagement, Self-Determination Theory (SDT) was considered, emphasising the importance of autonomy, competence, and relatedness. Autonomy was fostered by allowing students to choose from various activities and resources, catering to different learning styles. Competence and relatedness was addressed by designing achievable challenges and providing immediate feedback through quizzes.
Course Structure and Content
Modular DesignThe course was structured into distinct sections, each addressing a specific aspect of data security. This modular design provides a clear, logical progression of topics, enabling students to build on their knowledge incrementally. Breaking the content into manageable units also helps maintain students’ attention and reduces cognitive overload, which is particularly important for the 16-19 age group, known for varying attention spans and learning preferences.
Micro-content Each section was divided into separate micro-content, focusing on specific subtopics. This approach aligns with cognitive load theory, which suggests that information is more effectively processed when delivered in small, focused chunks. Micro-content also caters to the digital consumption habits of teenagers, who are accustomed to short, engaging content. By incorporating diverse formats—videos and interactive quizzes—I aimed to cater to various learning styles and preferences, enhancing engagement and retention.
Interactive and Practical Activities Interactive activities and real-world applications were integral to the course design. These elements are grounded in experiential learning theory, which emphasises learning through experience and reflection.
Pedagogical Considerations
Relevance and ContextualizationTo ensure the course content was relevant and relatable, I incorporated examples and scenarios familiar to 16-19 year olds. Contextualising data security issues within the realm of social media and mobile apps makes the material more engaging and applicable. This relevance is crucial for maintaining interest and demonstrating the practical importance of data security in students’ lives.
Scaffolding and Support Scaffolding techniques were employed to support learners as they progressed through increasingly complex material. This gradual release of information helps build confidence and competence. Additionally, providing clear examples throughout the course ensures students have the understanding they need to succeed.
Assessment and Feedback Assessment was designed to be formative, offering an opportunity for students to check their understanding and receive feedback. Quizzes at the end of the module serve not only to assess comprehension but also to reinforce learning through retrieval practice.
Technical and Practical Considerations
Accessibility and Inclusivity Ensuring the course was accessible to all students was a priority. This involved using clear, simple language to support diverse learning needs. I also ensured the platform was compatible with various devices, recognizing that students might access the course on smartphones, tablets, or computers. Inclusivity was further promoted by featuring diverse examples and avoiding cultural biases, making the content relatable to a wide audience.
Conclusion
The development of the Module, Internet and Online Safety was a comprehensive process that integrated various educational theories and practical considerations to create an engaging and effective learning experience for 16-19 year olds. By focusing on relevance, interactivity, and gradual progression, I aimed to empower students with the knowledge and skills to navigate the digital world safely and responsibly. This reflective commentary highlights the design choices and pedagogical strategies that underpin the course, ensuring it meets the educational needs and preferences of its young audience.
PART 2
IMPLEMENTATION
& EVALUATION PLAN
Learning Platform
User-Friendly Interface
The course will be rolled out through the colleges existing Google Classroom VLE Beneficial Features of Using Google Classroom Google Classroom is a powerful and versatile tool designed to enhance the teaching and learning experience. There are some of the key benefits and features that make it an ideal platform for delivering the course for 16-18 year olds:
Assignment Management
Accessibility and Flexibility
Security and Privacy
Scalability and Cost-Effectivenes
Learning Platform
Integrating Articulate 360 content into Google Classroom can significantly enhance the learning experience by providing interactive and engaging materials. However, careful consideration of content compatibility, hosting, user experience, tracking, technical support, privacy, and continuous improvement is essential to ensure a seamless integration. By addressing these considerations, educators can effectively leverage the strengths of both platforms to deliver a comprehensive and engaging data security course for 16-18 year olds.
Considerations When Using Articulate 360 on Google ClassroomArticulate 360 is a powerful suite of tools for creating interactive and engaging e-learning content. When integrating Articulate 360 content into Google Classroom, several considerations must be taken into account to ensure a smooth and effective learning experience for students.
