Courseware Specialist Induction

Next

by Holly Woodrow

Assignment Title: Courseware Specialist Induction

Professional Diploma in Digital Learning Design

Part 3 - Implementation and Evaluation

Next

Part 2 - Micro Design & Development

Part 1 - Analysis and LX Design

Index

Next

Part 1 - Analysis and LX Design

Next

The Courseware Team

Ascent Flight TrainingThey dream. We deliver. Providing integrated, flexible training solutions to create the next generation of military aircrew.

Introduction

Next

Disclamer

For this project, I am basing the scenario on my experience at the company for which I currently work. Learner Personas have been generated based on team and leadership feedback, regarding the main role challenges for a Courseware Specialist after completing the induction process. No real employee names have been used and no one Learner Persona is based on any one individual.

Next

Step 1 The WHO of Learning

Next

*With experience of designing, writing, creating and maintaining high quality, creative and accessible learning material inclusive of:

• Computer Aided Instruction (CAI)
• Computer Based Training (CBT)
• Instructor, Student and Phase Guides
• Simulation and Flight Scenarios

With proven experience of:

• The training design and development environment
• Developing instructional support documentation, including I Spec, A Spec, and FTS etc.
• Learning Content Management System (LCMS)
• Learning Management System (LMS)
• Presentation media software (Photoshop)
• Microsoft Office suite

* This is taken from the job advertisement/specification and is the "Entry Level" of the Learners. It details what experience and technological skills are required to do the role but this induction aims to focus on securing the knowledge required to perform well in the role.

Learning Design Professionals

Who?

Please click here for Ben Westcott

Please click here for Ulrika Dace

Please click here for Nicholas Ebberson

Next

Learning Personas

Technology and Digital Learning Considerations:

• Advanced IT and multimedia development skills
• Has used a computer for work for 30+ years
• Knows what technology is available throughout the industry. Pro digital learning and has a personal interest in software development

BACK

Learning Preferences:

• Logically arranged, and user-friendly repositories
• Tried and tested process guides
• Likes to be able to feed back, with the aim of improving processes and helping others

Barriers to Learning:

• Is frustrated by vague tasking and assumed knowledge. He requires clear, concise direction and an accompanying process document
• A fear of the unknown. His work to date has not required him to complete the "standard" admin tasks of the role
• A wariness of programmatic nuances. His work to date has been on only one of the four main programmes

Goals and Aspirations:

• To excel in his role and rate highly against the "Full Competence" objectives detailed in his job specification
• To expand on his knowledge of Ascent's other programmes
• To learn and understand the role workflows based outside of the LCMS
• To improve existing processes

Courseware Specialist

Nicholas is an experienced Instructional Designer with a background in Multimedia Design in the aerospace and defence industries. A technically astute individual who is highly organised and process driven. He is already familiar with the Ascent courseware, as he was part of a team of contractors that developed the original courseware content. He joined the company five years ago as a permanent Courseware Specialist and has focussed mainly on converting and updating existing lessons and assets into our new LCMS.

Nicholas Ebberson

Technology and Digital Learning Considerations:

• Has a smartphone but didn't grow up with a computer at home. She used computers throughout University but only uses a computer for work
• Is pro digital learning due to its flexibility and customisable nature but it is not how she prefers to learn

BACK

Learning Preferences:

• She likes to talk through processes with SME's and colleagues to make sure she's recalling/interpreting them correctly
• "I only remember things if I write them down"

Barriers to Learning:

• She struggles to remember processes for elements of the role she does not enjoy or do regularly. i.e. administration/logs and reporting
• Does not benefit from, or enjoy, Microsoft Teams/Virtual learning but is a remote worker and evening carer

Goals and Aspirations:

• To understand how the Sustainment Team's activities fit into the wider business
• To understand the complexities and nuances of the military flying training pipelines
• To fully understand the necessity of the administrative and reporting tasks required of the role
• To expand on her range of industry experience

Courseware Specialist

Ulrika is an experienced Instructional Designer with a diverse background, now working in defence and aerospace for the first time. She began her career as a secondary school teacher but became disillusioned with the rigidity of the national curriculum. One year ago, she joined the company as a Courseware Specialist and has worked on three out of four programmes. Due to unforeseen circumstances and other commitments, she has not been able to attend a face to face role/team induction and has learned on the job.

Ulrika Dace

Technology and Digital Learning Considerations:

• Has a natural ability to understand and retain new information quickly
• Previous "hyper fixations" have presented opportunity to read further in to the subject of his degree and associated technologies
• Experiences "Decision Paralysis" so would benefit from clear direction regarding toolset utilisation for perfoming his role
• Is able to quickly and accurately translate his, and other peoples' visualisations in to digital content, even with the most basic tools

BACK

Learning Preferences:

• He likes to learn the same thing from different people and/or in different formats. He likes to see how others interpret "the same" information and hopes this will help him as a manager
• He needs the opportunity to study and practice things un-observed

Barriers to Learning:

• "Jumps from topic to topic if given all the information at once"
• Easily distracted if not immediately engaged; self-diagnosed "neurodivergent with ADHD"
• Disengages when presented with text-filled screens and repetitive actions

Goals and Aspirations:

• To understand the underlying processes within the team so he can apply the frameworks to his workstreams
• To replicate and streamline (where appropriate) the reporting environment
• To work his way up to management
• To produce high-quality training/courseware solutions that he can "sell" to many companies across safety-critical industries

Courseware Specialist - New Business

Ben is a recent graduate from the University of Birmingham where he studied "Design for Learning Environments". He has joined as a "Courseware Specialist - New Business", which is a trial position within the company. His role will be to design and develop courseware/online training solutions for our "ad-hoc"/"New Business" streams. Although he will not have to adhere to the UKMFTS Styles and Standards (S&S) associated with the four main programmes, there are AscentLearn (LCMS) S&S, and general administration that must be considered. He will initially work on two of the main programmes and then migrate over to the New Business streams. He is ambitious and would like to be the Courseware Change Manager (equivalent) of New Business in two-to-three years.

Ben Westcott

Click here for reference

This course will be designed to be mentor-led but taking in to account the different types of learners on the team, I have concluded the following:

• For logical/mathematical learners, it best to "... use bullet points, logical steps, and flow charts to help this type of learner understand new concepts"
• For linguistic learners, it is best to use "small-group discussion and guided readings...."

• For intrapersonal learners, "...incorporating time for reflection into training is especially important"
• I must provide electronic and "hard" copies (resources) of the content, to enable self study and annotation by the learner etc.
• The course design must provide opportunity for natural break points, to enable Q&A and mentor-led facilitation
• The course design must flow logically, mirroring the order of processes and workflow of the role
• The course must be easily accessed by the pool of potential nominated mentors, so they can prepare in advance to deliver an induction
• The content should be available to the learner to access during and after the induction

Next

Nicholas has some of the characteristics of a logical/mathematical learner:

• "Logical/mathematical learners use distinct processes to break down learning into steps"
• "These adult learners are great at analyzing problems logically and developing solutions for them"

Ulrika has some of the characteristics of a linguistic learner:

• "Linguistic learners process information best through speaking and language"
• "They might listen to someone speaking and then summarize what was said to gain clarity or identify anything they missed"

Ben has some of the characteristics of an intrapersonal learner:

• "Intrapersonal learners require solitude and reflection to really take new information on board"
• "Intrapersonal learners also are excellent at generating new ideas and making connections that may not be obvious on the surface"

Design Considerations

Next

Step 2 The WHY of Learning

Digital Transformation

• In 2024 Ascent rolled out "AscentKnowledge", an internal LMS set-up to house all of the company's departmental inductions, as well as additional but non-mandatory training

Next

BECAUSE I WAS LUCKY!

• I joined the Sustainment team as a Courseware Specialist in 2022 from another department within Ascent (having joined the company in 2013)

• Due to my previous role, I had the advantage of knowing how the Sustainment team managed their work and what tools they were using

• My start coincided with the migration to a new LCMS/LMS, meaning I was able to learn the system at the same time as the other Courseware Specialists

• Upon joining, one of my first tasks was to update the newly migrated courseware to be in line with UKMFTS Courseware Styles and Standards (S&S)

• My previous experience meant I understood the content of, and had experience navigating the Training Design Database
• I already understood the need for the processes and how those feed company-wide metrics
• I already knew the team and key customers

Why?

