Children Emotional Course Presentation

Children Emotional Course (Family Connection)

Media of the project: Articulate Storyline 360 https://360.articulate.com/review/content/da666bd3-9e88-418a-8e29-3fe63dd0b2fb/review

index

Part I - Analysis and LX Design

Part II - Analysis and LX Design

Part III - Rollout and Evaluation Plan

Part I

Analysis and LX Design

Section 1 : The WHO of Learning

The target learners are children in school years 5-6, on the brink of puberty and transition to secondary school. At this critical stage, they often struggle to express themselves and communicate with their parents, feeling awkward and unsure. These difficulties extend to their interactions with peers at school, making it challenging for them to form connections and navigate social dynamics. Understanding and addressing the unique emotional and social needs of these young learners is crucial for their development and well-being.

Angela

Dorthy

Charlotte

I feel awkward when I communicate with other people because I don’t know what they are thinking about me.

Classmates said I am weird but I don’t mind. I feel I am more mature than them.

Afraid of class detention by private tutor and coach recording in playing squash.

Charlotte

Charlotte is a 10-year-old girl, the only child in the family living with her parents. Her mother, Ruth, has a history of anxiety disorder and works as a part-time mum. Charlotte has acrophobia, a fear of high space. She is an emotional child, easy to cry and feel anxiety. Her favorite are singing, drawing and reading.

Dorthy

Dorthy is a 10-year-old girl, who lives with her parent and one brother age 15. Her mother, Ada, is a professional trainer in the airline. Based on the recent medical report, Dorthy is diagnosed as a minor sluggish in learning, especially in communication. The problem between her and her family is she is not willing to share her emotions and what she thinks with family members. Her favorite activities are dancing and drawing.

ANGELA

Angela is a 10-year-old girl, who lives with her parent and one sister age 6. Her mother, Monica, is a full-time mum. Angela cannot communicate with her classmate well and usually rejected by peers. She have a low-esteem on herself and have no confident in school. Her favorite are drawing, watching tv and reading.

LEARNING PERSONAL ANALYSIS

Demographics

Barriers to Learning

Technology Considerations

Goals and Drivers

Both girls are the same age and have similar backgrounds which is beneficial to create a class for them. The small class setting would benefiticial for individual needs and lesson curation.

Grils are busy at school and have different extracurricular activities, so the lesson time may vary. The content of the lesson should arouse their interest to learn and feel supported by both the facilitator and peers. Also, need parents’ support.

All girls possess personal laptops and mobile devices and are familiar with using it in school which can be beneficial for multimedia, synchronous learning and asynchronous learning.

It is important to understand what emotions are and how different emotions may affect their behaviors. The more they can understand how emotions work the more they can have good communicate with other people. Family relationship rebuild is also an important part to work on.

DESIGN CONSIDERATION I

Based on the Learner Personas Analysis, several key considerations are crucial for creating a successful learning experience

Goal Alignment

Flexibility

The learning experience must align with each learner’s goals. Given the diversity in learners' personal experiences and adaptability, the content needs to be tailored and adjusted regularly to meet individual needs. This alignment ensures that learners can relate the material to their own aspirations and experiences, making the learning process more meaningful and effective. By identifying and understanding each learner's goals, educators can create a more personalised learning journey that resonates with their interests and future ambitions.

Learners often juggle multiple responsibilities, including school, extracurricular activities, and family obligations. A Blended Learning Approach is essential to accommodate their busy schedules and varying preferences. By combining online and offline elements, learners can access materials at their convenience, balancing self-paced study with structured, interactive sessions. This flexibility is crucial in reducing stress and increasing engagement. It allows learners to manage their time effectively, ensuring that they do not feel overwhelmed by their commitments and can maintain a healthy balance between different aspects of their lives.

DESIGN CONSIDERATION II

Based on the Learner Personas Analysis, several key considerations are crucial for creating a successful learning experience

External Support

Format Preference

Concentration levels can vary significantly among learners, particularly across different age groups. Younger learners, for instance, might require more interactive and visually stimulating content to maintain their attention, while older learners might benefit from more in-depth, text-based materials. An engaging and attractive online learning platform is therefore vital to capture and sustain the interest of all learners. Interactive elements such as games, quizzes, and multimedia resources can make the learning process more dynamic and enjoyable. By catering to different learning styles, educators can ensure that all learners are actively engaged and motivated to participate in the learning activities.

Parental support is crucial in the learning process, especially for younger learners who rely on their parents for scheduling and motivation. Parents play a key role in arranging their children’s daily routines, encouraging them to complete online material, and ensuring they attend in-person sessions. Moreover, involving parents in the final lesson fosters a collaborative learning environment, where learners can showcase their progress and parents can actively participate in their educational journey. This involvement strengthens the home-school connection and reinforces learning outcomes. By creating a supportive and inclusive learning environment, facilitators can help learners achieve their full potential.

