DLI Portfolio Project

Dan Beardshaw

© Dan Beardshaw, 2024

Digital Learning Institute Professional Diploma in Digital Learning DesignSummative Assessment Project

Academic Reading and Writing Skills for ESL University Students

+ the digital workbook

+ the redesign

+ the course

My portfolio project for Digital Learning Institute's Professional Diploma in Digital Learning Design is a rework of sample content provided by one of my freelance clients. I work in education publishing as an editor and content developer, and my work often involves revision of digital learning materials for a new edition of a course. The content I will be redesigning for this project is from a previous edition of the client's course and my project output would provide a model of the digital learning design service I plan to offer upon completion of this diploma. The commentary for my design is contained in the labelled buttons within the main presentation screens.To respect and maintain business confidentiality, I will refer to my client as 'the client' and anonymise the course branding throughout the project.Select the buttons below to learn more.

Introduction

Sources

Part 1Analysis and Learning Experience Design

Appendix

Part 3Rollout and Evaluation Plan

Part 2Micro Design and Development

Contents

Analysis and Learning Experience Design

Part 1

Mode, flow, building blocks and formats

Modular framework and content map

Learning gap and business need

Learning personas

1.4

1.3

1.2

1.1

Part 1 Contents

1. Analysing who the target learners are and their learning goals, needs and preferences.
2. Identifying why there is a need for the redesign by asking What is the learning gap and business need this course seeks to address? and formulating learning outcomes that reflect the answers to the question.
3. Determing what shape the learning content will take by developing a modular framework of the course.
4. Deciding how the learning will be delivered in terms of mode, pathway, building blocks and formats.

The analysis stage of the ADDIE process involves four main areas of focus:

Who, why, what and how

Commentary

The learning personas are fictional learners within the target markets of the client's course and are based on data from survey-based market research. They are all university students whose first language is not English and who study English as part of their wider academic programme.Select the personas to learn more.Section 1.2 includes a mapped analysis of the persona research in subsection The business need.

United Arab Emirates

Noura

Germany

Ozan

India

Prisha

1.1 Learning personas

Commentary

**Source: https://www.coe.int/en/web/common-european-framework-reference-languages/table-1-cefr-3.3-common-reference-levels-global-scale

Table 1.1* shows the broadest level of CEFR descriptors for levels B2 and C1 in reading and writing skills, respectively.

*Source: https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4

Table 1.2** provides more contextual information on the range of CEFR levels and their associated proficiencies.

Figure 1.1 CEFR levels

Next: Business need

The learning gap

The target completion level of the course featured in this project is C1, meaning learners begin at level B2 and reach the target level C1 on successful completion. Each level of the course is split into two skill-paired courses: Reading and Writing; Listening and Speaking. My course redesign is for Reading and Writing, so the precise learning gap is reading and writing level B2 → reading and writing level C1.

c2

c1

b2

b1

A2

proficient

A1

Basic

independent

+ Table 1.2

+ Table 1.1

The learning gap for the target learners of the course redesign is defined by the Common European Framework of Reference for Languages (CEFR), applied to each level of the course. Figure 1.1 outlines the full range of CEFR levels.

1.2 Learning gap and business need

Table 1.3

Enhance the product's capacity as an asynchronous learning product that continues to complement the synchronous materials while also functioning as a cohesive self-study tool that facilitates autonomous and expansive learning.

Persona research revealed a demand for self-study resources. Survey participants demonstrated high motivation for successful English learning in addition to their primary degree studies. This motivation was driven by a range of factors such as the importance of English proficiency to their academic performance or its relevance to their career plans. Achieving their goals requires extensive but flexible self-study opportunities to manage this additional workload.

Select learning technologies and formats to enrich the current offering with the aim of improving learning outcomes.

• Research participants all expressed an interest in digital social learning. Suggested format: Collaborative forum tasks• Engagement with extensive reading and listening as a form of English self-study appeared numerous times. Suggested format: Curated extensive reading links• Improving vocabulary range was a common goal.Suggested format: Micro-learning tips on effective vocabulary building • Video learning was mentioned as both a preferred format (Ozan) and as an area of challenge around pace of content delivery (Prisha) Suggested format: Animated video for the topic review lessons to help control pacing and provide an alternative video format as enhanced format variation

Research revealed a high use of digital learning resources among university students. Perceptions of digital learning are broadly positive. An expectation for a range of digital resources to be available for their studies can be inferred from the survey responses, suggesting a 'digital-first' mindset is either present or emerging among learners.

Apply rigorous digital LXD principles to the format, presentation and assessment capacity of the content to give the product a stronger foundation in digital pedagogy, with the aim of enhancing engagement and motivation and improving learning outcomes.

Persona research insight (learning gap)

LXD goal (business need)

Commentary

Next: Learning outcomes

In simplest terms, the client's business need is to provide a competitive product that facilitates learners' achievement of the target C1 level through an engaging learning experience. In redesigning the learning experience of the client's digital workbook, I aim to address the identified learning gap and business need by achieving the following broad goals in Table 1.3, which are mapped to insights from the learner persona research. The design goals will in turn inform the learning outcomes detailed in the following subsection.

The business need

Commentary

Figure 1.3

EVALUATE

REMEMBER

UNDERSTAND

APPLY

ANALYZE

CREATE

Select the button to read the Learning Outcomes in full.

KNOWLEDGE

SKILLS

EXPERTISE

Figure 1.2: Bloom's Taxonomy

Each LO is written to contain the five attributes of the SMART framework: specific, measurable, attainable, relevant and time-bound. Figure 1.2 includes lists of strong, active verbs – SMART verbs – that are used to apply the SMART framework to learning outcomes for each level of Bloom's Taxonomy. The SMART verbs chosen for my LOs in this project are bolded for reference. Additionally, Figure 1.3 illustrates a 3-level domain categorisation of Bloom's Taxonomy that the LOs are also structured within.

At the level of learning outcomes (LOs), I will be focusing on a single module of the course (Module 3). The LOs were formulated with reference to Taxonomy of educational objectives: The classification of educational goals (Bloom, 1956) and A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Anderson et al, 2001). There are six areas of cognition in Bloom's model from lower-order thinking skills (LOTS) at the bottom of the pyramid to higher-order thinking skills (HOTS) at the top, each of which implies a corresponding set of skills and abilities (see Figure 1.2).