Next

• Four main "committed" programmes plus additional ad-hoc work streams
• Limited documentation detailing programmatic nuances
• An overview of the UKMFTS Training Pipeline (and resulting four main programmes) is not contextualised as part of the team induction

• Start-up and close-down admin associated with every task is considered a burden because the output is not seen
• Different levels of change have marginally different start points, and penultimate endpoints in the process
• There are pre-existing user guides for the toolsets but no up-to-date process documents for admininistrative tasks

• Some people prefer face-to-face inductions and help but hybrid working means time in the office has to be pre-arranged
• It is easier to hide if you are struggling and if there are no "on-demand" team overviews to refer to

• As part of the HR-led company induction, new starters receive generic business and departmental overviews
• When new people join the Courseware Sustainment team, they typically receive a two or three day mentor-led overview of the toolsets and processes but the role is learned "on the job"
• The nominated mentor is usually the same person
• There are pre-existing user guides and process documents that are are presented to a new joiner but this tends to be sent as a link and in no particular order
• Generating learning material is core to our business; we should have a high quality induction package

No Formal Sustainment Team or Role Induction Package:

Training Pipeline and Programmatic Nuances:

Administrative Tasks:

Hybrid Working:

Why?

*see Glossary, top right.

GLOSSARY

Next

The Sustainment Team has quadrupled in size over the last six years with the potential to grow again. Courseware Change Managers report:

• Incorrectly scoped tasks can later result in "Flight Safety" issues
• Repeat errors with reference to processes and administrative tasks cost time and cause frustration
• Repeat errors or tasks not being completed efficiently have the potential to cause reputational damage
• A more remote environment means a reliance on people being open about their mistakes

Courseware Specialists report:

• They didn't feel they received a "formal" induction to the role
• "Nothing's written down"
• They don't know where to find things quickly
• We have the skills and tools in-house to produce engaging learning material, so we should
• The LearningLogics* provided LCMS/LMS "user guides" don't reflect how we use the toolset (Ascentlearn)
• There is too much admin and they don't understand the point of it

Sustainment's Problem

Courseware Change Managers need:

• To be able to demonstrate the importance of correctly scoping change to prevent any Flight Safety issues
• To reliably direct new and existing Courseware Specialists to up to date process documents and user guides
• To identify why repeat errors or delays to task completion occur
• Assurance that those who may be too shy to come forward about mistakes have access to "on-demand" resources
• To be able identify clear learning gaps of invidividuals when measuring them against the "new to role" and "full competence" objectives, as outlined in job specification
• Access to a "pool" of mentors, incase of attrition or annual leave etc.

Courseware Specialists need:

• To understand what the Courseware Specialist role is and how the role fits within the team
• To understand where the team fits within the department and company
• Access to clear, concise processes and user guides
• Access to a centralised library for all processes and user guides
• To be made aware of the company's reporting and contractual needs and how the role's administrative processes inform both
• The opportunity to skillshare, to assist in the creation and maintanance of role specific user guides
• To be empowered to give feedback and make continuous improvement to the induction content (anyone could be nominated to be a mentor)
• The knowledge and skills required to achieve the "full competence" objectives, as outlined in their job specification

The Learning Gap and Learner Target Level

Sustainment's Need

Next

4. Apply To prepare the relevant change related administration (mentor assisted).

3. Understand To associate key tasks and responsibilities of the role with relevant processes.

1. RememberTo recall the four main streams of the UKMFTS pipeline and how they shape the team's structure.

Bloom's Level 2 Skills

Bloom's Level 1 Knowledge

6. Apply To complete a courseware change (mentor assisted).

5. Apply To interpret the change type and scope of a change request (mentor assisted).

2. Remember To define key tasks and responsibilities of the role.

Learning Outcomes

Next

Next

Step 3 The WHAT of Learning

LESSON 9 Closing Down a Change

LESSON 8 Completing a Change

LESSON 7 Workflow and Change Administration

LESSON 6 Training Design Data

LESSON 5 AscentLearn

LESSON 4 The Change Process

LESSON 3 Training Delivery

LESSON 2 UK Military Flying Training System

LESSON 1 Introduction to Courseware Sustainment

GLOSSARY

Course Structure

References

Next

LESSON 9 Closing Down a Change Topic List Resources

LESSON 8 Completing a Change Topic List Resources

LESSON 7 Workflow and Change Administration Topic List Resources

LESSON 6 Training Design Data Topic List Resources

LESSON 5 AscentLearn Topic List Resources

LESSON 4 The Change Process Topic List Resources

GLOSSARY

LESSON 3 Training Delivery Topic List Resources

LESSON 2 UK Military Flying Training System Topic List Resources

LESSON 1 Introduction to Courseware Sustainment Topic List Resources

lesson Framework

Next

Next

Step 4 The HOW of Learning

• Mentor (SME) led Q&A

• Progress is at the mentor's discretion
• Formative Assessment: Easy Generator Quiz associated with the end of each module (informal)

• Learner navigates through applications
• Learner has on demand access to content
• Learner has on demand access to LCMS training area

• Mentor led Computer Aided Instruction (CAI)
• On-screen text
• Infographics
• Landing pages
• Process documents
• User guides
• Resources
• Videos

Facilitation Technique

Assessment and Feedback

Activities

Content

Building Blocks and Learning Formats

Next

Source of definitions - Digital Learning Institute: Module 3 eBook 2025

• It will enable flexibility:
• Reducing potential pressure on a learner
• Reducing pressure on the mentor who may have a pre-existing workload
• It reinforces the importance of understanding the underlying business processes to perform the role
• It provides natural break points for assessment
• It facilitates regular Q&A and feedback

• The Linear digital learning experience follows a structured, timetabled and linear approach
• The linear approach might be linked with synchronisation to schedules and timetables for live learning
• Your building blocks are arranged in a chronological order
• There is a requirement for the learners to engage in all the formats as one acts as a prerequisite to the other

The Linear Learning Flow

Next

MODULE 9 Closing Down a Change Learning Pathway Flow

MODULE 8 Completing a Change Learning Pathway Flow

MODULE 7 Workflow and Change Administration Learning Pathway Flow

MODULE 6 Training Design Data Learning Pathway Flow

MODULE 5 AscentLearn Learning Pathway Flow

MODULE 4 The Change Process Learning Pathway Flow

MODULE 3 Training Delivery Learning Pathway Flow

MODULE 2 UK Military Flying Training System Learning Pathway Flow

MODULE 1 Introduction to Courseware Sustainment Learning Pathway Flow

Learning Flow

Next

Activities

Content

Activities

Content

Activities

Content

Activities

Content

Activities

Content

Module Recap:

Content

Resources:

Topic 4: Courseware Development Team

Facilitation Technique

Assessment and Feedback

Topic 5 : Housekeeping and Team Info Area

Topic 3: Media Specialist Role

Topic 2: Courseware Specialist Role

Topic 1: Who are the Courseware Sustainment Team?

Module 1 - Introduction to Courseware Sustainment

BACK

Activities

Content

Activities

Content

Activities

Content

Activities

Content

Module Recap:

Content

Resources:

Facilitation Technique

Assessment and Feedback

Facilitation Technique

Topic 4: Rear Crew Stage One (RCS1)

Topic 3: Rotary Wing (RW)

Topic 2: Fast Jet (FJ)

Topic 1: Fixed Wing (FW)

Module 2 - UK Military Flying Training System

BACK

Activities

Content

Activities

Content

Activities

Content

Activities

Content

Module Recap:

Content

Resources:

Facilitation Technique

Assessment and Feedback

Topic 4: Quality Improvement Plan (QIP)

Topic 3: Inval and Post Course Discussions (PCDs)

Topic 2: ATS, TSCM & TDM Role Overviews

Topic 1: Training Design and Configuration

Module 3 - Training Delivery

BACK

Activities

Content

Activities

Content

Module Recap:

Content

Resources:

Facilitation Technique

Assessment and Feedback

Activities

Activities

Topic 2: Types of Change

Topic 1: The Change Process

Module 4 - The Change Process

BACK

Activities

Content

Activities

Content

Topic 2: AscentLearn LMS

Topic 1: AscentLearn LCMS

Module Recap:

Content

Resources:

Facilitation Technique

Assessment and Feedback

Module 5 - AscentLearn

BACK

Activities

Content

Activities

Content

Activities

Content

Module Recap:

Content

Resources:

Facilitation Technique

Assessment and Feedback

Activities

Topic 3: TMIS Overview

Topic 2: Course Documentation

Topic 1: Training Design Database (TDD)

Module 6 - Training Design Data

BACK

Activities

Content

Activities

Content

Activities

Content

Activities

Content

Module Recap:

Content

Resources:

Facilitation Technique

Assessment and Feedback

Topic 2: Change Status Recording Log (CSRL)

Topic 4: ModLog

Topic 1: Change and Issue Logs

Topic 3: Change Control Form (CCF) and Change Number (CN) Folder

Module 7 - Workflow and Change Administration

BACK

Activities

Content

Activities

Content

Activities

Content

Activities

Content

Activities

Content

Activities

Content

Activities

Content

Module Recap:

Content

Resources:

Facilitation Technique

Assessment and Feedback

Topic 7: Site Acceptance

Topic 6: QA Process

Facilitation Technique

Topic 5: Media Requests/Changes

Topic 4: TDD Changes

Topic 3: LCMS Changes

Topic 2: AscentLearn Change Process

Topic 1: Scoping a Change

Module 8 - Completing a Change

BACK

Module Recap:

Content

Resources:

Facilitation Technique

Assessment and Feedback

Activities

Content

Activities

Content

Activities

Content

Activities

Content

Activities

Content

Activities

Content

Topic 6: Notifying Site

Facilitation Technique

Topic 5: Change Status Recording Log Administration

Topic 4: Version Log Administration

Topic 3: ModLog Administration

Topic 2: "Ready to Publish" Email

Topic 1: Course Documentation Review

Module 9 - Closing Down a Change

BACK

Wordcount: 158

Being new to the creation of digital learning, I adopted the ADDIE Model. ADDIE's linear process enabled the identification of the "Who?", "Why?", "What?" and "How?" of the course design. This reduces pre-work at the development stage. Using my experience of joining a new team in the same company, I identified it was an easy transition because I understood "how" and "why" the courseware team works the way we do. Having seen new teammates join from outside the company, I am sympathetic to their confusion and want to help. I sent out a questionnaire to the team, to capture feedback on what they felt was missing from the induction they received. The survey responses allowed me to create varied but factual Learning Personas. I enjoyed creating the Learning Personas and I had characteristics of real colleagues in mind when I assigned the specific learning styles. The survey also went to team leads. Responses were collated but remained anonymous.

Part 1 - Reflection - The Who?

Next

Wordcount: 374

Using colleague feedback from the survey, I was able to define reasons why we need a more formal induction for the role. I saw clear problems from leadership and teammate feedback; enabling me to pinpoint the learning gap.Initially, I consulted our job specifications to assist the generation of team needs and learning outcomes, as this is what our individual performance is measured against throughout the year. I think it will be nice to review the job specification at the beginning of the induction so the nominated mentor can advise how these have informed the flow and content of the course, as well as informed the Learning Outcomes (LO's).A linear learning flow assures the learner that the order of the induction content being presented in, is as relevant as the individual modules' content. Starting out with the "lower order thinking skills", i.e. remembering the keys tasks of the role and understanding their association with specific processes is what starts the workflow. Once these have been applied many times, the opportunity for the adoption of "higher order thinking skills" will arise, i.e. performing the role with minimal error, evaluating processes and eventually creating opportunities for improvement and efficiency. As this is an induction, and due to the vast array of change types and tools we use, it would not have been possible to take a learner up to the Analyse and or Evaluate stage of the taxonomy. This can only be gained once a learner has experience performing the role. It was important the Learning Outcomes were guided by Bloom's Taxonomy and that they were SMART:

• Specific: Learners know what they are learning and are advised how learning objectives (at the module level) inform the Learning Outcomes (at course level)
• Measurable: Learners and mentors can gauge understanding through end of module quizzes and mentor led facilitation
• Achievable: Learners have the flexibility, support and tools they need to understand the role, delivered in a format suited to their learning preferences
• Relevant: The learning objectives were guided by the job specification
• Timely: The learning objectives detail the need to "remember" and "understand" information. This removes the expectation to be an "expert" at the end of the induction, which fits in the timeline of the course delivery

Part 1 - Reflection - The Why?

Next

Wordcount: 276

Learning content has helped by determined by feedback from existing Courseware Specialists and Team Leads. I conducted a short survey to understand what people felt was missing from their individual inductions and what challenges they face day to day. The course will be informed by, and linked to pre-existing user guides, company handbooks, toolsets, and process documents. These are considered "live" documents and not all of them are "owned" by the Sustainment team. Documents are regularly updated so for this reason, links to the electronic version-controlled documents will be provided in the online courseware content. As part of the mentor led induction, new starters will receive hard copies of these documents to annotate from the outset. Embracing cognitivism, I wanted to create a learner centred course that would be delivered in manageable linear chunks linked to the learning outcomes for the course. As inductions are likely to be 1:1, this approach also enables flexibility and meaningful facilitation. The relevant content is already in existence but it needs to be contextualised to the role. The workflows and processes are already established. This bottom-down approach enabled me to create clear learning objectives at the module level. The nine modules were shaped by the workflow of the role. The titles of the modules on their own provide guidance to a learner on how to complete a change correctly. The learner will always have access to the course content so I believe this will remain a useful resource long after the induction has been delivered. It's going to be important to make it clear that the Learning Outcomes are to "recall relevant processes" and not remember the processes in their entirety.

Part 1 - Reflection - The What?

Next

Source of definitions - Digital Learning Institute: Module 3 eBook 2025

Source of definitions - Digital Learning Institute: Module 3 eBook 2025

Wordcount: 232

Course Duration The nominated mentor will be given a week to deliver the content, but the modular design enables flexibility to deliver it at a pace suitable to the learners' understanding. The wider company inductions are booked in accordance with the availability of the relevant department directors as well as other new joiners (across all departments). It is possible the mentor will need to factor in other inductions in to the delivery timescale.

Linear Learning Flow

• The digital learning experience follows a structured, timetabled and linear approach
• The linear approach might be linked with synchronisation to schedules and timetables for live learning
• Your building blocks are arranged in a chronological order
• There is a requirement for the learners to engage in all the formats as one acts as a prerequisite to the other

Blended Mode of Delivery

• Blended Learning is a mixture of formats and delivery approaches
• It could include synchronous learning (live) and asynchronous learning (self-paced)
• It can also be a mixture of physical classroom and digital learning

Mode of Delivery For this course I have opted for a blended mode, linear learning flow design. This approach allows the flexibility required for a mentor led induction, as well as providing a clear learning flow to support independent learning. The learner will have access to the induction content from the outset, to assist asynchronous activities and productivity if a mentor is called away.

Part 1 - Reflection - The How?

Next

• Introduction: Ascent Website
• https://ascentflighttraining.com/

• Who: Ascent Role Families - Courseware Specialist Job Specification

• Design Considerations: Edge Point Learning - Corey Bleich
• https://www.edgepointlearning.com/blog/adult-learning-styles/

• The Learning Linear Flow Definition - Digital Learning Institute: Module 3 eBook 2025
• Blended Mode of Delivery Definition - Digital Learning Institute: Module 3 eBook 2025

Part 1 - References

Next

Next

Part 2 - Micro Design & Development

Module Scope

Module 2 - UK Military Flying Training System

• Lesson Format:
• Mentor led, 1:1, computer aided instruction (CAI) in a "classroom" environment
• Delivered face to face, with the ability to present and revisit remotely
• Formative (ungraded) assessment (quiz) at the end
• Supporting references provided in advance (hard copies)
• Target Audience:
• New joiners to the Courseware Sustainment Team in the role of Courseware Specialist
• By the end of this module, you will be able to:

• Recall the four main flying training "Programmes" (relevant to the Sustainment Team)
• Recall which Courseware Change Managers coordinate each Programme
• Understand how UK Military Flying Training streams assist in the initial scoping of a courseware change

Facilitation Technique

Next

• End of Topic Activity:
• Informal Assessment
• Summary
• Review of next module topic
• References
• Mentor led facilitation
• Direction to additional resources if required

• Topic 4 Rear Crew Stage One (RCS1):
• RCS1 Team Overview
• RCS1 Stream Overview
• RCS1 Summary