Section 2 : The why of Learning

Learning Gap:

The Learning Outcome:

Bloom's taxonomy

Based on Bloom's Taxonomy, here are the learning outcomes for the children's emotion course:

CREATING

EVALUATING

ANALYZING

APPLYING

UNDERSTANDING

REMEMBERING

Reflective Commentary on Learning Outcome

(SMART):

SPECIFIC

MEASURABLE

ACHIEVABLE

SPECIFIC

TIMELY

The learning outcome clearly defines what students in years 5-6 will achieve, focusing on understanding and articulating emotions, enhancing communication skills, building self-esteem, coping with bullying, fostering friendships, and transitioning smoothly to secondary school.

The goals are realistic and attainable within the course duration, using structured activities, guided practice, role-playing, and supportive interventions.

This is a 6 weeks course. The learning outcome is designed to be achieved by the end of the course, with progress being observed and measured throughout the course duration.

Progress can be tracked through assessments, observations, surveys, and feedback from parents, teachers, and peers. Specific activities, quizzes and exercises will provide measurable indicators of improvement.

The outcome addresses the critical emotional and social needs of children at this developmental stage, ensuring they acquire essential life skills for personal growth and resilience.

SECTION 3 : THE WHAT TO LEARN

Module Frameworks

Course Structure

A top-down Blended Learning approach is used to construct the model framework. The content for modules 1-4 includes both virtual sessions (VC) and asynchronous Muti-media learning sessions (tool kit for deeper learning). Module 5 is a social learning session and only has asynchronous multi-media lesson sessions. And the last module 6 is a face-to-face learning class. Learners will need to attend in person with their parents. Virtual classroom content may vary or have adjustments according to the response from the learners and the tool kit for modules 1-5 which enable learners to learn at their own pace with parents together.

Module 1:

Introduction to Emotions (2 hrs Synchronous Virtual Classroom + Asynchonous multi-media learning material (Tool Kit))

Module 2:

Understanding Emotions (2 hrs Synchronous Virtual Classroom + Asynchronous multi-media learning material (Tool Kit))

Module 3:

Recognizing and Labeling Emotions (2 hrs Synchronous Virtual Classroom + Asynchronous multi-media learning material (Tool Kit))

Module 4:

Expressing Emotions Constructively (2 hrs Synchronous Virtual Classroom + Asynchronous multi-media learning material (Tool Kit))

Module 5:

Self-Assessment and Reflection (Social Learning)

Module 6:

Parent-Child Art and Deep Talk Session (2hrs Face-to-Face Classroom)

section 4 : the how of learning

Mode of Delivery and Building Blocks

Mode of Delivery and Building Blocks

This Learning Experience Design will be delivered in a Blended Learning approach, aligning with learner preferences and addressing common barriers. The lesson will be a mixture of asynchronous digital learning materials, and synchronous live sessions with a Social Collaborative Learning platform to provide opportunities for interaction and collaboration. The last module will be an in-person classroom to let parents and children connect through art and deep talk. Each module comprises four fundamental building blocks, content, activities, facilitation, assessment & feedback, which allow learners to learn at their own pace but still obtain sufficient support.

Building blocks

Course Flow and Timeline

The Learning Flow will be constructed in a Linear format, the course will include both synchronous and asynchronous learning models. The structure of Module 1-4 will have one synchronous virtual classroom, and follow with the multimedia eLearning resources and social learning resources. Module 5 has a similar pattern to Module 1-4 but no virtual classroom is available. Module 6, is a final summary section of the course, it is a face-to-face actual classroom for learners and parents. Learners are supposed to know all the content and it is time for them to show their understanding and how they can work in practice; therefore, there will be no multimedia eLearning resources provided. Learners should follow schedules and timetables for mandatory live learning and study in their place for the asynchronous modules. Mandatory sections in each module ensure comprehensive content understanding, personal sharing, peer communication, and contribution. Learners can also obtain feedback and peer support in the community forum. The content will be delivered using on-screen text and corresponding audio with examples, Instructional animations and infographics will also help learners navigate the learning process. The estimated course duration is 6 weeks, with suggested weekly timelines for module completion. All learners should attend all mandatory modules and virtual sessions (VCs). Social forum participation is recommended but not compulsory.