Staff Requirements
Technical Support Specialist
Course Facilitator/Instructor
Resource Requirements
Hardware
Technology and Software
Assessment Tools
Communication Tools
Go Live Plan
This rollout plan leverages Google Classroom’s features to create an accessible, organized, and engaging learning experience for 16-18 year olds, ensuring the course effectively imparts critical data security skills.
Full Implementation and Scaling
Preparation
Early Implementation
Launch
Evaluation and Long-term Sustainability
Learner Engagement Tactics
Self-Paced Learning
Gamification
Incorporate Real-World Relevance
Interactive Content
Interactive Multimedia
Regular Feedback
Blended Learning Approaches
Continuous Engagement and Communication
PART 3
COMMENTARY
Reflection on the Implementation Plan
The implementation plan for the course incorporates a variety of strategies to ensure student engagement and completion. Key elements include a structured course layout, engaging content and continuous support to encourage consistent participation. 1. Structured Course Layout: The course is broken down into manageable modules with clear timelines and objectives. This structure is crucial for maintaining clarity and focus, especially for younger students who may be new to online learning. The use of progress bars and checklists in Google Classroom helps students visualize their journey and stay organized. This approach aligns with principles from instructional design, emphasizing clarity and structured learning paths to enhance student motivation and self-regulation 2. Engaging Content: Interactive and varied content is central to the course design. The integration of multimedia elements like videos, animations, quizzes, and simulations caters to different learning styles and keeps the material engaging. Using Articulate 360 to create interactive content ensures that lessons are not only informative but also captivating. This is supported by Mayer’s (2009) cognitive theory of multimedia learning, which suggests that well-designed multimedia resources can significantly improve learning outcomes.
Reflection on the Implementation Plan
3. Continuous Support: Providing timely feedback and support is critical for student success. Automated reminders, personalized feedback, and regular check-ins via Google Meet ensure that students feel supported and valued. These strategies are informed by the importance of formative assessment and feedback in promoting student learning and engagement (Black & Wiliam, 1998). The availability of virtual office hours and a dedicated support channel further enhances the support system, making help accessible when needed. 4. Flexibility and Accessibility: Allowing for self-paced learning and flexible deadlines accommodates individual learning speeds and schedules. Ensuring that all content is mobile-friendly and accessible 24/7 means that students can engage with the material at their convenience, which is essential for maintaining engagement in an online learning environment.
Future Considerations on the Implementation Plan
While the current plan is robust, there are several future considerations to further enhance the effectiveness of the course: 1. Enhanced Data Tracking: Future iterations could benefit from more advanced data tracking to monitor student progress and engagement in real-time. Integrating Learning Analytics tools can provide deeper insights into student behaviors, enabling more targeted interventions 2. Adaptive Learning Technologies: Incorporating adaptive learning technologies could further personalize the learning experience. These systems can adjust content and assessments based on individual student performance, providing tailored support and challenges to optimize learning outcomes 3. Parental Involvement: Increasing parental involvement could provide additional support for students. Regular updates to parents about their child’s progress and involving them in setting learning goals can create a more supportive home learning environment 5. Continuous Improvement: Collecting ongoing feedback from students and parents and using it to make iterative improvements will ensure that the course remains relevant and effective. This process of continuous improvement is crucial for adapting to changing needs and maintaining high educational standards 6. Integration of Emerging Technologies: Staying updated with emerging technologies like virtual reality (VR) and augmented reality (AR) could provide new avenues for immersive and interactive learning experiences, especially in fields like data security where practical, hands-on experience is valuable.
Conclusion
The implementation plan for the course is designed to provide a structured, engaging, and supportive learning environment. By integrating proven educational strategies and leveraging the capabilities of Google Classroom and Articulate 360, the course aims to ensure high levels of student engagement and completion. Future enhancements focusing on advanced data tracking, adaptive learning, community building, parental involvement, and continuous improvement will further strengthen the course's effectiveness, providing a comprehensive and evolving educational experience.