Learning outcomes

+ Learning outcomes

Figure 1.4 Modular framework

Commentary

WEEK 28–30

WEEK 25–27

WEEK 22–24

WEEK 19–21

WEEK 16–18

WEEK 13–15

WEEK 10–12

WEEK 7–9

WEEK 4–6

WEEK 1–3

Careers

Health Sciences

Collaboration

Technology

Language

Psychology

Privacy

Business

Design

Conservation

Careers

Health Sciences

Collaboration

Technology

Language

Psychology

Privacy

Business

Design

Conservation

Asynchronous online learning:DIGITAL WORKBOOK core and spoke activities

Synchronous classroom learning:STUDENT'S BOOK and digital presentation content

MODULE 2

MODULE 2

MODULE 7

MODULE 7

MODULE 9

MODULE 9

MODULE 4

MODULE 4

MODULE 5

MODULE 5

MODULE 10

MODULE 10

MODULE 8

MODULE 8

MODULE 3

MODULE 3

MODULE 6

MODULE 6

MODULE 1

MODULE 1

Next: Content map forthe digital workbook

Modular framework

The client's course is formed of 10 modules, each covering a particular skillset required for C1 proficiency in CEFR. The modules are organised by topic theme, each of which contextualises the language learning aims and outcomes for the module. These aims are organised into a set of lessons feeaturing lower- and higher-order thinking skills. The synchronous and asynchronous parts of the course run concucrrently, and their modules share the same title because the digital workbook reviews and expands on the synchronous content. For the purposes of this project, I am mapping to a schedule based on a 30-week academic year, which is a typical use case for the client's target markets.

1.3 Modular framework and content map

LESSON6

Writing

LESSON5

Grammar for writing

LESSON4

LESSON3

LESSON2

LESSON 1

Reading

Key vocabulary

Language development

Introduction and module video

Figure 1.5 Content map

Careers

Health Sciences

Collaboration

Technology

Language

Psychology

Privacy

Business

Design

Conservation

Content map

+ Learning outcomes

The content map in Figure 1.5 explains the lesson structure within each module of the digital workbook. All modules will follow this structure with the detail of the content contextualised for the module topic. The lessons here are also mapped to the learning outcomes for Module 3 to illustrate how learning is structured across the content map. Select the button in each lesson for more detail on content and mapped learning outcomes. Select the button below to review the Module 3 learning outcomes.

Commentary

This allows for six hours' classroom study and three hours' self-study per module over a three-week period. Select Table 1.4 for more detail on timings.

The proposed schedule is based on:

1. the client's full course content of 90 hours' study over both synchronous and asynchronous learning
2. a 30-week academic year

Schedule

Next: Building blocksand formats

Lesson

+ Table 1.4

Figure 1.6 Core and spoke flow model

Flow

Mode

'Flow' refers to the pathway learners will take through the digital workbook. I have chosen the core and spoke flow model because the learning content falls into two broad categories, as illustrated in Figure 1.6. Select the buttons in the figure to learn more.

The client's course is delivered through the mode of blended learning. Live classes based on the core classroom content are combined with asynchronous delivery through the digital workbook. As this project focuses on the digital workbook, I will centre on the asynchronous learning content while referencing its interaction with the synchronous dimension of the course.

1.4 Mode, flow, building blocks and formats

Figure 1.7

ASSESSMENT ANDFEEDBACK

ASSESSMENT ANDFEEDBACK

ASSESSMENT ANDFEEDBACK

ASSESSMENT ANDFEEDBACK

ASSESSMENT ANDFEEDBACK

LESSON 1

MODULE 2

MODULE 7

LESSON2

MODULE 9

CONTENT

CONTENT

MODULE 4

MODULE 5

LESSON6

MODULE 10

MODULE 8

LESSON3

MODULE 3

LESSON5

MODULE 6

MODULE 1

LESSON4

ACTIVITIES

ACTIVITIES

ACTIVITIES

ACTIVITIES

ACTIVITIES

ACTIVITIES

CONTENT

CONTENT

CONTENT

CONTENT

FACILITATIONTECHNIQUE

FACILITATIONTECHNIQUE

FACILITATIONTECHNIQUE

Writing

Grammar for writing

Reading

Key vocabulary

Language development

Introduction and module video

DIGITAL WORKBOOK

Careers

Health Sciences

Collaboration

Technology

Language

Psychology

Privacy

Business

Design

Conservation

The various learning formats employed in the digital workbook are categorised in four building blocks: content, activities, assessment and feedback and facilitation techniques. To demonstrate this detail of the learning design, I will now focus on one module of the digital workbook. Figure 1.7 shows the mapping of the building blocks for Module 3, Privacy. Select the buttons to view the chosen formats for each building block.

Building blocks and formats

Micro Design and Development

Part 2

Commentary

Prototype

eModeration flow document

eTivities wireframe

Scoping document

2.4

2.3

2.2

2.1

Part 2 Contents

The micro design and development stage of this project will focus on one format from the learning experience designed in Part 1. The featured prototype is the main 'spoke' activity: The Book Club, a reading group in the form of an asynchronous online discussion forum built in Padlet. My learning persona research revealed a demand for both extensive reading opportunities and social learning resources, and The Book Club aims to address this gap. The documentation of the micro design is specific to social learning design, drawing on the social learning expertise of Gilly Salmon, and comprises a scoping document, eTivities wireframe and eModeration flow document.

Design documentation and prototype

Commentary

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2.1 Scoping document

Commentary

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2.2 eTivities wireframe

Commentary

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2.3 eModeration flow document

Commentary

https://padlet.com/dan_beardshaw/dli_project_bookclub

My prototype can be found at this Padlet link:

2.4 Prototype

Rollout and Evaluation Plan

Part 3

Appendix

3.9

Programme evaluation plan

3.6

Evaluation plan overview

3.5

Rollout plan document

3.4

Engagement

3.3

UXDL evaluation

3.7

Roles

3.2

Learning analytics

3.8

LMS review

3.1

Part 3 Contents

The project focus for Part 3 returns to the digital workbook as a whole and within the full course context. As the digital workbook would be rolled out as part of the full course, the Rollout plan refers to elements across the course content. The Evaluation plan focuses solely on the Digital Workbook in order to detail the data and analytics relevant to the redesign.