• Topic 3 Rotary Wing (RW):
• RW Team Overview
• RW Stream Overview
• RW Summary

• Topic 2 Fast Jet (FJ):
• FJ Team Overview
• FJ Stream Overview
• FJ Summary

• Topic 1 Fixed Wing (FW):
• FW Team Overview
• FW Stream Overview
• FW Summary

• Introduction:
• Introduction
• Objectives
• Topic Overview
• Courseware Video
• Resources

Module 2 - UK Military Flying Training System - Topics and screen segments:

Topics and Screens

Next

Wireframe

Facilitation Technique

Next

Icons Guide

Screen Plan

Next

Facilitation Technique

DEVELOPER NOTES

Storyboard

Next

Please click on the link below to access the Vimeo video, demonstrating my prototype for Module 2 - UK Military Flying Training System: VIMEO LINK : https://vimeo.com/1078358129/9f5e237c79?ts=0&share=copy

Prototype

Next

Wordcount: 472

In the beginning, and as a very visual thinker, I found myself in a bit of a spiral trying to produce a wireframe, without having "the course" and its very specific lesson content in front of me. But as this was a bottom-down approach, I knew what the topics and flow looked like and then I could curate/create the content later. Once I got the framework built in the LMS, the wireframe, screen plan and storyboard came very easily. I was relieved to have access to the "Exemplar 1 Multimedia ppt" templates and edited these as required. In the end, it was a strangely therapeutic and enjoyable process. I hadn't planned to use the video as the "hook" and I hadn't considered hooks on a modular level until I started the wireframe. Initially I thought that an overview of what was coming up in the lesson would be interesting enough... but I quickly changed my mind. I had seen the video in use at our headquarters, and despite having been with the company for thirteen years, I found it informative and exciting. It was produced for promotional purposes but is specific to the courseware team. It is high quality, has accessible features and does an excellent job of showcasing the scale of what we do and who we do it for. It hooked me in so I'm hopeful a new joiner would also find it highly engaging. I will enjoy the creativity of creating hooks for the other modules, although they will have 99% less budget than the video used in the prototype... Initially, I visualised creating the prototype in AscentLearn (see glossary, top right). I thought early exposure to the AscentLearn toolset would better instil styles and standards (subconsciously), but as this is not integral to the learning outcomes it felt somewhat irrelevant at this point in the induction. This paired with with the recent (September 2024) rollout of AscentKnowledge, and even more recent (March 2025) HR Led "improved induction process", it became clear that for a new joiner to a company, it would be a better learning experience for learners to access all of their induction content through one platform (AscentKnowledge). This format means the course can be mentor delivered but also accessed "on-demand" by learners throughout the induction and for as long as they want it afterwards. Hosting the induction in AscentKnowledge also makes it available to everybody in the organisation, not just the Courseware team. AscentKnowledge meets the array of needs and preferences of the learner personas. The course can be accessed and delivered by a mentor for a classroom based delivery but it is also accessible to all learners who benefit from or prefer self-study. Using the same content to meet both needs, drives consistency and facilitates Q&A and feedback long after the induction is first delivered.

Part 2 - Reflection - Micro Design

GLOSSARY

Next

Wordcount: 389

Instructional Design principles were utilised by informing the learner of the learning objectives and outcomes, providing an exciting hook, whilst also keeping the topics and content specific to the module. As mentioned previously, both EasyGenerator and AscentKnowledge are set up with Ascent branding styles and standards. Text defaults to "Exo 2 semibold" but any imagery created by me for the mock-up, had to take the "Ascent Colour Pallet" into account. EasyGenerator does have AI built in and upon hitting "generate course", I wasn't initially aware that it would build a whole course (including quizzes) based on the course name and individual module titles I had entered. At first glance, some of it could have been perceived as useful but none of the AI generated content or imagery remains in the prototype video walk through (apart from where specified and they do not feature at all in Module 2 - UK Military Flying Training System" module prototype, as presented). The main issue EasyGenerator's AI had, was that it was confused by the "sustainment" aspect of our team name. The AI course was scattered with images of leaves and forests, with supporting pledges of "our commitment to the environment" that don't match the context of the role and had no relevance to the learning outcomes. What it did do well, was demonstrate the full suite of functionality available in EasyGenerator, particularly with reference to page layout and quizzes/interaction. It was an interesting experience but the output of this AI generated course was reassuringly useless. I entered my content into EasyGenerator after clearing the attempt from AI. To ensure the design of the protype was effective, I applied the CRAP principles:

• Contrast is appropriate. Fonts are clear, sections and topics are distinguishable, pictures are sized correctly and relevant
• Repetition assures consistency. Company branding, styles and standards are adhered to
• Alignment assures clear presentation and navigation through the course
• Proximity, ensure content is grouped correctly

Lessons learnt from the creation of the module prototype, are to keep content even more concise and make it clear to a learner and mentor that conversations/Q&A have the potential to veer off on relevant, but potentially confusing tangents. References to information being covered later in the induction must be clear to the mentor so they know it's not been missed but is not "relevant" to this module.

Part 2 - Reflection - Prototype

GLOSSARY

Next

• Wireframe: DLI Toolkit - Exemplar 1 Multimedia ppt
• Screen Plan: DLI Toolkit - Exemplar 1 Multimedia ppt
• Storyboard: DLI Toolkit - Exemplar 1 Multimedia ppt

Part 2 - References

Next

Next

Part 3 - Implementation & Evaluation

• For the delivery of departmental inductions and training, Ascent uses a system called AscentKnowledge (AK), which is powered by 5app.com
• Courses are created in EasyGenerator ("LMS-light features"), scormed and then uploaded to Ascentknowledge
• All of the departmental inductions and non-mandatory training are uploaded to AscentKnowledge so employees have access to on-demand content
• I used EasyGenerator for my prototype to ensure the induction would run in AscentKnowledge

Learning Management System (LMS)

Next

5app/AscentKnowledge has a many features that made it an excellent choice to host my induction:

• 5app hosting is already approved on Ascent's restricted ICT network
• "100% SCORM compliant" (and xAPI tracking)
• "AscentKnowledge" is integral to Ascent's "Digital Transformation", it is tried, tested, and here to stay
• The wider company Ascent "New Starter Inductions" have recently been added to the "onboarding" area of the platform
• Cross device e-learning (including mobile)
• Dashboards enable ease of access and continuation of training
• Centralised content drives consistency, despite different teams owning different courses
• Ascent Branding
• Real-time reporting
• Targeted learning pathways can be created c/o of the "Featured for you" section on user dashboards
• Nudging capabilities; reminders, notifications, "likes", commenting etc.

EasyGenerator has a many features that made it an excellent choice for the creation and ongoing maintenance of the induction:

• We have an "Enterprise" level account and course administration is done in-house
• EasyGenerator hosting is already approved on Ascent's restricted ICT network
• A large number of Accessibility features that can be "carried over" to 5app
• Cross device e-learning
• Easy collaboration - enables peer reviews and co-authoring by SMEs
• AI-powered e-learning creation
• SCORM 1.2 (and xAPI)
• Branding is already applied
• A wide range of designs that encourange interaction and allow assessment

Learning Management System (LMS)

Next

Using the existing Ascent New Starter company induction as an example, we can see the landing page for each course provides information on what to expect from the course, how long it is expected to take and also monitors completion/progress. The layout is easy to navigate, the course content is presented in a clear order and feels "familiar" as a graphical user interface. The tool also allows for comments to be logged against content which provide will opportunity for feedback or questions. With HR's intent to create a space for all of the role specific inductions, this environment and functionality provides opportunity for users across the company to ask questions as well.

AscentKnowledge Layout

Next

Progress statistics can be gathered from the AscentKnowledge LMS to show how far through a learner is on a specific course (asset). It can also be be used to see which pages are being accessed and how often. Administrators can share this information (via csv download) for reporting and to provide insights to the course (asset) owner. This format is useful to feed into our existing Business Intelligence dashboards and the leadership team use this to monitor staff engagement with AscentKnowledge.

Reporting & Analytics

Next

Quiz content and questions are created within the EasyGenerator app. There are a number of question formats available. There are options to provide hints as well as feedback ("Afterwords") after they've answered either correctly or incorrectly. Each course has an accompanying "Results summary" which can be downloaded via csv report. The report details which users have completed which courses and what their result was. Although the induction course is not pass/fail, the information can still provide useful insights.

