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DW - Multimedia Course Project
Dima Wannous
Created on October 9, 2024
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Transcript
Professional Diploma in Digital Learning Design
Dr Dima Wannous 04/09/2024
Exploring Radical Children’s Fiction
Start
A Multimedia Course Project
Part 1: LX Design Plan
Persona 1
Persona 3
Persona 2
The Who of Learning
- 24 Years Old
- Full-time Postgraduate Student
- Based in Cambridge, UK
Persona 1
Goals:
- To successfully complete her dissertation.
- To apply her research findings to real-world educational contexts.
- Academic English as a second language.
- Managing and processing complex information and research materials.
- Essential for balancing her intensive study schedule.
- Prefers interactive content and self-paced learning.
- Relies on online resources for independent study.
- Has reliable access to high-speed Internet.
- Owns both a laptop and tablet for studying.
+ Mei-Ling Cheng
- 32 Years Old
- Newspaper Illustrator
- Based in Cairo, Egypt
Persona 2
Goals:
- To gain insight into successful examples of radical children’s fiction.
- To write children’s books that promote climate-friendly themes.
- Balancing his job as a newspaper illustrator with his writing aspirations.
- Unstable Internet makes it challenging to consistently access course materials.
- An accessible way to gain global perspectives.
- Prefers a mobile-friendly platform for learning on the move.
- Enjoys content that offers creative challenges and feedback opportunities.
- Relies on mobile iOS access during breaks and commutes.
+ Youssef Ahmad
- 40 Years Old
- Primary School Teacher
- Based in Liverpool, UK
Persona 3
Goals:
- To enrich her teaching with stories that fosters social awareness.
- To ensure every student feels represented and valued.
- Limited time for professional development.
- Staying focused in a self-paced course without the structure of scheduled classes.
- A convenient way to stay updated with the latest trends.
- Familiar with some digital tools.
- Digestible and easy to integrate into her busy routine.
- Can only access her personal laptop in the evening
+ Siobhán Collins
Course Rationale
Learning Outcomes
The Why of Learning
Course Rationale
Learning Gap
Course solution
Business Need
Learning Outcomes
Reflect on the challenges and benefits of using radical children’s fiction in diverse contexts.
Apply strategies to integrate radical children's fiction into educational or creative practices.
Create a lesson plan or creative content that incorporates radical themes in children's literature.
Evaluate various children’s books for their potential to promote social justice and inclusion.
Analyse case studies of radical children's books to identify key elements that challenge traditional narratives.
Understand the key themes and historical context of radical children’s fiction.
Modular Framework
Content Map
The What of Learning
Module 7
Modular Framework Overview
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
Content Map
Learning Flow
Building Blocks
Mode of Delivery
The How of Learning
Module 1 - Assessment
Learning Flow
Module 1: Foundations of Radical Children’s Fiction
Unit 1
Unit 2
Info
Info
Info
Info
Unit 3
Mode of Delivery
Asynchronous, fully online format.
Accommodate the diverse needs and responsibilities of learners.
Fixed starting points throughout the year.
Self-paced with interactive, multimedia content.
Building Blocks
Content
Activities
Assessment
Support
The Why of Learning 2
GenAI
References
Commentary
The Who of Learning
The Why of Learning 1
The What of Learning
The How of Learning
Part 2: Instructional Design & Prototype
Audience & Outcomes
Topics
Scope
- Understand the key characteristics, themes, and genres of radical children's fiction, including social justice, diversity, and activism.
- Analyse the historical evolution of radical themes in children’s fiction and their connections to broader social movements.
Learning Outcomes
Target Audience
Adult learners with interests in children’s fiction, including educators, authors, illustrators, research students in related fields, and parents, in some cases. They may have diverse backgrounds but share a common interest in radical themes in children’s fiction for personal or professional growth.