Learning platform implementation and evaluation approach

Commentary

Next: Accessibility

Table 3.1

I reviewed the client's LMS agaisnt the key LXD criteria for this project and summarised the platform's capacity as detailed in Table 3.1.

3.1 LMS review

Predictable• No unexpected changes to the page, e.g. on focus or interactions or auto-updates• Consistent elements throughout sites, e.g. navigation, iconography, styles, general layout etc. Forms• Form error/validation messages are clear and intuitive, providing instructions and suggestionsBrowser supportThe LMS website has been cross-platform and cross-browser tested. It is optimised for modern browsers including Microsoft Edge, Mozilla Firefox, Apple Safari and Google Chrome. Older browsers may offer limited functionality.Mobile device supportThe LMS website is mobile-responsive and the UX is tested on various devices including the most popular IOS and Android phones and tablets.

The LMS adheres to high UXDL standards and the client has an established feedback loop for accessibility improvements. The client's accessibility documentation details the following features of the current platform, which it has implemented with reference to Web Content Accessibility Guidelines (WCAG) 2.1. Navigation • The reading and navigation order is logical, intuitive and consistent • There are multiple ways to navigate through the site • Language of pages is identified Audio and video • Audio does not start automatically and can be stopped, paused and muted • Synchronised captions are present for videos Keyboard access • Keyboard focus is never locked or trapped • Text is never provided as images • Instructions do not rely on sensory characteristicsMagnification• CTRL + can be used to magnify the text. The text will reflow to fit the page. In-built browser zoom function can also be used ( - 100% +).

Accessibility

Project manager (PM)

• The client will assign an in-house project manager (PM) or source a freelancer.
• The PM will oversee delivery of the rollout, managing the coordination of resources, scheduling and budgets.
• The PM will communicate at the project-delivery level between the client, instructional designer, developers and community management.

Instructional designer (ID)

• The instructional designer (ID) will lead on implementation of the learning experience, applying detailed knowledge of the LXD to ensure the design is realised with maximum impact.
• The ID will offer the client input on the ideal skill- and experience-set of the assigned PM.
• The ID will communicate at the learning-delivery and -outcome level between the client, PM, developers and community management.

Software and web developers (Dev)

• The client's in-house and freelance software and web developers (Dev) will be responsible for the technical build and integration of the learning content and resources. This will be delivered in consultation with the ID and PM.
• Dev will communicate at the technical product-delivery level between the client, PM, ID and community management.

Community manager (CM)

• The course is sold to educational institutions, so administrators or tutors within the user institution would take the community management (CM) roles. See more information on this in the eModeration Flow document in Section 2.3. The client's wider course includes teacher and institutional support resources to assist with onboarding the course and its multiple resources.
• The CM will be provided with communication channels for set-up and feedback with the client.

The rollout plan will specify a number of core roles required for successful project delivery. The roles are defined here in advance of introducing the full plan.

3.2 Roles

Commentary

Next: View the Rolloutplan document

Figure 3.1

Nudging

Mobile learning

Gamification

Learning marketing

Nudging

In conjunction with ensuring an accessible learning experience, several learner engagement tactics will be employed during rollout to help mazimise the learning impact of the product. Figure 3.1 displays the four tactics. Select the buttons to learn more.

3.3 Engagement

Commentary

3.4 Rollout plan document

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For more detail on the collection and organisation of the data these frameworks are applied to, see Section 3.8 Learning analytics.

The evaluation will involve two main frameworks:Kirkpatrick's model (Kirkpatrick, 1994) Donald Kirkpatrick's framework is used at a macro level, focusing on the four levels of his model: Reaction, Learning, Behaviour, Results. The Programme evaluation plan is mapped to these four levels. The UX Honeycomb (Morville, 2004) University of Waterloo's adaptation of Peter Morville's UX Honeycomb framework, the UXDL Honeycomb, is used to evaluate the quality of the learning experience at a micro level to determine how well it achieves the framework's target qualities: useful, desirable, accessible, credible, intuitive (findable and usable).

Evaluation of the learning experience will happen both during and after course participation, using quantitative data gathered from learner activity and qualitative data from direct learner/tutor feedback. The evaluation plan addresses three broad areas:Goal-based evaluation This evaluates how well the course achieves the performance metrics outlined in the Programme evaluation plan.Process-based evaluation This re-evaluates the learning design from the beginning of the ADDIE process in the light of use data generated by course participants. Outcomes-based evaluation This evaluates how well the learning experience achieved transfer of learning towards the course outcomes in terms of knowledge, skills and expertise.

3.5 Evaluation plan overview

Commentary

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3.6 Programme evaluation plan

Commentary

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3.7 UXDL evaluation

Data Storytelling will be employed to humanise the data analysis and presentation in the three steps outlined in Figure 3.2.

Data presentation

The learning analytics process will follow DLI's suggested 5-step model, outlined in Table 3.2.

Process

Commentary

Learning analytics design

Next: View the Level 1 action plan

1. Uncover Insights This step was first undertaken for the learner persona research in Part 1 of the project.
2. Respond This step began with the design decisions made with reference to learner persona data throughout the learning experience design.
3. Monitor This step involves the data collection and analysis that will happen during rollout and ongoing evaluation of learners' use and experience of the course. The process is iterative as the results of Step 3 are then applied to Step 1 and 2 again in a cyclical feedback loop.

The programme evaluation will be underpinned by data collected from the LMS about learners' use of the resources and from survey feedback from learners on their learning experience.

+ Table 3.2

+ Figure 3.2

The analytics design takes the data points defined in the Programme evaluation plan in Section 3.6 and maps out what data will be collected (Engagement data), how (Results), and why (Insights) in the Level 1 action plan. For the purposes of this project, the action plan focuses solely on analytics for Level 1 of Kirkpatrick's model, "Reaction".