Assessment & Feedback

Next

Licensing

• Access to AscentKnowledge is enabled using an employee's Microsoft account, managed through Active Directory, i.e. users "automatically" get access to AscentKnowledge

Access EasyGenerator and AscentKnowledge are already in place within the company so certain elements of the rollout phase do not need consideration such as:

• Already approved on Ascent's restricted ICT network
• Branding and structure of the system is already set at system level
• Information Asset Owners are already identified
• Access to AscentKnowledge is permitted to new joiners from day one (where as access to a lot of other applications is dependent on other mandatory training being complete)
• All Ascent staff have access to Ascentknowledge throughout their employment
• L&D co-ordinators (AscentHR and AscentICT Mgrs) are already proficient in the administration of the LMS
• Permissions are set at employee level in the LMS by AscentHR
• Specific Learning Pathways can be set-up and adjusted, through collaboration with AscentHR

Access & Licensing

Next

I will be acting as the Curator/Creator for this induction (Instructional Designer (ID), Content Creator/Curator, User Experience Designer (UXD)). The course is created and maintained in EasyGenerator but there are a number of "live documents" referenced within the course that will have to be monitored in case of change. I have used our SharePoint system to setup alerts on the live documents so I can be notified of any major changes that will impact induction content. It will be sent to several SME's for review and sign-off:

• SME 1: A teammate and fellow Courseware Specialist for reviews and testing. He is often the nominated mentor for delivering inductions and his feedback on course flow and ease of delivery will be valuable
• SMEs 2 & 3: Our team leads (Courseware Development Managers) will be asked to provide feedback on overall course content and flow
• SME 4: Our department lead (Courseware Sustainment Manager) who will have overall sign-off for the course being used for inductions

I will request the help of department and team leads to promote the course to the current Sustainment team. Engagement will be encouraged to gather additional feedback on the course, invite improvement to process documents and user guides, as well as to train additional nominated mentors. The Ascent ICT Manager has the Administrator permissions to SCORM the course "out of" EasyGenerator and will then deliver it to Ascent's Senior People and Culture Manager (AscentHR) to upload into AscentKnowledge. AscentHR have overall Project Management responsibility for the ongoing maintenance and and promotion of the AscentKnowledge system. HR provides analytics data and will be an important point of contact for me to be able to monitor course engagement. I will work with them on an ongoing basis to ensure new joiners have the Induction on new joiner's "Suggested for you" dashboard. Any "upversioning" of the course in EasyGenerator will require ICT and HR assistance to rollout again to AscentKnowledge.

Staffing

Next

Steps

Hard Launch/Go Live!For the hard launch I will request the help of AscentHR to:

• Publish the "Courseware Specialist Induction" as an "asset" within AscentKnowledge
• Make it available in the AscentKnowledge Library for all of the Courseware Sustainment Team
• Push the Courseware Specialist Induction to the "Recommended for you" dashboard belonging to Courseware Specialists

For the hard launch I will request the help of SMEs 2, 3 and 4 to:

• Encourage Courseware Specialists to review the Induction despite already being in post
• Encourage the use of the feedback mechanisms within the course

Soft Launch As previously mentioned, EasyGenerator and AscentKnowledge are already in place within the company which means AscentHR already have an excellent knowledge of the system. Despite this, it will still be important not to make any assumptions that the EasyGenerator content will transfer seemlessly. There is still potential there are EasyGenerator formats and quiz types that haven't yet been used in AscentKnowledge could cause issues - testing will be key prior to the soft launch. For the soft launch I will request the help of an SME to:

• Ensure the AscentKnowledge content transposes in the same user-friendly way that we saw in EasyGenerator
• Assign a day to running through a number of modules of the induction in the exact environment an induction would be conducted in
• Invite any additional SME's in to that environment as an assurance of progress

Once the soft launch is complete I will enact any changes required.

Rollout Plan

Next

Working with teams leads, Ascent HR and the Ascent Communications Manager I plan to drive engagement by utilising:

• Weekly Team Meetings (communications in person)
• AscentHR (nudging through AscentKnowledge)
• Ascent Communications Team (company email)
• Collaboration

During our weekly meeting, I'll announce that the induction is complete and will soon be available on AscentKnowledge. The department lead will encourage Courseware Specialists to interact with this content. Team leads will share the message that "anyone can now be a mentor," using the course content as the induction. AscentHR will list the course on the "Recommended for you" pages for Courseware Specialists and the system will send notifications to inform users. As AscentKnowledge is still relatively new to the company (Sep 24), new content is regularly moved into the environment from our sharepoint system (which has previously been used as an intranet). Specific company communications (email) about AscentKnowledge are often released with updates of new content available, and I will use this method to announce the induction as being available to anyone who might want to know more about the team. Many colleagues have asked about the course since I sent out the survey, showing their interest. Since the induction framework was shaped by their feedback, I believe they will engage with it to see how their ideas contributed. As curator/creator/ID I will nominate myself as single point of contact for feedback. Survey responses were anonymous but I think it is likely each person will have a different topic of interest. Taking the time to collaborate with colleagues will drive engagement through "being heard*". The quizzes in the course will help experienced individuals assess their knowledge. The quiz "results" may promote discussion in team meetings, and assist Courseware Specialists in connecting the induction content to their job roles, which will benefit Courseware Specialists during performance reviews.

Engagement Tactics

Next

*Source

Presentation - The navigation and content panes within AscentKnowledge can be adjusted in accordance with an individual's viewing preferences. This ability to limit the amount of information on screen, reduces the risk of cognitive overload or distraction for a learner. The content can be presented in full screen and turns the course in to one long scroll with the occasional "next" button, minimising any potential confusion whilst navigating through the course. Getting Around - The clickable areas are highlighted when you run the mouse over them, reducing the need for "pinpoint" accuracy when you want to open or close panes; useful for anyone with dexterity issues. Video - The videos will have full video functionality for screen enlargement, picture quality, volume adjustment and subtitles. Accessibility Settings

• EasyGenerator has implemented several design considerations that aim to increase assessbility and "compliance" with W3C's WCAG Guidelines:
• Contrast Improvements (in-app designs are developed with "ease to read" in mind)
• Keyboard Navigation (users can navigate the course content without using a mouse, including the course's table of contents)
• Meaningful Sequence, Focus Order and Visible Focus (users "tabbing" through the course can not lose their place on the screen. They only see the relevent content at that time and also see that specific content more clearly)
• Alt Text
• ARIA/Accessible Rich Internet Application (enables further assistive technologies to interpret the information on the page and communicate it to the user)
• Menus available on each screen, enabling the adjustment of contract theme and font size if you prefer not to zoom in on the whole content

Transcript - A text transcript with screen shots of the related course content will be provided and uploaded to the Team Info Area - this is where the nominated mentors can locate them along with the additional "Notes for Mentor" outlined in the Storyboard. Images - All images used will be of high quality and cleared for use in line with company Styles and Standards and Copyright law. Text - Can be zoomed in to 300% before there is any noticeable corruption/content overlay in the screen. All text within the course and video content will be clear and of legible font and size. Any hyperlinks will be a underlined and different text colour to the rest of the content to stand out.Devices - Content within AscentKnowledge will be accessible on different devices (PC/Laptop, mobile phone, tablet) and these devices have accessibility features.Quizzes - Not formally assessed to reduce pressure on the learner but this also enables progression through the course whilst studying independently without having to sit the quiz each time.

Accessibility

Next

As previously mentioned, I had originally visualised building the prototype in AscentLearn but due to the successful implementation of AscentKnowledge and subsequent conversations with AscentHR, AscentKnowledge was a clear winner. As well as for the reasons mentioned in the the Part 2 reflection, Ascent's customer's needs are also different to our employee's needs. Due to commercial sensitivities and the Classification of AscentLearn, Ascent employees wouldn't be able to access Induction content on their personal devices if it was hosted on AscentLearn. It is at this stage I was even more thankful to have produced the prototype in the EasyGenerator, knowing the work has already started in the right platform. I am fortunate that we already had a tool in place and people I could talk to about access and licensing but I still need to complete testing and get the necessary peer-review and sign off. AscentHR and AscentICT already have roles, permissions, and processes established regarding the administration of EasyGenerator and AscentKnowledge and I will need to confirm the process for getting the Induction placed on the "suggested for you" dashboards for existing Courseware Specialists. EasyGenerator makes "co-authoring" easy so the ongoing development and validation of content can be a collaborative one. There is no specific "target date" this induction needs to be ready for, which means I can engage team and department leads at times most convenient to them, maximising engagement early on. Team and department leads will play an integral role in the promotion of this course to the current team. Their involvement can also provide assurance to AscentHR that the course content has had the necessary sign-off to be "released" through AscentKnowledge.