Future Considerations on the Implementation Plan
Black, P. and Wiliam, D., 1998. Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), pp.7-74. Deming, W.E., 1986. Out of the Crisis. Cambridge: MIT Press. Epstein, J.L., 2011. School, Family, and Community Partnerships: Preparing Educators and Improving Schools. 2nd ed. Boulder: Westview Press. Kerr, S., 2016. Adaptation and Personalization in E-learning Environments: New Approaches and Paradigms. Hershey: IGI Global. Mayer, R.E., 2009. Multimedia Learning. 2nd ed. New York: Cambridge University Press. Merrill, M.D., 2002. First Principles of Instruction. Educational Technology Research and Development, 50(3), pp.43-59. Palloff, R.M. and Pratt, K., 2007. Building Online Learning Communities: Effective Strategies for the Virtual Classroom. San Francisco: Jossey-Bass. Siemens, G., 2013. Learning Analytics: The Emergence of a Discipline. American Behavioral Scientist, 57(10), pp.1380-1400. Thaler, R.H. and Sunstein, C.R., 2008. Nudge: Improving Decisions About Health, Wealth, and Happiness. New Haven: Yale University Press
Considerations
5. Tracking and Reporting
- Progress Tracking: Google Classroom does not track the detailed progress of Articulate 360 content. Consider using Articulate Rise for interactive lessons that integrate well with Google Classroom’s assignment and grading features.
- Manual Tracking: Ask students to submit screenshots of completion certificates or quiz results from Articulate 360 modules to Google Classroom for tracking purposes.
- Multi-Device Compatibility: Google Classroom is accessible from a variety of devices, including computers, tablets, and smartphones. This flexibility ensures that students can engage with the course content from anywhere at any time.
- Accessibility Features: Google Classroom includes accessibility features, such as screen reader compatibility and keyboard shortcuts, making it usable for students with different needs.
Individualised Progress: Students can spend more time on challenging topics and move quickly through areas they are already familiar with, enhancing personalised learning. Reduced Pressure: The asynchronous format reduces the pressure to keep up with peers, creating a less stressful learning environment.
- Secure Environment: Google Classroom provides a secure environment for online learning, with robust privacy protections and compliance with educational data privacy regulations.
- Controlled Access: Teachers have control over who can join the class and can manage permissions for viewing and editing class materials.
Tactics:
- Badges and Certificates: Award digital badges and certificates for completing modules, achieving high quiz scores, and participating in discussions.
- Leaderboards: Create a leaderboard to display top performers, encouraging a healthy competitive spirit.
Responsibilities:
- Provide technical support to students and staff.
- Troubleshoot issues related to Google Classroom and Articulate 360.
- Ensure smooth operation of all technical aspects of the course.
- Proficiency with Google Classroom and Articulate 360.
- Strong problem-solving skills.
- Excellent communication skills for user support.
1: Understanding Personal Data 2: How Personal Data is Collected Online 3: Consequences of Data Breaches
Tactics:
- Live Sessions: Schedule regular live Q&A sessions, webinars, and guest lectures using Google Meet to complement asynchronous learning.
- Recorded Videos: Provide recorded lectures and tutorials that students can watch at their own pace.
Google Forms:
- For creating quizzes, surveys, and feedback forms.
- Tools integrated within Articulate 360 for interactive assessments.
Tactics:
- Case Studies: Include case studies of real-world data breaches and security incidents to illustrate the importance of data security.
- Current Events: Integrate discussions on current events related to data security to make the content timely and relevant.
Tactics:
- Automated Feedback: Provide immediate feedback on quizzes and assignments through Google Classroom’s grading tools.
- Personalized Comments: Offer personalized comments and suggestions on student submissions to guide improvement.
Flexible Scheduling: Students can access and complete modules at their own pace, accommodating different learning speeds and personal schedules. Accessibility: Students can access the materials from any location and at any time, making it easier for those with responsibilities outside of school, such as part-time jobs or family duties.
Tactics:
- Quizzes and Polls: Incorporate frequent quizzes and polls within the lessons to test understanding and gather feedback.
- Simulations and Scenarios: Use interactive simulations and real-world scenarios to practice data security concepts in a safe environment.