COURSE FLOW

Analyze For Each Module

Module 1: Introduction to Emotions

Analyze For Each Module

Module 2: Understanding Emotion

Analyze For Each Module

Module 3: Recognizing and Labeling Emotions

Analyze For Each Module

Module 4: Expressing Emotions Constructively

Analyze For Each Module

Module 5: Self-Assessment and Reflection

Analyze For Each Module

Module 6: Parent-Child Art and Deep Talk Session

Section 5 : Commentary

The Who

The course development stems from a lack of emotional support for young people in social and school settings. Addressing this gap will provide much-needed resources to help young people release their emotional and communication issues. The initial two persona analyses are a good start but not enough, a broader approach is needed to fully understand learners' needs and create an inclusive learning environment. It can tailor our support more effectively by expanding our understanding of the learner spectrum. Given the sensitive nature of the course content, clear confidentiality agreements between facilitators and learners are essential to foster trust and open communication. This will ensure that learners feel safe to share their experiences. Support from parents, schools, and SMEs is crucial, and more SME involvement could be beneficial, providing valuable resources and insights. Their collaboration can significantly enhance the practical application and impact of the course. Lastly, safeguarding and the welfare of children must be prioritised, ensuring a safe and supportive environment for all participants. Prioritising these measures will create a secure space for young learners to grow and develop. This holistic approach will better equip young people to navigate their emotional landscapes and thrive academically and socially.

Section 5 : Commentary

The Why

There is a notable lack of self-understanding and emotional awareness education in schools and parenting. Children who struggle to express themselves or have social difficulties often feel isolated and suffer from low self-esteem. Addressing these issues is essential for their overall development and well-being.

• Learning Gap: The course is designed for small-group learning, recognising that each learner's adaptability and personal experiences vary. It is crucial to have a thorough understanding and empathy of each learner to make personalised adjustments for each lesson. This personalised approach ensures that the content is relevant and accessible to all learners, addressing their unique needs and learning styles. Small groups also facilitate more intimate and focused interactions, allowing for better support and guidance from facilitators. By providing targeted support, educators can help learners overcome challenges and achieve their learning objectives.
• Learning Outcomes: Information from learner personas and emotional learning insights should guide the construction of learning outcomes, with reference to Bloom’s Taxonomy. This ensures that the Learning Outcomes are clear, measurable, and achievable, providing a structured framework for both learners and facilitators. By setting specific goals, learners can track their progress and gain a sense of accomplishment, which boosts their motivation and confidence. Clear objectives also help facilitators design effective learning activities and assessments that align with the desired outcomes.

Section 5 : Commentary

The What

A Top-down Approach is employed to construct the module framework. This method allows for a clear and organised structure, ensuring that all learning activities are aligned with the overarching goals of the course. Content may be adjusted to best align with learning outcomes and delivery, considering the diverse personalities and experiences of learners.

• Content Map and Key Activities: These are created based on Persona Analysis and Learning Outcomes. The content may vary during practice, with lesson evaluation and assessment conducted by facilitators after each lesson. This iterative process allows for continuous improvement and adaptation, ensuring that the learning experience remains relevant and effective. Facilitators play a crucial role in monitoring progress and making necessary adjustments to meet the evolving needs of learners. By regularly evaluating the effectiveness of the content and activities, educators can ensure that they are providing the best possible learning experience.

Section 5 : Commentary

The How

The modules are adapted from an existing in-person course, presenting a challenge in transitioning to an e-learning platform. However, this long-term effort aims to support more children with special emotional learning needs, providing them with accessible and flexible learning opportunities.

• Blended Learning Approach: This approach balances self-paced asynchronous learning with synchronous virtual classroom. Children can engage with online materials at their own pace while interacting with others during virtual sessions. This balance allows learners to take control of their learning journey, while still benefiting from the social aspects of learning through interaction and collaboration with peers. Social collaboration platforms are available for building friendships, discussions, and sharing experiences. These platforms enhance the sense of community and support among learners, promoting a collaborative and inclusive learning environment. By integrating both online and offline elements, the Blended Learning Approach ensures that learners have the flexibility to learn in a way that suits their individual needs and preferences.
• Modular Approach: This approach ensures consistent learning and engagement across modules, with slight differences in Modules 5 and 6 to allow learners time for reflection and have a positive discussion moment with parents. It enables learners to summarise their learning and improve family communication through crative art and activities. This reflective process helps learners consolidate their knowledge and apply it in real-life contexts, fostering meaningful learning experiences. The involvement of parents in the final lesson reinforces the importance of family support in the learning process and strengthens the home-school partnership. By encouraging learners to reflect on their experiences and share their insights, the Modular Approach promotes a clear, deeper learning and understanding.