Wordcount: 275

GLOSSARY

Part 3 - Reflection - Implementation

Next

We have no plans to recruit any Courseware Specialists into Sustainment in the next 3 months (pending any unforeseen attrition) so engagement from existing Courseware Specialists is going to be more important than I had initially considered. Although their feedback helped identify some of the "problems" and "learning gaps", the course was developed for, and aimed at, a new joiner. It's going to be slightly more difficult to judge if the content is "at the right level", as current team members already have the baseline knowledge. I am confident that through collaboration with colleagues, we can pitch the induction at the right level. I will also use the inbuilt analytics tools to see if any users outside of the team access the course as their understanding will be valuable to gauge. I will make use of the additional analytic tools in the LMS, to see if there are modules that get more (or longer) visits than others. Once team members have "completed" the course, I will send out another survey to capture additional (and anonymous) feedback. The aim of this survey will be to identify if the course has addressed their perceived knowledge gaps, and serve as an opportunity to raise any concerns about becoming a mentor. Continuous Improvement is key to growth. Team and department leads now have the opportunity to show the team and senior leadership that they are responsive to employee feedback. The introduction of this induction demonstrates an element of "succession planning", something that the company monitors through Risk Management. We can remove the reliance and pressure on SME 1 who often ends up being the "nominated" mentor, the induction's modular design and linear flow means that several mentors could deliver the induction. This is a great opportunity to make onboarding a much more inclusive experience, allowing new joiners to "meet" more of their colleagues throughout the induction process, particularly now we are predominantly remote working. This was a very enjoyable stage for me. It was nice to speak with different teams across the organisation to understand what's needed to get a course rolled-out. I had a good conversations with AscentHR about an upcoming "Buddy System" that the company would like to implement, which echoed our team's sentiment and need for team/role specific inductions. Our HR Team is now interested in running the Courseware Specialist Induction and as a trial.

Wordcount: 394

GLOSSARY

Part 3 - Reflection - Implementation

Next

Evaluate if the Courseware Specialist Induction plugs the learning gap and assists learners to achieve the "new to role" and eventual "full competence" objectives, as outlined in their job specification.

The evaluation of the ADDIE process, gathering feedback from stakeholders, and identifying opportunity for improvements in the process:

• Analyse
• Design
• Development
• Implementation

Has the course met "Courseware's need"? This is also a timely opportunity to identify the need for additional improvements.

Outcome Based

Process Based

Goal Based

In this final stage of the ADDIE Process, I can Evaluate my digital learning experience:

Evaluation Types

Next

Examine if the impact of training meets the business needs.

Evaluate if the learners are applying the newly acquired knowledge to the role and note any behavioural changes.

Assess if the learners are acquiring the required knowledge, to achieve lesson objectives and learning outcomes.

How do the learners feel about the training experience? Is it relevant?Are they satisfied? Do they want to engage?

Level 4 Results

Level 3 Behaviour

Level 2 Learning

Level 1 Reaction

The Kirkpatrick Model will be used to evaluate the Courseware Specialist induction. It is used to measure how learners redpond to training and whether the business needs are addressed. This model has four levels:

Kirkpatrick Model

Next

Video

Community

Communication and Connection

Reflective Design

Behavioural Design

Elements

Images

Text

The following elements of the user design will be reviewed throughout and measured against the Honeycomb considerations:

Accessible

Credible

Findable

Valuable

Usable

Desirable

Useful

To evaluate the learner experience, and to ensure it is a valuable one overall, I will cross-check key learner experience elements against the UXDL Honeycomb model (University of Waterloo, Canada).

UX Evaluation

Next

Action and Expression

Representation

Engagement

To ensure a valuable learning experience, it is important to consider and mitigate any potential barriers to learning. There are three areas of UDL (Universal Design for Learning) to explore and incorporating them will result in an inclusive and positive learning experience:

UDL Evaluation

Next

Source of definitions - Digital Learning Institute: Module 11 eBook 2025

We need to motivate learners to engage with our online learning platform.

Clear learning outcomes, supportive social spaces, and valid feedback can sustain effort in a digital space.

Ensure your learning platform is set up for engagement to motivate your learners.

Self Regulation

Sustaining Effort and Persistence

Sustaining Interest

UDL Evaluation - Engagement

BACK

Source of definitions - Digital Learning Institute: Module 11 eBook 2025

Allowing learners to choose comprehension options can improve instruction processing and content learning in courses.

Language and Expression covers language-related symbols, mathematical and other symbols used in courses.

Ensuring full accessibility for learners requires offering options for how they can perceive courses and content.

Comprehension

Language and Other Expressions

Perception

UDL Evaluation - Representation

BACK

Source of definitions - Digital Learning Institute: Module 11 eBook 2025

Learners develop executive functions to organise timing and approaches toreach personal goals.

Expression and Communication focuses on how learners can express themselves in various ways.

Interacting with learning materials and tools through physical actions is essential for learners.

Executive Functions

Expression and Communications

Physical Action

UDL Evaluation - Action and Expression

BACK

Learning analytics will be used to measure, collect and report data to understand and optimise the learning experience and outcomes. This is done through the following steps:

Learning Analytics

Next

As much as I felt I had been evaluating elements of the goal, process and outcomes as I went through the ADDIE process, I quickly realised I had only scratched the surface. It's not all about LMS analytics and reporting. From a very high level, the UXDL Honeycomb money served as handy checklist for evaluating the learner experience. The Kirkpatrick model provides an opportunity to identify key indicators of value and learning effectiveness from day one, without having to wait for enough data to be able interpret reports. This model evoked a bit of a "eureka" moment. I had the realisation that even though the induction was designed "for" new joiners, to be delivered by existing Courseware Specialists, having Courseware Specialists participate and engage with the Induction as if they were new to role could have a number of positive outcomes. Initially, my plan was to make it available to existing Courseware Specialists for feedback on content and to reference as a mentor, but based on the variation of feedback/learning gaps from the first survey, I think there will be merit in measuring all four levels of the model against new and existing teammates. The User Experience (UX) evaluation and accompanying checklist proved instrumental in identifying the need for a dedicated individual to compile and coordinate the actions arising from the insights and feedback gathered. To mirror Ascent terminology, this Quality Improvement Plan (QIP) will need to be developed for after the course has been rolled-out. I will consult the existing QIP that we have for monitoring our UKMFTS courseware and see if any additional functionality, process or stakeholders will be required. This wasn't something I had thought much about, but if not set-up and monitored properly, having too many feedback channels (like user comments in AscentKnowledge, MS Teams, meetings, and skill share workshops) could lead to missing useful feedback.

Wordcount: 310

Part 3 - Reflection - Evaluation

Next

The UDL Evaluation was very useful and it made me realise I was still making a large number of assumptions regarding individual's technical abilities and digital skills, as well as assumptions that the EasyGenerator/AscentKnowledge solution had been through rigorous accessibility testing when rolled out internally. UDL Evaluation also made me think about futureproofing, not just technical functionality but whether the course may become assessed in the future, and this is something I can talk to department and team leads about. I would like to produce more supporting resources, in addition to references, i.e. checklists containing Learning Outcomes (course level) and learning objectives (module level).Learning Analytics was easier for me to understand. Due to my previous role within the company, I was aware of the learning data we track and how we gather the information. I know how we automate and present the reports and how that information is monitored. I know who the individuals are who gather the insights from the qualitative data, how those insights get channelled through the Quality Improvement Plan and eventually inform the whole change process. I was able to relate this to the Induction I had produced, and despite the amount of data being drastically lower, and the toolsets being subtly different, the process is the same. The Evaluation stage was suitably reflective and productive. The result will be a revisit to each of the ADDIE stages, ensuring that all my newly identified, "who", "why", "what" and "hows" are captured and addressed effectively.