Advanced Coding and Programming
Spoke Modules: Specialized Digital Skills
Module Description
Advanced Data Analysis
These modules extend from the core module, offering specialised training in specific areas of digital skills. Students can choose which spoke modules to engage with based on their interests and career goals.
Graphic Design and Multimedia
Cybersecurity Basics
Project Management Tools
Entrepreneurship and Digital Marketing
Language and Accessibility Tools
Objective: Design the program to be flexible and accessible, allowing students to learn at their own pace and revisit materials as needed.Rationale: Flexibility accommodates diverse learning styles and schedules, especially important for students balancing academic responsibilities with personal commitments.
Tactics:
- Regular Updates: Send regular updates and announcements through Google Classroom to keep students informed and engaged.
- Check-in Messages: Use Google Classroom’s communication tools to send check-in messages and motivational notes.
2.2
2.1
2.2 Online Safety and Security
2.1 Effective Internet Use
- Recognizing & avoiding phishing & malware
- Creating & managing strong passwords
- Data privacy & responsible online behaviour
- Using web browsers & search engines efficiently
- Techniques for effective online searches
5.2
5.1
5.2 Academic Integrity
5.1 Conducting Online Research
- Understanding plagiarism and its consequences
- Properly citing digital sources in research papers
- Using online databases and digital libraries
- Evaluating the credibility of online sources
Tactics:
- Modular Design: Structure the course into self-contained modules that students can complete at their own pace.
- Flexible Deadlines: Allow some flexibility in assignment deadlines to accommodate different learning speeds and schedules.
2.1 Initial Launch
- Open enrollment for the course.
- Conduct a virtual launch event to generate excitement and provide an overview of the course.
- Ensure that support channels (email, forums, live chat) are ready to assist students.
- Provide new students with a comprehensive onboarding guide for Google Classroom.
- Offer an introductory webinar to familiarize students with the course layout and Google Classroom features.
- Encourage students to complete a pre-course survey to understand their baseline knowledge and expectations.
Considerations
User Experience
- Mobile Compatibility: Ensure that the Articulate 360 content is mobile-friendly, as students may access the course from various devices. Test the content on different devices to confirm responsiveness.
- Loading Times: Optimize the content to reduce loading times. Large multimedia files can slow down access, particularly for students with slower internet connections.
- Navigation: Provide clear instructions within Google Classroom on how to navigate the Articulate 360 content. Include troubleshooting tips for common issues, such as browser compatibility problems.
Objective: Ensure all students possess a baseline proficiency in essential digital tools and platforms necessary for academic success and everyday tasks. Rationale: Fundamental digital literacy is crucial for navigating academic assignments, research, communication, and future employment.
- Simple Navigation: Google Classroom has an intuitive and user-friendly interface that makes it easy for both students and teachers to navigate. This simplicity is particularly beneficial for 16-18 year olds who may have varying levels of familiarity with online learning platforms.
- Streamlined Workflow: The platform organizes assignments, announcements, and course materials in a clear, streamlined manner, reducing confusion and helping students stay on track.
6.2
6.1
6.2 Group Communication
6.1 Collaborative Projects
- Effective communication in group settings
- Tools for project management and task assignment
- Using shared documents and cloud storage
- Version control and track changes features
3.3
3.2
3.1
3.3 Presentations
3.2 Spreadsheets
3.1 Word Processing
- Designing effective presentations in Microsoft PowerPoint and Google Slides
- Using templates, transitions, and animations
- Basic functions and formulas in Microsoft Excel and Google Sheets
- Data organisation, sorting, and filtering
- Creating charts and graphs
- Creating, editing, & formatting documents in Microsoft Word & Google Docs
- Advanced features: templates, styles, & table of contents
Google Classroom:
- Primary platform for course delivery, communication, and assignments.
- Integration with other Google tools (Drive, Meet, Forms) for a seamless experience.
- Software suite for creating interactive e-learning content.
- Tools like Storyline and Rise for developing engaging modules.
- Adobe Creative Suite or similar for creating visual content.
- Tools like Adobe Premiere Pro or Camtasia for editing instructional videos.