Section 5 : Commentary

The How

• Varied Learning Formats: Incorporating polls, videos, quizzes, activities, and toolkits provides a diverse learning experience, making learning enjoyable and engaging. These varied formats cater to different learning styles and preferences, ensuring that all learners find the content accessible and interesting. Interactive activities and multimedia resources stimulate curiosity and encourage active participation, enhancing the overall learning experience. By offering a range of learning formats, educators can keep learners engaged and motivated, helping them to develop a deeper understanding of the subject matter.
• Linear Format: This ensures alignment and support for learners, acting as scaffolding for sufficient practice and development. A linear format provides a clear and structured pathway for learners, guiding them through each stage of the course and ensuring that they build on their knowledge progressively. This structured approach helps learners stay focused and motivated, as they can see their progress and understand the steps needed to achieve their learning goals. By providing a clear roadmap for learning, the linear format helps learners to stay organised and on track, ensuring that they achieve their learning objectives.
• Duration: This six-week duration introductory course on emotional learning aims to provide basic knowledge about emotions and self-expression. It also offers an opportunity for parent-child communication and guidance for seeking further professional advice if needed. The course is designed to equip learners with essential emotional and social skills, empowering them to navigate their personal and social lives more effectively.

Section 5 : Commentary

Observation

Facilitators should be attentive and manage time effectively to control both virtual and in-person sessions. As a Top-down course, learners' reactions and emotions may influence the content of subsequent lessons. Facilitators need to be adaptable and responsive to the dynamic nature of the learning process, making real-time adjustments to support learners effectively. Continuous observation and feedback are essential to ensure that the course meets its objectives and addresses the needs of all learners. By closely monitoring learners' progress and providing timely feedback, facilitators can help learners stay on track and achieve their learning goals.

Conclusion

This experimental course aims to support children who have difficulty expressing themselves. Continuous refinement, informed by feedback from subject matter experts, is necessary to solidify and enhance the course’s effectiveness. By incorporating diverse perspectives and adapting to the needs of learners, the course can become a robust and impactful tool for emotional learning. The ultimate goal is to create a supportive and empowering learning environment where children can develop the skills and confidence needed to express themselves and build healthy relationships. With ongoing evaluation and improvement, the course has the potential to make a significant positive impact on the emotional and social development of children.

Part II

Micro Design and Development

SECTION 1 : Project Scope

Topics Choosen To Articulate:

Target Audience: The target audience comprises children aged 5-6 who struggle with self-expression and have difficulty communicating with their peers at school and with their parents at home. Both the children and their parents should be able to follow and participate in the course, which follows a mandatory learning schedule. Learning Objective: By the end of the course, children will understand what emotions are and how different emotions may affect their behaviour. They will know how emotions work and how to control them in their daily lives. They will also be able to set strategies to deal with sudden emotional crises and rebuild their relationships with their parents and friends. e-Learning resources: Various types of e-learning resources will be used throughout the modules, such as virtual classrooms, microlearning multimedia online platforms, and social forums. The diverse learning experience allows learners the flexibility to learn in a way that suits their individual needs and preferences. Their parents can also work with them on the asynchronous microlearning resources at their own pace, learning together and preparing for the final lesson.

Module 1: Introduction to Emotions

• LO01 : Identify basic emotions and recognize personal experiences associated with them. (Understand Emotions + Identifying Emotions)

SECTION 2 : screen plan & storyboard

Module 1: Introduction to Emotions (choosen to complete part of the module: asynchronous multimedia learning section)

storyboard

screen plan

1. Purpose of the screen
2. Elements on the screen
3. What happens
4. Layout of the screen

1. On-screen Text
2. Screenplan (Draft)
3. Voice-over
4. Graphic Design (Image to be used)

Section 3 : Commentary

Project Scope and Objectives

This project was conceived with the aim of improving children's communication skills and enhancing their relationships with their parents. Targeting both children and their parents, the e-learning material developed is based on a microlearning platform that facilitates shared learning experiences. This approach not only educates but also strengthens familial bonds and trust during the learning process. Originating from a prior face-to-face project on children’s emotions, the decision to transition into an e-learning format was motivated by the potential to reach a broader audience and incorporate flexible learning schedules. The project integrates elements of virtual classroom and microlearning designs, focusing particularly on the latter for a deep dive in the Part two in this project. One of the project’s limitations is its hypothetical nature, as it was not tested in a real-world setting with live feedback from Subject Matter Experts (SMEs). This has posed challenges in obtaining authentic and actionable contents and insights that are typically gained from real project interactions. The inclusion of SMEs in future projects is anticipated to bridge this gap, enhancing the realism and applicability of the learning materials.