Topics
Module 1: Foundations of Radical Children’s Fiction
Unit 1
Unit 2
Info
Info
Info
Unit 3
Wireframe Screens
Storyboards 1
Storyboards 2
Prototype
Screenplans
Visual Flow
Wireframe Screens
Screen 10
Toolkit
Screen 9
Assessment
Screen 8.4
Summary
Screen 8.3
Practice
Screen 8.1
Activation
Screen 8.2
Content
Unit 3
Screen 7.4
Summary
Screen 7.3
Practice
Screen 7.1
Activation
Screen 7.2
Content
Unit 2
Screen 6.4
Summary
Screen 6.3
Practice
Screen 6.1
Activation
Screen 6.2
Content
Unit 1
Screen 4
Module 1
Screen 4
Dashboard
Screen 2
Learning Outcomes
Screen 3
Navigation
Screen 1
Hook
Icons
Screenplans
Screen 10
Toolkit
Screen 9
Assessment
Screen 8.4
Summary
Screen 8.3
Practice
Screen 8.1
Activation
Screen 8.2
Content
Unit 3
Screen 7.4
Summary
Screen 7.3
Practice
Screen 7.1
Activation
Screen 7.2
Content
Unit 2
Screen 6.4
Summary
Screen 6.3
Practice
Screen 6.1
Activation
Screen 6.2
Content
Unit 1
Screen 4
Module 1
Screen 4
Dashboard
Screen 2
Learning Outcomes
Screen 3
Navigation
Screen 1
Hook
Storyboards 1: Prototype Screens
Screen 10
Toolkit
Summary
Screen 6.2.3
Section 3
Screen 6.2.1
Section 1
Screen 6.2.2
Section 2
Clickable Content
Screen 6.4
Summary
Screen 6.3
Practice
Screen 6.1
Activation
Screen 6.2
Content
Unit 1
Screen 5
Module 1
Screen 4
Dashboard
Screen 2
Learning Outcomes
Screen 3
Navigation
Screen 1
Hook
Storyboards 2: Planned Screens
Toolkit
Screen 9
Assessment
Screen 8.4
Summary
Screen 8.3
Practice
Screen 8.1
Activation
Screen 8.2
Content
Unit 3
Screen 7.4
Summary
Screen 7.3
Practice
Screen 7.1
Activation
Screen 7.2
Content
Unit 2
Prototype Recording
Part 2
Prototype
Storyboard
References
Screenplan
Wireframe
Commentary
Scope
Part 3: Rollout & Evaluation Plan
Learning Platform
Learner Engagment
Go-live Plan
Staff Required
Rollout Plan
Learning Platform
The course Exploring Radical Children’s Fiction will be integrated as part of a higher education institution’s initiative to advance socially conscious education, fostering critical thinking and inclusion within academic programs and professional development offerings.
It will be delivered through Moodle, an open-source learning management system that supports interactive multimedia, mobile accessibility, and robust progress tracking. It has been chosen for its flexibility and scalability, making it ideal for this course.
Marketing and Outreach Team
Subject Matter Expert
Technical Support Team
Instructional Designer
Moodle Administrator
Project Manager
Staff Required
Go-live Plan
Final Testing
Marketing Campaigns
Staff Training
Phase 1: Pre-launch (Weeks 1-2)
On going Monitoring
Publication
Phase 3: Full Launch (Week 4)
Adjustments
Pilot Testing
Phase 2: Soft Launch (Week 3)
Learner Engagement
Utilise Moodle’s forum feature to foster peer-to-peer interaction, allowing learners to share insights, reflect on course material, and engage in collaborative discussions.
Send periodic email reminders to encourage learners to stay on track and notify them of upcoming activities or deadlines.
Enable learners to monitor their own progress using Moodle’s built-in tracking tools, helping them stay motivated and on course.
Leverage Moodle’s capabilities to engage learners with videos, quizzes, and drag-and-drop tasks to keep the content interactive and dynamic.
Forum Discussions
Email Notifications
Progress Tracking
Interactive Multimedia
Approach
Evaluation Plan
Approach to Evaluation
Level 1 Reaction
Level 2 Learning
Level 3 Behaviour
Level 4 Results
Evaluation
References
Commentary
Rollout
Here you can place a prominent title
We better grasp visual content. Visual content is associated with cognitive and psychological mechanisms. Things come through the eyes, the first image is what matters. We associate visual content with emotions.