At the highest level, Data Driven Learning Design (DDLD) will be implemented with an iterative 3-step process (DLI, 2023) that can be mapped back to the start of this project's LXD and projected forward to the post-rollout evaluation..

3.8 Learning analytics

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Level 1 action plan

Appendix

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Appendix 1: UDL evaluation checklist

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Appendix 2: Stakeholder analysis

Sources

Part 1

Olalde N., (2024) Self-Regulated Learning for English Language Learners in Asynchronous Online Community College Courses. DigitalCommons@Hamline Council of Europe (2020), Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume. Council of Europe Publishing, Strasbourg. Retrieved from www.coe.int/lang-cefr.Council of Europe (2024), Common European Framework of Reference for Languages Global Scale, Council of Europe Portal. Retrieved from https://www.coe.int/en/web/common-european-framework-reference-languages/table-1-cefr-3.3-common-reference-levels-global-scaleBloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals (1st ed.). Longman Group Anderson, L. W., and Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York, Longman Marinskaya, A. P. (2020). Micro-Learning Efficiency For Foreign Language Teaching. In V. I. Karasik (Ed.), Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication, vol 97. European Proceedings of Social and Behavioural Sciences (pp. 643-649). European Publisher. Retrieved from https://doi.org/10.15405/epsbs.2020.12.02.85Digital Learning Institute (2024). Professional Diploma in Digital Learning Design, Module 3: Learning Experience (LX) Design, Lesson 1: Learner PersonasDigital Learning Institute (2024). Professional Diploma in Digital Learning Design, Module 3: Learning Experience (LX) Design, Lesson 2: Outcomes & ContentDigital Learning Institute (2024). Professional Diploma in Digital Learning Design, Module 3: Learning Experience (LX) Design, Lesson 3: Learning Experience DesignDigital Learning Institute (2024). Professional Diploma in Digital Learning Design, Module 3: Learning Experience (LX) Design, Lesson 5: Instructional Design & Development

Bibliography

Part 2

Salmon G. (2013). E-tivities: The Key to Active Online Learning (Second Edition). New York, RoutledgeSalmon G. (2011). E-moderating: The Key to Online Teaching and Learning (Third Edition). New York, RoutledgeSalmon G. (2024). E-tivities - Introduction. Retrieved from https://www.gillysalmon.com/e-tivities.htmlSalmon G. (2024). E-Moderating Introduction. Retrieved from https://www.gillysalmon.com/e-moderating.htmlCollien D. (2021).The Five Pillars of Social Learning Design. Open Learning. Retrieved from https://solutions.openlearning.com/whitepaperDigital Learning Institute (2024). Professional Diploma in Digital Learning Design, Module 4: Multimedia eLearning Design, Lesson 2: Design PrinciplesDigital Learning Institute (2024). Professional Diploma in Digital Learning Design, Module 4: Multimedia eLearning Design, Lesson 3: DevelopmentDigital Learning Institute (2024). Professional Diploma in Digital Learning Design, Module 9: Social and Immersive Learning Design Elective, Lesson 1: IntroductionDigital Learning Institute (2024). Professional Diploma in Digital Learning Design, Module 9: Social and Immersive Learning Design Elective, Lesson 2: Social learningDigital Learning Institute (2024). Professional Diploma in Digital Learning Design, Module 9: Social and Immersive Learning Design Elective, Lesson 4: Examples

Part 3

W3C (2023). Web Content Accessibility Guidelines (WCAG) 2.1. Retrieved from https://www.w3.org/TR/WCAG21/Centre for Extended Learning (2024). UXDL Honeycomb. Retrieved from https://cms.cel.uwaterloo.ca/honeycomb/index.aspxMorville, P. (2004). User experience design. Semantic Studios. Retrieved from http://semanticstudios.com/user_experience_design/ Digital Learning Institute (2024). Professional Diploma in Digital Learning Design, Module 10: Rollout and Universal Design, Lesson 1: Rollout PlanDigital Learning Institute (2024). Professional Diploma in Digital Learning Design, Module 10: Rollout and Universal Design, Lesson 2: Your Learning PlatformDigital Learning Institute (2024). Professional Diploma in Digital Learning Design, Module 10: Rollout and Universal Design, Lesson 3: Management and RolesDigital Learning Institute (2024). Professional Diploma in Digital Learning Design, Module 10: Rollout and Universal Design, Lesson 4: Accessibility and EngagementKirkpatrick, D. L. (1994). Evaluating Training Programs: The Four Levels. San Francisco: Berrett-Koehler Publishers.Woods, S. (2009). Digital Body Language. Danville, California: New Year PublishingDigital Learning Institute (2024). Professional Diploma in Digital Learning Design, Module 11: Evaluation and Learning Analytics, Lesson 1: Learning EvaluationDigital Learning Institute (2024). Professional Diploma in Digital Learning Design, Module 11: Evaluation and Learning Analytics, Lesson 2: UX EvaluationDigital Learning Institute (2024). Professional Diploma in Digital Learning Design, Module 11: Evaluation and Learning Analytics, Lesson 3: UDL EvaluationDigital Learning Institute (2024). Professional Diploma in Digital Learning Design, Module 11: Evaluation and Learning Analytics, Lesson 4: Learning Analytics

1. Interactive tasks: Multiple choice, True or False and gap-fill practice tasks for the Module grammar for writing topics.

Formats

The digital workbook consists of activities that provide additional practice of the content covered in the synchronous classroom materials. The digital workbook is primarily pitched by the client as a homework resource for teachers to assign specific tasks from, which the learners can access digitally outside the classroom. My redesign of this resource will focus on how the learnings from my diploma can be applied to the digital workbook, enhancing its pedagogical function and capacity as a self-study resource that encourages and supports autonomous learning.

The digital workbook

Digital learning preferences

• Generally prefers mobile learning for his English studies
• Would like more opportunities for digital social learning
• Mentions video, audio, eBooks, learning apps and online course materials as the most useful digital formats for self-study

• Currently combines online courses with self-study
• Uses smartphone and desktop for English studies
• Broadband, mobile and WiFi connectivity are all fast and reliable both on and off campus

Technology considerations

Main goals and drivers

Ozan currently commits up to 3 hours per week to English. He prefers to study flexibly when he finds the time in his busy schedule.