Wordcount: 248

Part 3 - Reflection - Evaluation

Next

• Engagement Plan: Forbes - Caroline Cenizina-Levine New Survey Shows The Business Benefit Of Feeling Heard – 5 Ways To Build Inclusive Teams
• https://www.forbes.com/sites/carolinecenizalevine/2021/06/23/new-survey-shows-the-business-benefit-of-feeling-heard--5-ways-to-build-inclusive-teams/
• UX Evaluation: Adapted Design of Peter Moville's UX Honeycomb Model
• https://cms.cel.uwaterloo.ca/honeycomb/valuable.aspx
• UDL Evaluation: Definitions Digital Learning Institute: Module 11 eBook 2025
• UDL Evaluation: Checklist Digital Learning Institute: Module 11 eBook 2025

Part 3 - References

Next

Trust the process.

Conclusion

• Quantitave data sourced from AscentKnowledge is arranged in to platform dashboards but they can also exported in to the company's existing Business Intelligence area
• User feedback can be collated, viewed and tracked via the collaboration tools available for use (i.e. MS Teams)

Data

• Data will be monitored in AscentKnowledge by Ascent HR who can relay the findings or submit reports to myself/Courseware Teams Leads as required
• I will monitor feedback provided through informal communication channels i.e. general team comments during conversation and team catch-ups

Monitor

Rear Crew Stage One (RCS1)

Topic 4

Fast Jet (FJ)

Topic 3

Rotary Wing (RW)

Topic 2

Fixed Wing (FW)

Topic 1

The experience of a new joiner to the team will be monitored post-induction by the nominated mentor and usual probation process :

• Is the learner "eager" to get on with the role and confident to attempt a change on their own?
• Is the learner meeting the objectives in the "new to role" matrix, as outlined in the job specification?
• Is there a reduction in the number of probation periods being extended?

The experience of existing Courseware Specialists will be monitored through the usual Performance Management Process:

• Are individuals meeting more of the objectives in the "full competence" matrix, as outlined in the job description?
• Is there an overall reduction in errors?
• Do people continue to feel motivated?
• Has team-wide collaboration taken place to improve processes and user guides?

Level 4 - Results

Community

• Are learning patterns and community evolvement being monitored?
• Have you been engaging with the online community?
• Are you checking in with learners to regularly revisit the same module?
• Are you engaging with feedback for the course?
• Are you faciliating skillshare discussions/workshops?

Site Acceptance

Topic 7

QA Process

Topic 6

Topic 5

Media Requests/Changes

Topic 4

TDD Changes

Scoping a Change

Topic 3

LCMS Changes

Topic 2

AscentLearn Change Process

Topic 1

AscentLearn LCMS

Topic 2

AscentLearn LMS

Topic 1

Behavioural Design

• Is the learning experience easy to access?
• Is the learning experience easy to navigate?
• Is it easy to access the supporting material?

AscentLearn: the Ascent branded "tool" of the Courseware Specialists, used to develop, maintain and deliver courseware to our customers (Instructors and Trainees), powered by LearningLogics. EasyGenerator: the LMS Ascent uses to produce all in-house Induction content and additional non-mandatory training. AscentKnowledge: the LMS Ascent uses to host all in-house Induction content and additional non-mandatory training, powered by 5app. We use this platform as it also contains a wide range of non-Ascent produced learning content, that employees can access to learn about more generic business topics i.e. "Contract Management" etc.

Source of definitions - Digital Learning Institute: Module 11 eBook 2025

Source of definitions - Digital Learning Institute: Module 11 eBook 2025

Source of definitions - Digital Learning Institute: Module 11 eBook 2025

• Explore potential learner curations tools within the platform
• Implement bookmarking functionality if it is available

• Enable all known support functionality within the LMS
• Provide support with technical troubleshooting

Develop Self-Assessment

Facilitate Coping Skills

• Set up self-assessment surveys in the LMS
• Use rubrics to support independent learning, self-assessment and reflection

Promote Expectations

AscentLearn: the Ascent branded "tool" of the Courseware Specialists, used to develop, maintain and deliver courseware to our customers (Instructors and Trainees), powered by LearningLogics. EasyGenerator: the LMS Ascent uses to produce all in-house Induction content and additional non-mandatory training. AscentKnowledge: the LMS Ascent uses to host all in-house Induction content and additional non-mandatory training, powered by 5app. We use this platform as it also contains a wide range of non-Ascent produced learning content, that employees can access to learn about more generic business topics i.e. "Contract Management" etc.

Elements

• Are the icons clear in their meaning?
• Are the icons "relavant" to the resulting content?
• Are the elements consistent and aligned?
• Do they conform to "Styles and Standards" and brand guidelines?

AscentLearn: the Ascent branded "tool" of the Courseware Specialists, used to develop, maintain and deliver courseware to our customers (Instructors and Trainees), powered by LearningLogics. EasyGenerator: the LMS Ascent uses to produce all in-house Induction content and additional non-mandatory training. AscentKnowledge: the LMS Ascent uses to host all in-house Induction content and additional non-mandatory training, powered by 5app. We use this platform as it also contains a wide range of non-Ascent produced learning content, that employees can access to learn about more generic business topics i.e. "Contract Management" etc.

The experience of a new joiner to the team will be monitored throughout the Induction by the nominated mentor:

• Is the learner "passing" the informal quiz at the end of each module?
• Is the learner expressing any concerns during the end module summary activities (i.e. the review of lesson objectives and general facilitation)?

The experience of existing Courseware Specialists will be monitored through engagement:

• Are there resulting discussions happening between colleagues regarding their different approaches to change?
• Are people identifying gaps in their own knowledge?
• Are colleagues suggesting potential improvements to existing processes, user guides and reporting?

Level 2 - Learning

• Exploring these insights will allow us to determine learner preferences and ensure course content delivers the learning outcomes or identifies additional gaps

Insights

Notifying Site

Topic 6

Topic 5

Change Status Recording Log (CSRL) Administration

Topic 4

Version Log Administration

Course Documentation Administration

Topic 3

ModLog Administration

Topic 2

"Ready to Publish" Email

Topic 1

Source: Digital Learning Institute: Module 11 eBook 2025

Source: Digital Learning Institute: Module 11 eBook 2025

Source: Digital Learning Institute: Module 11 eBook 2025

Decoding of Text, Maths and Symbols

Sentence Structures and Other Languages

• Is there a Text-to-Speech functionality built into in the platform?
• Does the system recognise all maths symbols?

• Does your platform provide an opportunity to use other languages and recognise other writing systems?
• Do you need to enable other languages within your platform?

• Does the system have a glossary functionality that can be utilised for learning?
• What language terms are used in your platform? Do they mean anything within your organisation? E.g.grading might be used as opposed to marking.

Vocabulary and Symbols

Level 1 - Reaction

The experience of a new joiner to the team will be monitored throughout the Induction by the nominated mentor:

• Are they asking relevant (or any) questions?
• Is the atmosphere in the classroom "positive"?
• What is the learner's body language?
• Are they revisting the induction in between modules?

The experience of existing Courseware Specialists will be monitored through engagement:

• Are they accessing the course on AscentKnowledge?
• Are they completing the quizzes?
• Are they making suggestions for possible improvement?

The Change Process

Topic 2

Types of Change

Topic 1

Each module will be accompanied with a list of useful references for the nominated mentor to present to the new starter, along with hyperlinks to electronic copies. The nomintated mentor will be provided with a checklist in advance of lesson delivery, making sure the learner already has the correct IT permissions to access the relevant areas and documents.

References

Source: Digital Learning Institute: Module 11 eBook 2025

Source: Digital Learning Institute: Module 11 eBook 2025

• Are there descriptions for images used in the platform?
• Are the captions for audio and video accessible to learners?
• Does the platform meet accessibility standards?

Visual and Auditory Options

• Does the LMS have features that allow for users to adjust text, image, table size, etc.?
• Can you change contrast between text and LMS background?
• Are there settings that allow video and audio adjustments?
• Can you print pages from the LMS?
• Are you able to customise print page settings?