Module 1:- Introduce Module 1
- Transition to Module units
Scope Document The scope document has served as the blueprint for aligning content, activities, and assessments with the course’s learning outcomes. Each unit's objectives and associated activities have been carefully planned to meet the learning goals. For example, in Unit 1, learners are introduced to the foundations of radical children’s fiction, progressing from basic definitions to understanding its relevance in modern education and key themes. In developing the scope, I have focused on sequencing instructional events. The design ensures that learners’ attention is captured at the start of each module-often through knowledge checks or engaging hooks. The instructional flow presents stimulus, using multimedia content and providing learning guidance through interactive activities that allow immediate feedback. Eliciting performance and providing feedback have been central to the design of assessments, offering learners multiple opportunities to engage with the material in a low-stakes environment before moving on to summative assessments. I have also ensured the content is coherent by removing extraneous content that could distract from the core objectives. For instance, when explaining complex concepts such as radical children’s fiction, I have chunked the information into manageable portions, ensuring learners can focus on one idea at a time.
Practice:- Provides an interactive practice task in the form of a multiple-choice question (MCQ).
The What of Learning I have placed content mapping at the heart of the course design, ensuring a cohesive progression through seven structured modules. Each module builds on the previous one, guiding learners through key radical themes in children’s fiction-from foundational concepts to critical analysis and creative application. Each module is divided into three units, with content and assessments aligned to the intended learning outcomes. The learning process starts with a drag-and-drop activity that serves as a knowledge check, followed by the core content, and concludes each unit with multiple-choice quizzes (MCQs) to reinforce foundational knowledge. Each module ends with deeper engagement through journal entries or forum discussions. At the end of the course, learners submit a final project, either creating a story outline or a lesson plan, enabling them to apply what they’ve learned in a practical context. This structure directly supports learners' progression from understanding to analysis, creation, and reflection, as outlined in the learning outcomes. I have tailored the activities and assessments to meet the needs of the three personas. The first persona benefits from in-depth, gradual assessments that align with her research-focused goals. The second persona thrives on flexible, creative tasks that fit his limited availability. The third persona values concise, practical activities that suit her busy schedule while providing insights applicable to her teaching practice. This approach ensures that each learner can engage with the content in ways that leverage their individual strengths and circumstances.
Reflect on the overall relevance of radical children's literature in today’s educational landscape, connecting the themes explored in the module to real-world applications.
Journal Entry
Content:
- Introduces the three main topics in Unit 2: Historical Context and Evolution of Radical Themes.
- Allows learners to click on buttons for each topic to explore them further.
The long-term impact of the course will be evaluated through institutional feedback and success stories from learners who have applied their knowledge in significant ways. Indicators of success will include curricular changes inspired by the course content, increased engagement with radical themes in children’s fiction, and notable outcomes from learners' teaching or creative projects. These results will be gathered through post-course interviews, institutional feedback, and ongoing engagement with learners and their organizations.
- Youssef is a creative individual with a deep passion for storytelling and illustration. By day, he works as a newspaper illustrator, crafting visuals that accompany current events, but his true dream is to write and illustrate children’s books. Youssef is particularly passionate about creating stories that promote environmental consciousness and challenge gender norms. Youssef often struggles with balancing his job with his aspirations. He values creative digital experiences that can provide him with diverse cultural perspectives and feedback on the go.
Bio
WireframeI have provided learning guidance throughout the wireframe. In Unit 1, the wireframe has included guided exploration through clickable interactive elements, allowing learners to independently explore topics such as key themes in radical children’s fiction. The wireframe also integrates segments, ensuring that information is presented in smaller, digestible chunks. For example, in the unit on the historical context of radical children’s fiction, the content is spread across multiple screens, each focusing on a different time period, preventing information overload and supporting cognitive processing.
Rollout Reflecting on the rollout and evaluation, I have taken a structured approach to ensure both smooth implementation and thorough assessment of the course. Using the Digital Learning Institute’s templates (2020 - 2023) as a foundation, I have developed a phased rollout plan that ensures the course is properly tested, optimized, and delivered efficiently on Moodle. The rollout plan has been designed in stages, starting with comprehensive testing and staff training, followed by a pilot launch to gather feedback and make necessary adjustments. This phased approach allows for potential issues to be resolved early, ensuring a seamless experience for learners once the course fully launches. By incorporating learner engagement tactics such as interactive multimedia, progress tracking, and regular communications, I have aimed to keep learners motivated and actively engaged throughout the course.