Schedule

• Improved employment prospects in the European job market

• A higher level of proficiency in English will improve his chances in the employment market and may be essential if he decides to work outside Turkey.

• Enthusiastic about mobile learning
• Uses apps like Duolingo while exercising or listens to podcasts while cleaning his flat
• Finds reading authentic online content in English, such as news websites and blogs, useful. Also likes to use an e-reader for long-form reading in English.

Perceptions of digital learning

• Time pressures
• Intercultural communication can be a barrier for non-European students in European universities when studying among many different cultures

Barriers to learning

Technology

Learning dynamics

Goals and aspirations

This is a paragraph of text waiting to be awesome content

Opportunities

Name: OzanAge: 24Location: GermanyOzan is an ambitious and self-disciplined part-time student. He is from Turkey and is studying biochemistry at a German university part-time alongside paid employment.

1. Interactive tasks: Multiple choice, True or False and gap-fill tasks practising the writing skills introduced in the synchronous module content, "Citing quoted material" and "Writing an expository essay".
2. Core writing task: An independent writing task involving the writing skills covered in the synchronous Module content.
3. Spoke writing task: The Book Club discussion forum features an independent writing task intended to be completed as part of the social learning activity. One task option will be a problem–solution essay to link with the core Module 3 content – for more detail, see the developed prototype of The Book Club in Part 2 of this project.

Formats

Upon successful completion of the module, learners will be able to:1. Recall key vocabulary and grammatical structures from the module. (LO1)2. Identify perspective and purpose in a range of texts. (LO2)3. Explain the main themes of a text. (LO3)4. Relate their own knowledge to a range of texts in order to draw conclusions. (LO4)5. Examine problems and solutions through their own academic writing. (LO5)6. Use impersonal passive constructions when appropriate to their own academic writing. (LO6)7. Evaluate possible solutions to problems within a range of domains and appraise their effectiveness. (LO8)8. Author a problem–solution essay that demonstrates their ability to develop a case and construct an essay on a range of topics with appropriate academic style and structure. (LO9)

EXPERTISE

SKILLS

KNOWLEDGE

1. Multimedia: Brief lesson introduction and outline of the following activities, comprised of on-screen text and audio voiceover.
2. Animated video: review of the Grammar for writing topics, "Impersonal passive constructions" and "Passive for continuity".

Formats

1. Discussion forum: The Book Club will be a learner-led discussion group but initial set-up of this social learning resource will be facilitated by the course tutor. It will be nudged here and within Lesson 5 via an invitation/reminder feature with a link to the Padlet board. Development and rollout of this resource feature in Parts 2 and 3 of this project.

Formats

Mobile learning will be supported and content is designed to be mobile-responsive. See subsection 'Accessibility' for more details.

The eModeration flow document first provides an activity set-up checklist. I refer to elements of the learning design covered in Part 1, such as the 'nudge' content within the core lesson content that invites and links learners to The Book Club. While the eTivities wireframe describes what learners will experience as they move through the resource, eModeration flow is concered with how those experiences will be delivered. Salmon explains in her work that while many aspects of activity set-up in a live classroom can be partly improvised or adapted in real-time, online activities need more planning – and especially if they are asynchronous and therefore lacking the immediate support of a teacher in the room or space.The document then attempts to ensure ease of learner navigation and 'socialisation' within The Book Club by anticipating questions or difficulties and providing asynchronous guidance.Once set up, the social activity of the eTivity needs moderating to support safe, inclusive and productive dialogue – learner needs in this regard are likewise anticipated and potential interventions planned accordingly.

eModeration flow document: commentary

In a live project, the evaluation plan would begin with a performance consultation with the client to determine precise performance metrics for the course production and sales.For the purposes of this project, I have created fictional KPIs based on general assumptions for the industry sector and planned the evaluation criteria backwards from those metrics (from Level 4 "Results" to Level 1 "Reaction" in the Kirkpatrick framework). The evaluation activities were then planned upwards in response (from Level 1 "Reaction" to Level 4 "Results"). The plan covers evaluation criteria specific to either core or spoke activities where relevant as well as criteria for the whole learning experience.

Evaluation plan: commentary

The core digital workbook content will involve activity scores presented to learners in real time. They will also be able to have a second attempt at all scored tasks to try and improve their score. Progression through the content is contingent on completing each activity (but not on the final score).

I chose the SMART framework to inform the writing of my LOs as the set of attributes matches this learning context well: the learning gap's direct relation with CEFR level definitions requires clearly defined skill descriptors to ensure learners are on track towards meeting the C1 proficiency criteria. The formulated LOs informed the design of Content map. While the LOs are specific to Module 3, their progression from lower- to higher-order thinking skills guided lesson sequencing. Their application to the lessons also forms a repeatable framework in which each LO can be adapted to specific module content while maintaining the same numbered structure.

Learning outcomes: commentary

1. Interactive tasks: All interactive tasks in the lesson will be scoreable, with real-time feedback for learners and comprehensive assessment data generated for the teacher and institution in the LMS (see project Part 3 for more detail).

Formats

1. Discussion forum: The Book Club, an optional social learning resource and the main spoke activity, will run asynchronously throughout the course. Development and rollout of this resource feature in Parts 2 and 3 of this project.
2. Interactive tasks: Multiple choice, True or False and gap-fill comprehension tasks for the article texts, focusing on the reading skills introduced in the synchronous module content.

Formats

I made the bulk of my initial learner persona analysis in this section as having an identified learning gap and business need gave context to the analysis. I found this part of the ADDIE Step 1 process very useful in forming focus points from the learner persona research that I could refer back to throughout the learning experience design.

Learning gap: business need

I chose my format prototype for this project by identifying which findings from the persona research were not directly addressed by the current product. Digital social learning was also an area I was less familiar with in my current content development work. The elective module of the diploma on social learning provided essential direction by familiarising me with Gilly Salmon's expertise on the subject – this has given me a clear framework for translating the familiar classroom activity set-up to an asynchronous online format through the key concepts of eTivities and eModeration.Learners will be presented with a themed selection of three books for each six-week Book Club session running concurrently with the main course modules (two modules per Book Club session). They will vote in the Padlet for their preferred choice for each session, then engage in moderated discussion of the selected book with their peers using the Padlet options of text, audio or video responses. The resource will also include a writing task for each session, based on the selected book and with options linked to the core content. Learners will share their critical essays on the Padlet and engage in peer-to-peer feedback.