Section 3 : Commentary

Design and Development Using Articulate Storyline

The design phase began with the creation of a screenplan and storyboard—tools essential for structuring the course content and visualising the flow of the learning experience. Although these elements exhibited significant overlap, each served a distinct purpose: the screenplan provided a high-level overview, while the storyboard offered a detailed, scene-by-scene breakdown of the course narrative. During this project, I experimented with integrating Artificial Intelligence (AI) tools to streamline the modification of text and scripts, significantly saving time and effort. This project's primary tool was Articulate Storyline, complemented by Canva for enhancing layout and illustrations. Despite being a novice in using Articulate Storyline, the synergy between it and Canva proved beneficial, allowing for the creation of visually appealing educational content. It's crucial to note the role of AI tools in instructional design. While these tools offer substantial support and efficiency improvements, they should be viewed as supplements to the designer’s creativity and understanding, rather than constraints or replacements for human input. My exploration into various AI tools underscored the need for a deeper understanding of these technologies to produce effective learning materials.

Section 3 : Commentary

Graphic Design Considerations

Given the young target audience, the graphic design approach was centered around creating a colourful, interactive, and enjoyable learning environment. The design principles followed the C.R.A.P. framework—Contrast, Repetition, Alignment, and Proximity—ensuring that the visuals were attractive, clear, consistent, and relevant. To captivate the children’s attention and make the learning process enjoyable, interactive slides and quizzes were incorporated extensively throughout the course. A theme song, developed specifically for this project using the Suno tool, was introduced right from the first screen to set an engaging tone and rhythm for the learners.

Challenges and Learning Outcomes

One of the main challenges faced was my initial unfamiliarity with Articulate Storyline. However, this project served as a valuable hands-on learning experience, allowing me to acquire new skills in using leading instructional design software. Another challenge was managing the project’s scope within the constraints of a theoretical framework without real-time feedback, which occasionally led to uncertainties in decision-making. Despite these challenges, the project achieved its goal of designing a prototype that could potentially transform how children and parents engage with emotional and communication skills training. The dual focus on engaging children and involving parents presents a holistic approach that could significantly impact familial interactions and emotional intelligence development.

Section 3 : Commentary

Conclusion

In conclusion, this instructional design project has laid a solid foundation for future educational initiatives that aim to blend learning with emotional and relational growth. Moving forward, the incorporation of feedback from real-world applications and continuous refinement of AI tool integration will be crucial in scaling the project’s impact and effectiveness. The experiences and insights gained underscore the importance of adaptability and continuous learning in the field of instructional design.

Part III

Rollout and Evaluation Plan

section 1 : rollout plan

Learning Platform: choose to use "Talent LMS" for the learning platform

Functionalities

Talent LMS is the optimal choice for our children's emotional learning course, offering a robust and versatile platform that meets all our instructional needs. Its ability to support various delivery modes—online, offline, synchronous, and asynchronous—allows us to create a comprehensive blended learning environment. The integration with virtual classroom tools such as Zoom and Microsoft Teams further enhances our ability to deliver content flexibly and effectively. Auto-reminders will play a crucial role in maintaining learner engagement and course management, ensuring that participants remain on track throughout the learning journey. Talent LMS's compliance with the latest eLearning standards (SCORM, xAPI, and cmi5) ensures seamless migration of content from other platforms, preserving our instructional investments. The platform’s advanced assessment and feedback engine provides robust tools for creating diverse evaluations, tracking learner progress, and offering personalised feedback—key features that will enable us to continually refine and improve the course. Additionally, Talent LMS fosters social learning through integrated communication tools, encouraging collaboration and engagement among learners. The mobile app ensures that the course is accessible anytime, anywhere, accommodating the flexible and varied learning practices of children.

section 1 : rollout plan

Learning Platform: choose to use "Talent LMS" for the learning platform

Rationale for Use

Our decision to implement Talent LMS is grounded in its ability to streamline course administration, instruction, and learner engagement within a single, cohesive platform. This centralisation simplifies the management and hosting of the course, making it easier for our team to deliver a seamless learning experience. Talent LMS offers excellent online support, with resources available via YouTube and email, ensuring that any technical issues can be swiftly addressed. The platform's pricing structure, starting at $69 per month for up to 20 users, is highly economical and aligns perfectly with our small group learning approach. Security is a top priority, and Talent LMS meets this need with ISO/IEC 27001:2013 certification, providing assurance that all personal data is protected—a critical feature given the sensitive information involved in our course. Furthermore, the platform's Single Sign-On (SSO) integration and multi-language support—covering over 40 languages—enhance accessibility and ease of use, making it an ideal solution for our diverse learner base. The mobile learning capability, available on both iOS and Android, further supports our goal of providing a flexible, accessible, and engaging learning experience.