The university’s IT department or an external support provider will assist learners with technical difficulties on Moodle.
- SMART: This outcome is specific in focusing on the role of radical themes, measurable by assessments that gauge comprehension, achievable for the target audience, relevant to the course content, and expected to be understood by the end of the relevant module.
- Bloom’s Taxonomy: This aligns with the Understanding level, where learners grasp the meaning of material.
Navigation:- Provides learners with an understanding of how to navigate the course and use its elements.
A member of the university’s continuing education division will oversee the coordination of all roles, timelines, and deliverables, ensuring successful course rollout and collaboration among the team.
Multimedia Content- Interactive elements that allow learners to explore key concepts at their own pace, with clickable sections revealing additional information.
- Visual timelines will guide learners through the evolution of radical children's literature, helping them understand the context and historical influences in an engaging and accessible format.
- Animated videos will be utilised to illustrate complex ideas and bring the development of radical themes to life.
Storyboard I start the course by gaining learners’ attention through engaging hooks, such as knowledge checks and thought-provoking questions, before moving into presenting content via segmented multimedia lessons. I have embedded guided practice is embedded through interactive drag-and-drop activities, quizzes, and reflection points to assess performance. These activities allow learners to apply concepts in meaningful ways, deepening their understanding. The storyboard focuses learners’ attention on key information using visual cues like highlighted text or arrows. This approach helps learners focus on critical elements of each screen. I have also followed the contiguity principle, ensuring that corresponding text and visuals are presented close together, helping learners form connections between them. I have included different storyboards for both the prototyped screens and the planned screens. For the prototyped screens, I’ve added mock-ups to showcase the overall design and functionality, providing a clear visual representation of how the product looks and feels. The storyboards for the planned screens focus on the conceptual layout and structure.
References Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. David McKay. Digital Learning Institute. (2020-2023). Persona template [Template]. Digital Learning Institute. Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer. Doran, G. T. (1981). There’s a S.M.A.R.T. way to write management’s goals and objectives. Management Review, 70(11), 35-36. International Commission on the Futures of Education. (2021). Reimagining our futures together: A new social contract for education. UNESCO. [https://unesdoc.unesco.org/ark:/48223/pf0000379381]. Peterson, C. (2003). Bringing ADDIE to life: Instructional design at its best. Journal of Educational Multimedia and Hypermedia, 12(3), 227-241. Reynolds, K. (2007). Radical children’s literature: Future visions and aesthetic transformations in juvenile fiction. Palgrave Macmillan. Save the Children. (2023). Annual report 2023. [Save the Children. https://www.savethechildren.org.uk/content/dam/gb/reports/annual-report-2023.pdf] UNICEF. (2023). UNICEF annual report 2023. UNICEF. [Ihttps://www.unicef.org/reports/unicef-annual-report-2023]. Wannous, D. (2023). Gender, age, and agency: The construction of femininity in contemporary radical children’s fiction (Doctoral dissertation, Anglia Ruskin University). Anglia Ruskin University.
This stage will evaluate whether learners have successfully acquired the intended knowledge and skills. Quizzes, knowledge checks, and reflection exercises embedded throughout each module will be used to assess their ability to apply core concepts from radical children’s fiction. Success will be indicated by how well learners engage in discussions, complete reflection journals, and demonstrate their understanding of the material
Interactive Application- Drag-and-Drop Activities: Hands-on tasks that test learners' ability to structure and connect ideas. They encourage learners to actively engage with the material and develop deeper conceptual connections through applied learning. These are done at the end of Unit 2 in each module.
- Multiple-Choice Quizzes (MCQs): Short quizzes with questions focusing on core content, concepts, and definitions presented at the end of Unit 1 in each module. They provide learners with immediate feedback, allowing them to gauge their comprehension and identify areas for improvement before advancing to more complex topics.
- Peer feedback will facilitate collaborative learning, with learners reviewing and commenting on each other's contributions and analyses, fostering a deeper understanding through shared perspectives.
Introduction to Radical Children’s Fiction
The university’s IT or e-learning department will manage the LMS, troubleshooting issues, handling enrollments, and monitoring platform performance.