Design documentation and prototype: commentary

The learning personas are fictional learners based on data from market research. I recruited online survey participants from multiple countries as the course is marketed worldwide. I also selected participants with different levels of English proficiency because, while this project will focus on the content for a specific level of the course, it is a multi-level course and the client would aim for consistency of learning design across all levels.The detail of my survey design was based on the following rationale:1. Questions to determine when and how participants preferred to learn English, and for how long, to guide the redesign aim of facilitating autonomous learning.2. Questions about digital preferences, aspirations and difficulties to determine selection of appropriate resources for development.3. Assessment of barriers to learning to ensure an inclusive learning experience and guide universal design descisions. Reflection: In a live project of this kind, the above research approach could be combined with client data and feedback from learners of previous editions of a course, where available.

Learning personas: commentary

The client I am redesigning this project's learning experience for already has a well-developed proprietary learning management system (LMS) that the course will be delivered through and which is compatible with user virtual learning environments (VLEs) such as Moodle and Canvas. As a complete learning platform selection process is therefore not relevant to my project, I conducted a review of the client's existing LMS with reference to User Experience Design for Learning (UXDL) principles.

LMS review: commentary

The learning anlaytics design applies the concept of digital body language or DBL (Woods, 2009) to the data points identified for measurement in the Programme evaluation plan in Section 3.6. As live classroom assessment is not avaliable for online learning, learner engagment with the content is instead evaluated through the digital body language inferred from user data. For the purpose of this project, the learning analytics plan will focus on Level 1 of the Kirkpatrick model, "Reaction". This data will be analysed and addressed in the Level 1 action plan. Analysis will be led by the ID in communcation with the PM and Dev, with input from the CM where useful and appropriate. Stakeholder analysis will determine how to present data to different stakeholders according to their needs. The stakeholder analysis document in Appendix 2 summarises what the presentation will look like and when it will happen for the learner, user institution, course tutor, client's commissioning editor and client's project manager. Insights and feedback will be tailored for each stakeholder through the data storytelling.

Learning analytics: commentary

Vocabulary-based activities will nudge learners to consider their vocabulary recording strategy via micro-learning tip boxes.Reading and writing tasks will nudge learners to review skill-building strategies via micro-learning tip boxes.The Book Club invite links will also be a form of nudging.

1. Multimedia: Brief lesson introduction outlining following activities, comprised of on-screen text and audio voiceover.
2. Article text: One or more realia articles based on the Module topic
3. eBooks: The Book Club, a social learning spoke activity, will be populated with three choices of eBook per 2-module session.

Formats

1. Interactive tasks: All interactive tasks in the lesson will be scoreable, with real-time feedback for learners and comprehensive assessment data generated for the teacher and institution in the LMS (see project Part 3 for more detail).

Formats

The modular framework is based on the client's existing sequence of module topics, while the content map for the digital workbook modules features the beginning of this project's redesign, at this stage including lesson sequencing, basic content structure and LO mapping (using the Module 3 LOs to illustrate).Note that progression from LOTS to HOTS over the lessons in the content map has a partially cyclical pattern because the reading skills are introduced first before being applied to the writing skills and creative task at the top end of the taxonomy. The knowledge revision of the 'grammar for writing' topic is a lower-order skill but is contextualised within the each module's writing skill topics, so it appears as the first of the writing-focused lessons (lessons 5 and 6). As the client's course is structured around the specific outcome of achieving C1 reading and writing level, the course content is organised with a top-down approach that references this higher-level goal. I have followed the same approach for the content mapping here, where the module's learning outcomes inform the detail of the planned content.

Modular framework and content map: commentary

1. Interactive tasks: All interactive tasks in the lesson will be scoreable, with real-time feedback for learners and comprehensive assessment data generated for the teacher and institution in the LMS (see project Part 3 for more detail).

Formats

1. Multimedia: Brief lesson introduction outlining following activities, comprised of on-screen text and audio voiceover.
2. Learning aid: micro-learning tip box containing a vocabulary recording strategy tip, for example, Word-mapping each new word or phrase with corresponding synonyms and antonyms.

Formats

1. Multimedia: Brief lesson introduction and outline of the following activities, comprised of on-screen text and audio voiceover.
2. Animated video: contextualised review of the Language development topics, "Collocations for behaviour" and "Problem–solution collocations"

Formats

I designed the learner engagement tactics with reference to the UXDL Honeycomb (Centre for Extended Learning, University of Waterloo) to help ensure the learning content achieves the qualities specified in the UXDL Honeycomb model: useful, desirable, accessible, credible, and intuitive (findable and usable).Reflection: The UXDL Honeycomb is a good working example of how LXD synthesises learning theory with design principles. Peter Morville, an information architect and user experience designer, created the UX Honeycomb in 2004 as a design framework for products and customer experiences. The model has been used in various adaptations besides the UXDL Honeycomb, proving the universal applicability of its design principles. Its synthesis with learning experience by the Centre for Extended Learning is described in their own words as "grounded in psychological research in cognition and learning, and places learners at the centre of the design process, ensuring that [...] courses are useful, desirable, accessible, credible, and intuitive."

Engagement: commentary

1. Interactive tasks: All interactive tasks in the lesson will be scoreable, with real-time feedback for learners and comprehensive assessment data generated for the teacher and institution in the LMS (see project Part 3 for more detail).
2. Core writing task: The core Lesson 6 content will include an independent writing task involving the writing skills covered in the synchronous Module content. This is a non-scoreable task but will be assessed by the class tutor with formative feedback.
3. Discussion forum: The Book Club discussion forum features an independent writing task that will be peer-to-peer assessed inside the discussion forum as part of the social learning activity.

Formats

1. Interactive tasks: Multiple choice and True or False comprehension tasks for the Module topic-based video.
2. Discussion forum: The Book Club, an optional social learning resource and the main spoke activity, will run asynchronously throughout the course. Development and rollout of this resource feature in Parts 2 and 3 of this project.