Staff/ Resources to support the rollout:

Staff/ Resources to support the rollout:

• Staffs included in the project: Project Manager (PM), Instruction Designer (ID), Learning Content Curator (LCC), Administrator, Moderator.

outline of go live plan

Engagement tactics

Leaning marketing

Gamification

Nudging

The learning marketing strategy will be designed to build trust, anticipation, and brand recognition ahead of the course launch.

A carefully crafted nudging strategy will be employed to ensure learners remain engaged and progress through the course effectively.

To enhance learner engagement and motivation, gamification elements will be seamlessly integrated into the course structure.

INFO

INFO

INFO

section 2 : evaluation plan

Learning Assessment and Evaluation approcah:

To evaluate the effectiveness of the children’s emotional learning course, the Kirkpatrick Evaluation Model will be employed, using a top-down approach. This comprehensive evaluation will start from Level 4 (Results) and progress to Level 1 (Reaction), providing a holistic understanding of whether the course meets its objectives and how learners engage with the content. The evaluation will inform future course development and ensure continuous improvement.

Level 4: Results

Level 2: Learning

Level 1: Reaction

Level 3: Behaviour

• Are you seeing the desired result?
• Observations or assessments.

• New knowledge, sills or attitudes?
• Quzzes, tests, interviews, focus groups, discussions, observations or more.

• Are people performing on the critical tasks?
• Pre- and post course comparisons.
• Surveys, work reviews, observations, KPIs.

• Overall satisfaction and engagement.
• LMS data collection.

INFO

INFO

INFO

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Implementation

The evaluation will be conducted in a top-down approach, starting from Level 4 and moving to Level 1, with follow-up interviews and surveys scheduled at 1, 6, and 12 months post-course. This iterative process will allow for continuous improvement, with data from each level informing actionable changes. Clear communication with stakeholders and the integration of data into a cohesive evaluation report will guide future course development and enhance the learning experience.

HONEYCOMB EVALUATION MODEL

UNIVERSAL DESIGN PRINCIPLE FOR LEARNING (UDL)

Evalustion of Learning experience & accessibility

This UXDL (User Experience in Digital Learning) evaluation plan utilises the Honeycomb Evaluation Model and Universal Design Principle for Learning (UDL) principles to assess the effectiveness and accessibility of the children's emotional learning course. The evaluation will focus on key elements such as text, images, design, and collaborative learning experiences. The goal is to ensure the course is engaging, accessible, and aligned with learners’ needs while avoiding cognitive overload and enhancing learner engagement and outcomes.

UDL - REPRESENTATION

UDL - ENGAGEMENT

UDL - ACTION & EXPRESSION

Account and insights gained from the analytics

Learning Analytics Process Plan

By implementing the UXDL evaluation plan through the lenses of Learning Analytics, Data-Driven Learning Design (DDLD), and Digital Body Language (DBL), the course will generate rich, actionable insights. Learning Analytics will help track and analyse how learners interact with the course, identifying patterns such as content areas where learners spend the most time or experience difficulties. DDLD will use this data to refine the course design, ensuring that content and assessments are aligned with learner needs and objectives. DBL will provide real-time insights into learners' engagement, such as how they navigate the course, where they hesitate, or when they drop off. Together, these analytics will inform continuous improvement, enhancing both the learning experience and outcomes.

The Learning Analytics process will follow a structured approach through five key stages: Source, Data, Monitor, Insight, and Action. This process will enable the extraction of meaningful learning signals and ensure that the course evolves based on actual learner behaviour and outcomes.

SOURCE

DATA

MONITOR

INSIGHT

ACTION

INFO

INFO

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Conclusion

This Learning Analytics process, supported by DDLD and DBL, will create a feedback loop where the course continuously evolves based on learner interactions and outcomes. By systematically sourcing data, monitoring it, and deriving actionable insights, the course will become increasingly effective, engaging, and aligned with learners' needs.

Section 3 : Commentary

The rollout and evaluation plan for the children's emotional learning course has been thoughtfully designed to align with the final stages of the ADDIE model, specifically focusing on implementation and evaluation. These stages are crucial for translating the course design into a real-world learning experience. The approach taken in this project ensures the course meets educational objectives while adapting to the evolving needs of learners through continuous feedback and adjustments.

Implementation and Evaluation Alignment

The plan employs a top-down evaluation approach, integrating models like Kirkpatrick’s Evaluation Model, the Honeycomb Model, and Universal Design for Learning (UDL) principles. This combination provides a comprehensive evaluation that spans all levels of the ADDIE model. The use of LMS-based data collection and field surveys with stakeholders is central to this approach, offering both quantitative and qualitative insights into the course's effectiveness. To enhance the integration of data from these various sources, it is important to outline how LMS data and stakeholder feedback will be combined and analysed. This integration will ensure that insights gathered are effectively used to drive continuous improvement, making the learning design process dynamic and responsive to learner needs.