The Who of Learning In designing this course, I have approached the creation of learner personas as a foundational step in ensuring the course meets the diverse needs of its target audience. Using the Digital Learning Institute’s template (2020 - 2023) as a guide, I developed three distinct personas: a postgraduate student, a creative professional, and a primary school English teacher. Each persona, with its unique learning goals, challenges, and preferences, has directly informed key design decisions. Following the Analysis phase of the ADDIE framework, I tailored the course to meet their distinct needs, ensuring it remains relevant and adaptable to various learning environments. These personas have shaped both the course structure and learning outcomes, making the content effective for a varied audience.
Content:
- Introduces the three main topics in Unit 1: Foundations of Radical Children’s Fiction
- Allows learners to click on buttons for each topic to explore them further.
Learners’ immediate responses will be assessed through post-module surveys designed to measure engagement and user experience. These surveys will focus on the clarity of the content, ease of navigation on Moodle, and overall satisfaction with the course's interactive multimedia elements, quizzes, and forums.
EvaluationFor the evaluation, I have implemented Kirkpatrick’s Four-Level Training Evaluation Model (2006) to assess the course’s effectiveness on multiple levels. Post-module surveys will gauge learners’ immediate reactions and knowledge gains, while follow-up evaluations will track how they apply the course content in their professional and creative contexts. This thorough evaluation process allows me to ensure that the course not only meets its learning outcomes but also fosters meaningful real-world application of radical children’s fiction. The ADDIE model has guided the planning and structure of both the rollout and evaluation phases, providing a clear framework while maintaining flexibility to respond to learner feedback and needs. By balancing structured implementation with ongoing evaluation, I have ensured that the course remains effective, adaptable, and aligned with the intended outcomes. Through the rollout and evaluation planning, I have learned the value of phased implementation, as it allows for early identification of issues and course corrections before a full launch. The pilot phase stands out for its role in refining content and addressing technical challenges, ensuring a smoother experience for learners. Additionally, integrating learner feedback into the evaluation has highlighted the importance of being flexible and responsive to evolving learner needs. These insights have reinforced the need for ongoing monitoring and adaptation to maintain relevance and impact.
The Moodle Administrator and technical support team will actively monitor the platform for any issues, ensuring timely resolutions to learner inquiries.
The course creator (an expert in radical children’s fiction) will provide ongoing content accuracy and expertise.
Practice:- Provides an interactive practice task in the form of a multiple-choice question (MCQ).
Social Justice and Activism
- Siobhán is a dedicated and experienced primary school English teacher with a strong commitment to inclusion in education. Teaching in a diverse urban school, she continuously looks for ways to engage her students with the wider world and to ensure that each of them feels represented in the stories they read. Siobhán strives to integrate literature that fosters empathy and social awareness into her classroom, although finding time for professional development can be a challenge. She values content that is concise, allowing her to stay updated with educational trends while balancing the demands of her busy career and family life.
Bio
Activation:- Offers a knowledge check through an interactive drag and drop activity that tests the learner's understanding of key concepts.
- Knowledge Check
- Definition of Radical Children’s Fiction
- Relevance to Modern Education and Global Demand
- Key Themes in Radical Children’s Fiction
- MCQ
- Estimated Time: 45 – 60 minutes
Foundations of Radical Children’s Fiction
- SMART: This outcome is specific to creation, measurable by the submitted lesson plan or content, achievable with support, relevant to practical application, and expected to be completed by the course’s end.
- Bloom’s Taxonomy: This aligns with the Creating level, where learners synthesize knowledge to produce new work.
The Why of Learning 2I have structured the learning outcomes to guide learners from Lower-Order Thinking Skills (LOTS) to Higher-Order Thinking Skills (HOTS), using the SMART framework and Bloom's Taxonomy as a foundation. This progression ensures learners build their understanding gradually, moving from foundational knowledge to more complex tasks. First, I focus on understanding the core ideas and historical context of RCF aligning with LOTS. This is measurable through assessments that check comprehension, providing a solid foundation by the module’s end. As learners progress, I introduce HOTS by asking them to analyse radical children's books, pushing them to critically engage with the material. The goal is to get learners to break down complex ideas, which aligns with the analysing level, where learners break down information and critically examine texts, measured through relevant assignments. Next, I encourage learners to evaluate RCF for its potential to promote radical themes. This focuses on evaluation, as learners are challenged to critically justify their views and demonstrate their growth through specific evaluation tasks. I then move into creative work, where learners synthesise their knowledge to create a lesson plan or story outline. This taps into the creating level and is measurable through submitted projects, demonstrating practical application.