1: Data Collection Practices of Social Media Platforms 2: Managing Privacy on Social Media 3: Real-World Examples of Data Misuse
4.2
4.1
4.2 Collaboration Platforms
4.1 Email Proficiency
- Introduction to Microsoft Teams, Zoom, & Slack
- Setting up & participating in virtual meetings
- Collaborative document editing & sharing
- Email etiquette and managing inboxes
- Using attachments and calendar functions
Project-Based Learning
Regular Assessments
- Applying digital skills in real-world scenarios and projects
- Collaborative projects integrating multiple digital tools
- Quizzes & practical assignments to assess digital skills proficiency
- Feedback sessions to address individual progress & areas for improvement
Considerations
File Hosting and Access
- Web Hosting: If embedding, host your HTML5 content on a reliable web server. Ensure that the server is accessible to all students and that there are no firewall restrictions that could block access.
- Google Drive: You can upload the published content folder to Google Drive and share the main HTML file link. Ensure the sharing settings allow students to access the content without login barriers.
Interactive Quizzes: At the end of each module to assess understanding. Practical Activities: Real-life scenarios and exercises to apply learning. Supplemental Materials: Articles, videos, and case studies for further reading. Final Project: A comprehensive project that incorporates all the learning outcomes, such as creating a personal data security plan.
1.2
1.1
1.2 Basic Computer Skills
1.1 Understanding Digital Literacy
- Components of a computer system (hardware and software)
- Operating systems (Windows, macOS) basics
- File management (creating, organising, and saving files)
- Definition and importance of digital literacy in the modern world
- Overview of the digital skills required for academic and professional success
Objective: Create engaging, interactive content that is accessible to all students, including those with disabilities and those with limited prior exposure to technology.Rationale: Engaging content enhances learning retention, while accessibility ensures that all students can participate fully, promoting inclusivity.
Computers/Laptops:
- High-performance machines for content creation, especially multimedia.
- Quality microphone and camera for recording video lectures and live sessions.
- Cloud storage (e.g., Google Drive) for storing course materials and backups.
Responsibilities:
- Facilitate live sessions and discussions.
- Monitor student progress and provide feedback.
- Engage with students through Google Classroom.
- Teaching experience, preferably in an online environment.
- Strong understanding of data security principles.
- Ability to engage and motivate students
4.1 Expand Reach
- Implement the full-scale marketing plan to reach a wider audience.
- Partner with more schools and educational organizations to integrate the course into their curricula.
- Introduce advanced activities and challenges to maintain engagement.
- Regularly monitor course performance and student engagement through Google Classroom.
- Collect ongoing feedback through surveys and direct communication.
- Award digital certificates through Google Classroom to students who complete the course successfully.
- Highlight top performers and share their achievements to motivate others.
Orientation and Basic Computer Skills
Core Module: Digital Literacy Foundations
Module Description
Internet and Online Safety
Core Module Description: This module serves as the foundational hub for the program, encompassing essential digital skills that all students must master. It provides a comprehensive introduction and ensures a solid base for further specialised learning in the spoke modules.
Productivity Software
Communication Tools
Research Skills
Digital Collaboration
Creative and Analytical Tools
Considerations
Content Compatibility and Integration
- SCORM and HTML5: Articulate 360 content can be published in SCORM or HTML5 format. Google Classroom does not natively support SCORM packages, so you should publish your content as HTML5, which can be easily embedded or linked.
- Embedding Content: Ensure that the Articulate 360 content is properly embedded in Google Classroom. Use the embed code provided by Articulate 360 to integrate interactive modules directly into Google Classroom posts.
- Linking Content: Alternatively, you can upload the published HTML5 content to a web server or cloud storage (such as Google Drive) and share the link in Google Classroom
- Easy Assignment Distribution: Teachers can create, distribute, and collect assignments with just a few clicks. Assignments can include various formats, such as documents, spreadsheets, links, and multimedia.
- Due Date Tracking: Google Classroom helps students stay organized by displaying upcoming assignments and due dates in a centralized location. Automatic reminders can be set to help students keep track of their deadlines.