Section 3 : Commentary

Learning Platform

Choosing the right Learning Management System (LMS) is pivotal to the success of any digital learning initiative, and this project has rightly identified key criteria such as cost, learner capacity, learning formats, and security. Ensuring that the LMS supports the course’s specific needs—such as assignment submission options and collaborative learning features—is crucial. However, scalability should also be considered to future-proof the course. The LMS should be capable of accommodating more learners and integrating additional features as the course grows. Additionally, the LMS’s ability to integrate with other tools—such as video conferencing software, external analytics platforms, or content management systems—can significantly enhance the learning experience and simplify administrative tasks. Selecting an LMS that is both fit for current needs and adaptable to future demands will ensure that the course remains flexible, responsive to changes, and cost-effective in the long run.

Section 3 : Commentary

Rollout Plan

The rollout plan’s emphasis on role identification and time management is key to its success. By clearly outlining the responsibilities of each staff member and setting a detailed timeline, the plan mitigates the risk of inefficiencies and unnecessary resource expenditure. The detailed rollout timetable, which includes all stages of planning, labour responsibilities, tasks, and timelines, is particularly effective in ensuring smooth execution. Recognising the unique needs of the target audience—children—the plan proposes engagement tactics tailored to their interests and learning behaviours. This includes the integration of playful elements such as videos, infographics, gamification, and consistent newsletters to maintain engagement. To further strengthen the rollout plan, incorporating real-time feedback loops is recommended. Actively monitoring learner engagement and performance data throughout the course allows for prompt adjustments, ensuring the course remains aligned with learner needs. Additionally, implementing nudging systems and consistent reminders is crucial for keeping children engaged amidst their busy school lives.

Section 3 : Commentary

Evaluation Approach

The adoption of the Kirkpatrick Evaluation Model is well-suited to measuring the course's effectiveness across multiple levels, from achieving learning objectives to assessing learner reactions and behavioural changes. The spiral format of the evaluation process ensures ongoing assessment, providing a comprehensive view that aligns educational goals with the actual learning experience. Consistent surveys, interviews, and stakeholder feedback are integral to this approach, ensuring the course remains aligned with diverse learner expectations and needs. To enhance this, a detailed plan for managing and interpreting the data from these evaluations should be developed. Combining quantitative metrics from the LMS with qualitative insights from interviews and surveys will provide a deeper understanding of how well the course meets its objectives. Moreover, the findings from the Kirkpatrick Model should inform future iterations of the course, ensuring that each cycle is more refined and better suited to learners’ needs, fostering continuous improvement and innovation.

Section 3 : Commentary

Accessibility and UDL Considerations

Accessibility is a fundamental aspect of the learning experience, particularly in digital environments where learner diversity can be vast. Applying UDL principles ensures that the course is inclusive, catering to learners with different backgrounds, abilities, and learning preferences. Offering content in multiple formats and languages is critical for making the course accessible to a broad audience. To further enhance accessibility, specific strategies should be implemented, such as testing the course with diverse learner groups and incorporating assistive technologies. Integrating UDL principles with learning analytics can also create a feedback loop, where data on learner engagement and performance informs ongoing adjustments to the course content and delivery methods.

Conclusion

The rollout and evaluation plan for the children's emotional learning course is comprehensive, aligning well with established educational models and principles. By focusing on continuous improvement through iterative evaluation, careful selection of an adaptable LMS, and tailored engagement strategies for young learners, the course is well-positioned for success. Incorporating real-time feedback mechanisms, considering scalability in platform selection, and ensuring accessibility through UDL principles will further strengthen the course, ensuring it remains relevant, effective, and inclusive in an evolving educational landscape.

Leaning marketing

This will be achieved through strategic use of endorsements and real-life application stories from previous learners, providing authentic insights into the course’s impact. Pre-course social activities will be initiated to foster community and encourage learners to share their expectations. Additionally, a series of teaser videos will be developed to highlight the course's unique benefits, while introductory videos featuring senior stakeholders and subject matter experts will establish credibility. Consistent marketing collateral, including infographics, posters, and newsletters, will be deployed across multiple channels to maintain a strong, cohesive brand presence.

SOURCE

• Definition: Identify the key sources of data that will be used for analysis, including LMS logs, quiz and assignment results, engagement metrics, and feedback forms.
• Process: Determine which elements of the course (videos, quizzes, discussion forums) are critical for tracking and decide on the tools needed to capture this data, such as analytics dashboards within the LMS or external monitoring tools.