Radical children’s literature promotes inclusion, empathy, and critical thinking, yet many educators and creators lack the necessary training to incorporate these themes effectively. According to Kimberley Reynolds (2011), children's literature plays a vital role in shaping values and beliefs, but much of today’s content still reinforces traditional narratives. Dima Wannous (2021) highlights that radical literature disrupts gender roles and societal norms, fostering social awareness and activism in young readers. There is a growing need for professionals to be equipped with the tools to engage with these progressive themes in their work. This need for effective integration of radical themes into education and creative practices is not currently met by existing resources.
Buisness Need
The How of Learning Flexibility is a key focus of the course design, as the personas I created face different time constraints and accessibility challenges. The asynchronous online format allows learners to engage with the material at their own pace, regardless of location. To further accommodate varying schedules, the course offers multiple fixed starting points throughout the year, giving learners the flexibility to begin when it suits them, while maintaining a consistent learning flow within each cohort. The course is divided into seven modules, each broken down into three units. Each module follows a clear learning flow. Every unit begins with a knowledge check activity, moves into content delivery, and concludes with a quiz. This structure ensures active engagement with the material while reinforcing understanding throughout the course. Designed to take 45-60 minutes per module, the course strikes a balance between in-depth exploration and practical time management. To enhance engagement and accessibility, I have integrated a variety of multimedia elements, such as animated videos, interactive elements, clickable sections, timelines, and case studies. As shown in the breakdown of Module One, this approach promotes consistent, meaningful interaction with the material, helping learners absorb and apply concepts more effectively.
Despite advocacy from UNICEF (2023), Save the Children (2023), and UNESCO (2021) for inclusive education and social justice, there remains a significant gap between these global objectives and the resources available to professionals. Educators and creators often lack structured training on how to incorporate radical themes such as gender equality, activism, and social justice into their work. This gap leaves many professionals unprepared to navigate the complex narratives that radical children’s literature presents, preventing them from effectively engaging with literature as a tool for inclusion and critical thinking. The course is designed to bridge this gap by providing structured guidance to equip educators and creators with the skills and resources to effectively integrate radical themes into their educational and creative practices.
Learning Gap
Make any necessary content updates or technical fixes based on feedback from the pilot group to ensure a seamless experience for the full launch.
- SMART: This outcome is specific in focusing on the application of strategies, measurable through the completion of a lesson plan or story outline, achievable within the course timeframe, relevant to practical teaching or creative contexts, and expected to be completed by the end of the respective module.
- Bloom’s Taxonomy: This corresponds to the Applying level, where learners use their knowledge in practical, real-world scenarios.
Behavioural change will be assessed by determining how learners apply the knowledge gained in real-world contexts, such as their teaching practices or creative work. Follow-up surveys will be conducted post-course to track how learners have integrated course concepts into their professional settings. Additionally, learner reflections will provide insights into how the course has influenced their approach to teaching or interpreting radical children’s fiction.
Dashboard:- Serves as a transition point between sections.
ScreenplanThe screenplan has added further detail to the wireframe by specifying the exact content and interactivity for each screen. At this stage, I have integrated voice-over narration, synchronising with on-screen content. This approach ensuring learners receive verbal cues alongside visuals, enhancing comprehension without overwhelming them. I have incorporated stimulating recall of prior learning and feedback throughout the screenplans. Each topic has been presented in a way that links back to earlier material, reinforcing knowledge and building on what learners have already absorbed. Quizzes are strategically placed after key content presentations to allow learners to practice retrieving information, followed by immediate feedback to ensure retention. I have also used voice-over selectively to avoid overloading learners with simultaneous narration and text. For example, in the unit on radical genres, voice-over is planned to provide context in core topics, while key information is presented visually, allowing learners to process one modality at a time.
Hook- Welcomes Learner
- Outline the benefits of the course
Summary:- Provides a summary of the key ideas from Unit 2.