1: What is Data Security? - Basic Concepts 2: Common Data Security Threats 3: The Importance of Data Security.
5.1 Comprehensive Evaluation
- Conduct a thorough evaluation of the course’s effectiveness in achieving learning outcomes.
- Analyze feedback from all stakeholders, including students, instructors, and partners.
- Develop a plan for regular updates to keep the course content current with emerging data security trends.
- Incorporate advanced modules or special topics based on student interest and industry developments.
- Explore funding opportunities or partnerships to ensure the course remains financially sustainable.
- Consider offering the course to additional age groups or adapting it for different educational contexts.
- Publish a report summarizing the course’s impact, successes, and lessons learned.
- Share best practices and insights with the broader educational community.
Rich Multimedia Content: Incorporation of video tutorials, interactive simulations, and digital quizzes can make learning more engaging and effective.Access to a Variety of Resources: Students can benefit from a wide range of online resources, including forums, FAQs, and supplementary materials, enhancing the learning experience.
7.2
7.1
7.2 Data Analysis and Coding
7.1 Digital Content Creation
- Basics of data analysis tools (Excel, Google Sheets)
- Introduction to coding with Python or HTML/CSS
- Basics of graphic design (Canva, Adobe Spark)
- Introduction to video editing (iMovie, Adobe Premiere Rush)
3.1 Monitor and Support
- Monitor student progress and engagement through Google Classroom analytics.
- Provide timely support and interventions for students who may be struggling.
- Gather initial feedback from students through surveys and direct communication.
- Foster a sense of community among students through Google Classroom’s discussion features, group activities, and Google Meet sessions.
- Encourage peer-to-peer support and collaboration.
- Review early feedback and analytics to identify areas for improvement.
- Make minor adjustments to the course content and delivery methods as needed.
Objective: Provide training that not only supports current academic needs but also prepares students for higher education and future careers by enhancing their digital competencies.Rationale: Digital skills are increasingly essential in higher education and the modern workplace, making this training critical for long-term success.
Self-Discipline and Time Management: Encourages students to develop important skills in self-discipline, time management, and independent learning, which are crucial for both higher education and the workforce. Digital Literacy: Engaging with the course materials in a digital format enhances students' digital literacy, making them more comfortable and proficient with online tools and resources.
1.1 Finalize Course Content
- Complete development of all modules, micro-lessons, quizzes, and interactive activities.
- Review and proofread all materials for accuracy and clarity.
- Ensure all multimedia elements (videos, graphics, etc.) are properly integrated.
- Create a Google Classroom for the course.
- Organize course content into Classwork sections corresponding to each module and lesson.
- Upload materials, including videos, documents, and links, ensuring they are well-organized and easily accessible.
- Recruit a small group of 16-18 year olds to pilot the course.
- Conduct the pilot test, collecting feedback on content, usability, and engagement.
- Analyze feedback and make necessary adjustments to the course materials and Google Classroom setup.
- Scalable Solution: Google Classroom can accommodate classes of any size, making it suitable for small groups or large cohorts.
- Free to Use: As part of the Google for Education suite, Google Classroom is free for educational institutions, making it a cost-effective solution for schools and teachers.
Email and Messaging:
- For updates, reminders, and personalized feedback.
- Forums within Google Classroom for peer interaction and support.
- Google Meet for live Q&A sessions, webinars, and office hours.
1: Think Before You Share 2: Using Privacy Settings 3: Avoiding Oversharing and Protecting Others' Privacy 4: Using Strong Passwords and Two-Factor Authentication
Tactics:
- Videos and Animations: Use engaging videos and animations to explain complex concepts in an easy-to-understand manner.
- Interactive Infographics: Incorporate interactive infographics that allow students to explore data security topics visually.
Catering to Diverse Needs: Asynchronous learning can be tailored to meet the diverse needs of BAME students, including language support and culturally relevant materials. Eliminating Barriers: By removing the need to be present at a specific time and place, asynchronous learning can help eliminate barriers related to transportation, health issues, and other personal circumstances.