Formats

1. Interactive tasks: Multiple choice, True or False and gap-fill practice tasks for the Language development topics.

Formats

Digital learning preferences

• Currently favours eBooks, learning apps and online forums
• Prefers blended learning as she needs flexibility for self-study
• Would like more resources for digital social learning

• Currently studies English through traditional coursebooks, online classes and digital self-study
• Broadband, mobile and WiFi connectivity are all fast and reliable both on and off campus
• Uses laptop and smartphone for English studies

Technology considerations

Main goals and drivers

Noura commits 3–5 hours per week to English, with additional time for reading and listening to authentic English materials, e.g. books, news websites and podcasts.

Schedule

• After graduating, she plans to apply to study for a masters at a UK, US or Canadian university.
• English proficiency is also important for her career prospects in both the UAE and international markets.
• English is a high priority as it is integral to her future academic and career plans.

• Prefers online learning and learning apps, as self-study is helpful in managing her schedule
• Often finds online communication formats less overwhelming as a social experience

Perceptions of digital learning

• Time constraints caused by the high workload of her degree studies
• Nour identifies as neurodivergent and sometimes finds in-person communication difficult to navigate

Barriers to learning

Technology

Learning dynamics

Goals and aspirations

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Opportunities

Name: NouraAge: 19Location: UAENoura is an ambitious and motivated full-time student studying for an engineering degree in Dubai. English is the primary language at her university. Her first language is Arabic.

I chose Padlet for the forum resource for four main reasons: 1. It can be embedded in an LMS or VLE, which is essential as the resource will be a component of a wider course targeted at existing learning institutions, but it can also be used standalone – this is useful for modelling how participants could proceed in the proposed Next Steps/Development stage of the learning experience where learners are encouraged to start their own reading groups (see eTivities Wireframe and eModeration documents).2. The UI has a contemporary look and feel, which will likely be more appealing to young adult learners. It's less like a traditional online forum and more like social media threads. 3. It gives users a choice of media to contribute with – text, audio or video. This is valuable for inclusive learning, both for learners with visual, audio or learning disabilities and neurodivergent learners.4. It has a mobile app, which will give learners greater flexibility in how and when they engage with the resource, and facilitate self-directed learning. Use of mobile apps for language learning was reported during my learner persona research. Padlet is mobile-responsive and the mobile UX mirrors the desktop UX of the resource nicely – it's comparable to the easy and familiar shifting between desktop and mobile social media apps. I added the welcome content and activity instructions directly to the Padlet with the aim of providing a simple UX for learners without the need for external references. This feature is also intended to help engage learners with the content and format from the start: the welcome includes a call to action for the first activity (book choice vote), and learners can respond directly to the instructions if they have any queries. For the purposes of the prototype, I have featured links to titles from the well-regarded Penguin Readers series of CEFR-graded books. I chose this series for the extensive range of titles it features and ease of access to eBook versions, which will likely be the preferred option for many learners.Reflection: There are other series of graded readers on the market, and final decisions on the reading content could be flexible pre-implementation. Many language course providers have their own readers series and may wish to use those instead.

Prototype: commentary

1. Interactive tasks: All interactive tasks in the lesson will be scoreable, with real-time feedback for learners and comprehensive assessment data generated for the teacher and institution in the LMS (see project Part 3 for more detail).

Formats

1. Multimedia: Welcome screen with Module overview and learning objectives, comprised of on-screen text and audio voiceover. The Book Club, a social learning resource will also be nudged here via invitation/reminder feature with a link to the Padlet board. Development and rollout of this resource feature in Parts 2 and 3 of this project.
2. Instructional video: Module topic video, "Facial recognition technology"
3. eBooks: The Book Club will be populated with three choices of eBook per 2-module session.

Formats

• Analysis (Part 1)
• Design (Parts 1 and 2)
• Development (Part 2)
• Implementation (Part 3)
• Evaluation (Part 3)

I will follow the instructional design model ADDIE throughout the design process. The five stages of the ADDIE model map to the three parts of the redesign:

My redesign of the digital workbook will be formed of three parts:

• Part 1: Analysis and learning experience design
• Part 2: Micro design and development
• Part 3: Implementation and evaluation

The redesign

As mentioned previously, user experience (UX) will be evaluated with reference to the UXDL Honeycomb (University of Waterloo). A UXDL checklist will be used in the process of UX evaluation, here adapted from the Digital Learning Institute template (2022). Primary responsibility for completing the evaluation will be with the ID, in communication with the client, PM and CM.Reflection: I chose to focus on UXDL for this project as I find the high-level principles contained in the honeycomb useful for keeping learner experience at the centre of design evaluation. An alternative but closely related framework for UX evaluation is Universal Design for Learning (UDL). See Appendix 1 for an example UDL evaluation checklist (DLI, 2022).

UXDL evaluation: commentary

1. Interactive tasks: Multiple choice, True or False and gap-fill practice tasks for new vocabulary introduced in the Module.
2. Word-mapping: Optional spoke activity employing the micro-learning tip to record the target vocabulary from this lesson.

Formats

1. Discussion forum: The Book Club will be a learner-led discussion group but initial set-up of this social learning resource will be facilitated by the course tutor. It will be nudged again within Lesson 6 via an invitation/reminder feature with a link to the Padlet board. The nudge content will also include an overview of the Book Club writing task and detail links with the relevant writing skills for this module – participants can choose to write a problem–solution essay on a topic from the Book Club session's chosen title. Development and rollout of this resource feature in Parts 2 and 3 of this project.

Formats

Identifying the learning gap for this experience design was relatively straightforward as the client's course is structured around the externally specified levels comprising the CEFR. My defined learning gap is therefore based primarily on academic outcomes and results, and is quantifiable in terms of immediate usefulness to the learners: for example, advancing one level on the CEFR prepares learners to acquire qualifications such as IELTS or Cambridge English Qualifications, which are recognised by English-speaking universities and employers worldwide. Reflection: The learning gap focus above makes practical sense in supporting the target learners' immediate goals, but could possibly be expanded to focus on a broader application of language skills to diverse real-life contexts reflected in the learning personas' goals and aspirations.