Summary:- Provides a summary of the key ideas from Unit 3.
- Mei-Ling is an ambitious international student pursuing a Master’s in Education in the UK. Her research examines the role of children’s literature as a tool for promoting social justice in primary schools, using case studies from Hong Kong and the UK. Mei-Ling sometimes finds it challenging to manage the dense academic content required for her dissertation. She thrives in self-paced learning environments that allow her to absorb material independently, with a preference for resources that help clarify complex ideas. Mei-Ling is eager to gain insights that will support her current and future research projects.
Bio
Development of the PrototypeI have developed the prototype in Articulate Storyline 360. The platform's flexibility has enabled the development of complex interactions such as drag-and-drop tasks and reflection activities, ensuring that the final product is engaging. I have added Articulate Storyline’s AI voice-over feature, streamlining the narration process and avoiding the need for manual recording. This feature has provided a polished finish to the narration. This has allowed me to focus on the content and interactivity without being bogged down by the technicalities of recording voice-over. During the prototype development, I have attempted to enhance retention by incorporating practice activities and reflection prompts. These tasks help learners apply their knowledge to real-world scenarios, promoting deeper learning. Formative assessments, such as knowledge checks and quizzes, have ensured that learners remain engaged with the material throughout the course, reinforcing their understanding and ensuring continuous progress. Through this process, I have deepened my understanding of how to craft meaningful learning experiences that resonate with diverse audiences. I have been reminded that good design is intentional-every element must serve a purpose, whether it’s a piece of content, an interactive task, or a well-timed reflection.
- SMART: The outcome is specific to analyzing case studies, measurable through assignments, achievable with provided resources, relevant to the course goals, and expected to be completed within the module timeline.
- Bloom’s Taxonomy: This corresponds with the Analysing level, requiring learners to break down information into components.
References Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer. Digital Learning Institute. (2020-2023). Scope template [Template]. Digital Learning Institute. Digital Learning Institute. (2020-2023). Wireframe template [Template]. Digital Learning Institute. Digital Learning Institute. (2020-2023). Sample screenplan [Template]. Digital Learning Institute. Digital Learning Institute. (2020-2023). Screenplan template [Template]. Digital Learning Institute. Digital Learning Institute. (2020-2023). Storyboard template [Template]. Digital Learning Institute. Gagné, R. M. (1985). The conditions of learning and theory of instruction (4th ed.). Holt, Rinehart, and Winston. Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Support:- Surveys
- Chat
- Email
- Knowledge Check
- Radical Themes in Picturebooks
- Radical Themes in Middle-grade Books
- Radical Themes in Young Adult Fiction
- MCQ
- Estimated time: 45 – 60 minutes
Genres of Radical Children’s Fiction
Formative Assessments- Journal Entries: Distributed across three of the first six modules (1, 3, 5) at the end of Unit 3. Learners write journal entries in response to reflective prompts, allowing for personal exploration of themes, and offer formative feedback to guide further learning.
- Forum Discussions: Distributed across three other modules (2, 4, 6) at the end of Unit 3. Learners participate in discussions centered around critical topics, sharing their perspectives and responding to others. The discussions are formative, encouraging collaborative learning, foster a sense of community, and stimulate critical thinking through peer engagement.
Summative Assessment:- Creative Project: The summative assessment of the course and serves as a capstone task at the end of module 7. Learners will either develop a lesson plan or a story outline that incorporates the radical themes and concepts they have learned throughout the course. This project demonstrates their ability to synthesis and apply their learning in a tangible, creative output.
- SMART: The outcome is specific to analyzing case studies, measurable through assignments, achievable with provided resources, relevant to the course goals, and expected to be completed within the module timeline.
- Bloom’s Taxonomy: This corresponds with the Analysing level, requiring learners to break down information into components.
Invite a small group of learners to test the course on Moodle, gathering feedback on content clarity, technical performance, and user experience.
Initiating email campaigns, social media outreach, and digital advertising to build awareness of the course.
Content:
- Introduces the three main topics in Unit 3: Genres of Radical Children’s Fiction
- Allows learners to click on buttons for each topic to explore them further.