REACTION

Learner engagement and satisfaction will be assessed through surveys and LMS analytics. Detailed surveys will capture specific feedback on course content, relevance, and user experience, while LMS data will provide insights into engagement patterns, such as time spent on activities and interaction with materials. Immediate and delayed reactions will be gathered to measure both initial impressions and longer-term reflections, ensuring a comprehensive understanding of the course’s impact.

Nudging

A carefully crafted nudging strategy will be employed to ensure learners remain engaged and progress through the course effectively. The learning platform will be designed to be visually intuitive, with consistent messaging reinforcing key learning points. Each piece of content will clearly outline the next steps, guiding learners smoothly through the course. Regular, personalised emails and notifications will be scheduled to keep learners motivated and informed, tailored to their individual progress. Additionally, the interactive social learning platform will provide subtle nudges, encouraging learners to share insights and engage with the community, thereby enhancing the overall learning experience.

INSIGHT

• Definition: Analyse the monitored data to derive insights about learner behaviour, course effectiveness, and areas needing improvement.
• Process: Use analytical tools and techniques to interpret the data. For example, identify patterns such as which content leads to higher engagement or where learners struggle. Compare these insights with the course objectives to assess alignment.

BEHAVIOUR

This level assesses the broader impact of the course on children’s emotional well-being, social interactions, and behavioural improvements. Observations will be made on how children apply what they’ve learned in interactions with family and peers. Specific outcomes, such as improved emotional regulation and communication skills, will be measured through a combination of qualitative observations and quantitative assessments, providing actionable insights for refining the course in future iterations.

UDL - Representation

The course’s content will be evaluated for its accessibility across different formats and languages, ensuring that it meets the diverse needs of learners. The inclusion of checklists at the end of each section will be assessed for their effectiveness in helping learners track their progress. The plan will also ensure that all content is culturally relevant, visually appealing, and delivered in multimodal formats, with accessibility features like captions, alternative text, and transcripts.

MONITOR

• Definition: Continuously monitor the collected data to track learner progress and engagement in real-time.
• Process: Set up dashboards and alerts for key metrics, such as drop-off rates or low engagement periods. Regularly review the data to identify emerging trends or immediate concerns that require attention.

LEARNING

At this stage, the evaluation will focus on whether learners have achieved the course’s learning objectives. Data will be collected from quizzes, assignments, and tutor feedback to assess understanding and retention. The alignment of assessments with learning objectives will be crucial to accurately gauge progress. Identifying learning gaps through this analysis will provide valuable information for adjusting content and instructional strategies to better meet learners’ needs.

DATA

• Definition: Collect and aggregate data from the identified sources, ensuring it covers all aspects of learner interaction.
• Process: Organise the learning data checklist into categories, such as engagement (time spent on tasks, participation in forums), performance (quiz scores, assignment completion), behavioural indicators (click patterns, navigation paths), and feedback (surveys, discussion forum).

learning checklist

Gamification

To enhance learner engagement and motivation, gamification elements will be seamlessly integrated into the course structure. These elements will include badges, progress trackers, and rewards systems to create a sense of achievement and encourage active participation. Pre-course activities will be gamified, incentivising early interaction and fostering a sense of community among learners. The platform will be designed with playful, child-friendly visuals and interactive prompts, making the learning experience not only educational but also enjoyable. The use of challenges and leaderboards will further promote interaction and friendly competition, driving continuous engagement throughout the course.

UDL - Action & Expression

The evaluation will focus on the flexibility of assessments and the ways learners can express their understanding. The plan will assess whether the course provides multiple ways to attempt assessments and submit assignments, supported by scaffolded learning aids. It will also explore the introduction of peer feedback mechanisms to enhance collaboration and community building. The goal is to ensure that all learners, regardless of their learning preferences or challenges, can successfully engage with and complete the course.

RESULT

This level assesses the broader impact of the course on children’s emotional well-being, social interactions, and behavioural improvements. Observations will be made on how children apply what they’ve learned in interactions with family and peers. Specific outcomes, such as improved emotional regulation and communication skills, will be measured through a combination of qualitative observations and quantitative assessments, providing actionable insights for refining the course in future iterations.

UDL - Engagement

The evaluation will assess how well the course fosters learner engagement by providing clear learning objectives, flexible schedules, and diverse content formats. The plan will consider whether the course offers personalised learning paths and gamification elements to enhance motivation. Additionally, it will ensure that learners can engage in their own way, allowing for varied assignment submissions and providing meaningful reflective activities that support deeper emotional learning and personal growth.

ACTION

• Definition: Implement changes based on the insights gained to enhance the learning experience.
• Process: Adjust course content, redesign activities, or provide additional resources where needed. For instance, if a specific module shows high drop-off rates, it could be revised for clarity or supplemented with additional support materials. Monitor the impact of these changes through continued data collection.