Learning gap: commentary

Digital learning preferences

• Currently studies with learning apps, online course materials and eBooks
• Would like more opportunities for digital social learning, extensive listening and reading
• Prefers a balanced blended learning mix of social learning and flexible self-study

• Currently studies English through both traditional coursebooks and digital resources
• Uses smartphone, laptop and desktop for English studies
• Prefers laptop or desktop as the larger screens produce less eye strain when reading
• There is stable 4G connectivity on campus but home and mobile connections can be unreliable.

Technology considerations

Main goals and drivers

Prisha currently commits up to 3 hours per week to formal English study but also practices through her wider academic studies and extensive reading and listening outside class.

Schedule

• Academic success in her English-language degree.
• Opportunities to work abroad.
• Language skills when travelling for leisure
• General international communication skills
• English is crucial to Prisha's wider academic studies, so has a high learning priority.

• Positive view of a range of resources including eBooks, learning apps, online courses, game-based learning and video
• Finds video challenging due to vocabulary difficulties mentioned above, and would like to have more control over the pace of video content delivery

Perceptions of digital learning

• Language barriers
• Insufficient vocabulary range, especially when listening as it's harder to stop and look words up

Barriers to learning

Technology

Learning dynamics

Goals and aspirations

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Opportunities

Name: PrishaAge: 20Location: IndiaPrisha is a motivated and enthusiastic full-time student with ambitions to work abroad. She is studying economics at university in India, where all courses are taught in English and supplementary English lessons are required for all students.

The eTivities wireframe outlines the learning experience of The Book Club. Salmon's concept of eTivities provides a model for the actual learner experience of the online social learning activity. The wireframe also mentions her complementary concept of eModeration, which is naturally part of the learner experience too, but the moderation process has more teacher-led dynamics and is covered in more detail in Section 2.3.

eTivities wireframe: commentary

The social learning resource featured in this project is an elective activity and learners will be invited to join at any point during the course via links in each module's core content and recommended whole-class VLE communication from the course tutor. The VLE communication can include a report of the previous module's learning and outputs to help market the Book Club resource. See Part 2, eModeration Flow document, for more details on the ongoing rollout of this resource.

ModeThe mode of blended learning is built in to the full course I am working within and is also integral to the redesign of the digital workbook, so no decision had to be made here. FlowI opted for the core-and-spoke flow model as it facilitated my LXD goals outlined Section 1.2, The business need. The core content will maintain the client's initial purpose for the digital workbook as a review and practice resource while redesigning content formats and sequencing to enhance engagement and improve learning outcomes. The spoke content will introduce new autonomous learning resources that address the learer personas' learning aspirations, such as digital social learning and curated extensive reading.Building blocks and formatsFigure 1.7 details how the specific content for Module 3 of the digital workbook will be structured within the module content map from Section 1.3, Figure 1.4 (Content map). The content is organised in a framework of building blocks and formats.

Mode, flow, building blocks and formats: commentary

The Rollout plan document details the steps in the rollout plan and who is responsible for overseeing, managing and implementing them. The schedule would need to be planned and agreed by multiple stakeholders in advance of the rollout process (Step 1). The PM's final plan would also require more complex scheduling of sub-processes and assignment of more specific roles aligning with the client's in-house processes and available resources.

Rollout plan: commentary

1. Discussion forum: The Book Club will be a learner-led discussion group but initial set-up of this social learning resource will be facilitated by the course tutor. It will be nudged within Lesson 4 via an invitation/reminder feature with a link to the Padlet board. Development and rollout of this resource feature in Parts 2 and 3 of this project.

Formats

The course is a blended-learning package for university students who study English as a second language as part of their wider studies. The course content consists of a print coursebook and digital presentation materials for use in synchronous classroom learning, complemented with a digital workbook for asynchronous learning outside the classroom. My project will focus on the digital workbook content.

The course

I used the DLI templates for documentation of Part 2 of the project as they are formatted specifically for social learning design. This scaffolding of the process was useful in clarifying the design principles recommended by Gilly Salmon and applying them to the prototype. Learners will be presented with a themed selection of three books for each six-week Book Club session running concurrently with the main course modules (two modules per Book Club session). They will vote in the Padlet for their preferred choice for each session, then engage in moderated discussion of the selected book with their peers using the Padlet options of text, audio or video responses. The resource will also include a writing task for each session, based on the selected book and with options linked to the core content. Learners will share their critical essays on the Padlet and engage in peer-to-peer feedback.

Scoping document: commentary

Background and content

• Refer back to the learner personas' wholistic learning profiles. • Outline initial research insights on demographics, learning context, goals, barriers and preferences, and their influence on design decisions. • Describe the learning outcomes and other impacts of the course.

Learner journey

• Use Level 1 data to describe learner experience and engagement. • Support quantitative data with qualitative feedback (survey based or ad hoc feedback and participation insights). • Analyse the insights from the data and describe responsive actions to improve the learning experience, referring to assessment

Result and impact

• Determine and describe learner impact and success from qualitative (feedback survey results) and quantitative (LMS and VLE data) data. • Outline tutor and/or institutional feedback on the course.

1. Multimedia: Brief lesson introduction with review of the Writing skills topics from the synchronous module content – "Writing about problems" and "Writing about solutions" – and outline of the following activities, comprised of on-screen text and audio voiceover.

Formats

Upon successful completion of the module, learners will be able to:1. Recall key vocabulary and grammatical structures from the module. (LO1)2. Identify perspective and purpose in a range of texts. (LO2)3. Explain the main themes of a text. (LO3)4. Relate their own knowledge to a range of texts in order to draw conclusions. (LO4)5. Examine problems and solutions through their own academic writing. (LO5)6. Use impersonal passive constructions when appropriate to their own academic writing. (LO6)7. Evaluate possible solutions to problems within a range of domains and appraise their effectiveness. (LO8)8. Author a problem–solution essay that demonstrates their ability to develop a case and construct an essay on a range of topics with appropriate academic style and structure. (LO9)

EXPERTISE

SKILLS

KNOWLEDGE