- Knowledge Check
- Early Foundations and Influences (Pre-1960)
- The Civil Rights Era and Its Influence (1960 - 1970)
- Contemporary Radical Children’s Fiction (Post-2000)
- MCQ
- Estimated time: 45 - 60 minutes
Historical Context and Evolution of Radical Themes
In developing Part 2 of the instructional design, I have closely followed the ADDIE framework to ensure a systematic approach to the course’s creation. The Analysis phase has helped me identify the needs of the learners, shaping the core objectives and aligning the content with their diverse backgrounds. Moving into the Design phase, I have focused on translating those objectives into structured, interactive learning experiences, guided by Mayer’s multimedia principles (2009) and Gagné’s instructional approach (1985). During the Development phase, I have utilised the templates provided by the Digital Learning Institute (2020 - 2023) to build the scope, wireframes, storyboards, and screenplans, ensuring consistency and alignment with the learning outcomes.
Comprehensive testing of all course elements on Moodle to ensure compatibility across devices and smooth functioning of interactive content.
Activation:- Offers a knowledge check through an interactive drag and drop activity that tests the learner's understanding of key concepts.
Summary:- Provides a summary of the key ideas from Unit 1.
A member of the university’s e-learning department will ensure the course content stays up-to-date and aligned with learning outcomes.
Gender
- The course will be integrated into Faculty of Arts, complementing existing programs in children's literature, creative writing, and literary theory.
- The course will be integrated into Faculty of Arts, complementing existing programs in children's literature, creative writing, and literary theory.
- The course will also be offered as part of the university's CPD programs, targeting international and domestic professionals seeking to enhance their knowledge and skills in socially engaged literature.
Practice:- Provides an interactive practice task in the form of a multiple-choice question (MCQ).
Training the instructional design team, technical support, and the Moodle Administrator to handle potential learner issues and manage the platform efficiently.
Environmental Themes
Activation:- Offers a knowledge check through an interactive drag and drop activity that tests the learner's understanding of key concepts.
The course will be published on Moodle by the university in collaboration with the e-learning team, making it available to all enrolled learners.
Working with Radical Children’s Fiction
The Why of Learning As a subject matter expert in radical children’s fiction (RCF), I have drawn on my doctoral thesis to define the business problem and the learning gap this course addresses. I have focused on the significant shortage of professional development resources for professionals who wish to engage with RCF. Despite the growing global demand for inclusive and socially conscious materials (UNICEF, 2023; Save the Children, 2023; UNESCO, 2021) and the role of RCF in fostering social justice (Reynolds, 2011; Wannous, 2023), structured training programs have remained scarce. I have designed this course specifically to fill that gap. I have aimed to introduce learners to the foundational concepts and radical themes in RCF. My goal has been to equip professionals with the skills and knowledge to recognise these themes and use them as tools to foster social awareness in young readers. By doing so, the course has aligned with global movements toward more inclusive and socially conscious RCF.
Learning Outcomes:- outlines the learning outcomes of the course.
This course provides the structured guidance needed to fill the gap in professional training. By focusing on radical children’s literature, the course helps professionals develop the tools to foster critical thinking, empathy, and social awareness in young readers. It offers practical approaches for educators and creators to use literature as a vehicle for inclusion and social change, aligned with the goals of global organizations like UNICEF, Save the Children, and UNESCO (2023). Through this course, professionals are empowered to reflect the diversity and complexity of today’s world in their work, promoting a more inclusive and just educational landscape.
Course Solution
SMART: This outcome is specific in asking learners to reflect on their experiences, measurable through journaling and peer feedback, achievable with guided prompts, relevant to enhancing self-awareness and critical thinking, and expected to be ongoing throughout the course. Bloom’s Taxonomy: This aligns with the Evaluating and Affective domains, where learners assess their experiences and emotions in relation to the content.
GenAIThroughout Part 1, I have used ChatGPT for generating more relatable names for the personas and improving coherence. This tool helped enhance clarity while ensuring that the personas reflected the diversity and authenticity needed to engage learners effectively. Working with GenAI is a continuous learning curve, particularly in crafting effective prompts. In this project, it has truly shown how technology can enrich the development of cohesive learning experiences.
Diversity and Representations
The university’s marketing department will promote the course via digital campaigns, email lists, and outreach to local and international learners.