Customised Interfaces

Resources

Evalu-8: Org Chart

Training Design Database (TDD)

Topic 3

TMIS Overview

Topic 2

Course Documentation

Topic 1

Source: Digital Learning Institute: Module 11 eBook 2025

Source: Digital Learning Institute: Module 11 eBook 2025

Source: Digital Learning Institute: Module 11 eBook 2025

• Have you used a checklist to help your learners when studying?
• Have you provided your learners with templates and exemplars for your assessment?
• Can learners go back to what they have done? Is there a possibility to go through materials retrospectively?
• How do the enrolments work for your learners and their access to your platform?

• Does the platform allow you to use different course outlines
• for your offerings?
• How do you distinguish between your offerings?
• Can you use visual banners to represent your offerings?
• Can you organise your platform courses/offerings in a
• navigable way?
• Are there inbuilt features that allow for easier navigation?

Maximise Transfer

Organise Your Dashboard

• Have you linked back to previous modules?
• Does the platform allow learners to access previous training?
• Does the platform contain integrated learning pathways to
• allow learners to move across learning paths?

Activate Prior Knowledge

Edge Point Learning

Reference:

7 Adult Learning Styles And Best Practices To Follow - Corey Bleich

Source of definitions - Digital Learning Institute: Module 11 eBook 2025

Source of definitions - Digital Learning Institute: Module 11 eBook 2025

Source of definitions - Digital Learning Institute: Module 11 eBook 2025

Increase Feedback Opportunities

Foster Collaboration and Community

• Have you utilised all the feedback functionality availble to you in the LMS (rubrics, individual/group feedback)?
• Have you provided feedback to your learners in a timely manner and to satisfactory level?
• Has the LMS retained the feedback?

• Have you set up online (LMS forums, LMS comments, SharePoint, MS Team etc) spaces that facilitate the building of a community?
• Have you communicated that the online community spaces are open
• Have you encouraged online participation
• Have the online spaces been moderated?

• Can the Learning Outcomes be easily presented and found in the platform?
• Have you considered providing a checklist of lesson objectives and Learning Outcomes to the learner?

Focus on Learning Outcomes

AscentLearn: the Ascent branded "tool" of the Courseware Specialists, used to develop, maintain and deliver courseware to our customers (Instructors and Trainees), powered by LearningLogics. EasyGenerator: the LMS Ascent uses to produce all in-house Induction content and additional non-mandatory training. AscentKnowledge: the LMS Ascent uses to host all in-house Induction content and additional non-mandatory training, powered by 5app. We use this platform as it also contains a wide range of non-Ascent produced learning content, that employees can access to learn about more generic business topics i.e. "Contract Management" etc.

Source: Digital Learning Institute: Module 11 eBook 2025

Source: Digital Learning Institute: Module 11 eBook 2025

Source: Digital Learning Institute: Module 11 eBook 2025

• Vary sources of information and images, ensuring they are suitable for people of all age, cultures and gender
• Relate content and activities back to the Learning Outcomes and communicate this relationship clearly
• Include e-activites, to encourage participation, experimentation and experimentation
• Allow for complex and creative activities to be developed within the platform and programmes

• Vary sources of information and images (where appropriate), ensuring they are suitable for people of all age, cultures and gender
• Relate content and activities back to the Learning Outcomes and communicate this relationship clearly
• Include e-activites, to encourage participation, experimentation and experimentation
• Allow for complex and creative activities to be developed within the platform and programmes

Minimise Distractions

Optimise Relevance

• Is there a choice of formats available? i.e. text, video, infographic?
• Do users have autonomy to adjust layouts and user settings in the LMS?
• Is there an option to give learners the choice of assignment methods (if introduced in the future)?

Optimise Autonomy

Source: Digital Learning Institute: Module 11 eBook 2025

Source: Digital Learning Institute: Module 11 eBook 2025

• Have you enabled all features for your platform allowing different tools and technologies to be integrated within it?

• Have you used settings in your platform allowing you to varythe time and speed of your assessments? For example,adding specific conditions to quizzes/surveyswhich providelearners with extra time
• Have you used free navigation in your platform? Learners should be able to access learning materials at their ownpace so free navigation (your learners can freely access allcourses/modules/offerings) would be beneficial
• Have you ensured that your materials can be accessed in a different manner for example by hand, voice or a joystick?

Optimise Assistive Technology

Vary Navigation and Response

Communication and Connection

• Are the learners aware of all communication channels with the mentor and colleagues?
• Is there an agreed and centralised place to share opinions and ideas?
• Have you enabled toolset forums for company wide collaboration?
• Has it been communicated clearly, who is responsible for enacting course maintenance/continuous improvement?

To provide all encompassing specialist courseware development, maintenance and delivery for the complete portfolio of courseware deliverables and documentation at the highest quality standard. Maintain compliance to role requirements through accurate analysis and lesson data management in consultation with all relevant stakeholders, maintaining configuration management of all relevant documentation and courseware.

Ascent

The Courseware Sustainment Team's purpose:

Resources

Sharepoint: Learninglogics® LCMS 4.24 User Guide

AscentLearn: the Ascent branded "tool" of the Courseware Specialists, used to develop, maintain and deliver courseware to our customers (Instructors and Trainees), powered by LearningLogics. EasyGenerator: the LMS Ascent uses to produce all in-house Induction content and additional non-mandatory training. AscentKnowledge: the LMS Ascent uses to host all in-house Induction content and additional non-mandatory training, powered by 5app. We use this platform as it also contains a wide range of non-Ascent produced learning content, that employees can access to learn about more generic business topics i.e. "Contract Management" etc.

Text

• Is the text an assessible font with consideration given to colour contrast?
• Is the text used effectively; is wording clear and concise?
• Are headings, sections, captions and hyperlinks clearly defined?

Resources

Sharepoint: Courseware Site

Reflective Design

• Are the Learning Outcomes addressed in the learning design?
• Learning Outcomes will be assessed formatively.
• Are the Learning Outcomes designed at the macro and micro-learning level?
• Are the Learning Outcomes aware of and understood by the learner?

Resources

Handbook: Company Overview Powerpoint (and link) Handbook: UKMFTS Handbook (and link) Handbook: Ascent Business Plan (and link)

Source: Digital Learning Institute: Module 11 eBook 2025

Source: Digital Learning Institute: Module 11 eBook 2025

Source: Digital Learning Institute: Module 11 eBook 2025

Enhancing Monitoring

Supporting Planning and Managing Info

• Have you enabled learner reporting dashboards showcasing progress within programmes and courses?
• Have you used surveys within the learning platform to ask about feedback preferences and forms?
• Have you used assessment checklists and rubrics, includinge exemplars?

• Have you provided your learners with note-taking checklists?
• Have you explored and used functionalities around bookmarking and curation within the platform?
• Have you used any knowledge checks within the platform?

• Have you provided your learners with Learning Outcomes within your programme in a way that is easily accessible to all?
• Have you included checklists for self-reflection?

Goal Setting

Quality Improvement Plan

Topic 4

Inval and Post-Course Discussions

Training Design and Configuration

Topic 3

Topic 2

ATS, TSCM and TDM Roles

Topic 1

Resources

Evalu-8 Org Chart Sharepoint: Role Families Sharepoint: Team Info Area Sharepoint: Achronym Guide

Video

• Do they support learning?
• Are they relevant?
• Ensure they can not cause offence.
• Ensure they are not likely to become redundant.
• Ensure videos are not repeated unless it is integral to understanding/revision.
• Ensure subtitles and volume adjustment settings are enabled.
• Ensure they run on all devices.

Resources

Sharepoint: AscentLearn Change Process

• Quantitave data will be sourced from AscentKnowledge using its xAPI tracking
• Qualitative data will be sourced through post-roll out engagement and collaboration techniques
• What is the physical "reaction" to the learning?
• Are you seeing a physical outcome from the learning experience?

Source

Resources

Sharepoint: Change Process

Source: Digital Learning Institute: Module 11 eBook 2025

Source: Digital Learning Institute: Module 11 eBook 2025

Source: Digital Learning Institute: Module 11 eBook 2025

Scaffolding Support

Multiple Tools for Construction and Composition

• Have you used multiple feedback options e.g. audio?
• Have you implemented functionalities allowing learners to explore different learning pathways suitable to their needs and varying level of skills?

• Have you integrated a spell and grammar check tool within your platform?
• Do you utilise functionalities allowing math calculations?
• Does your platform allow for web app integration?
• Does the platform allow text-to-speech?

• Can the Learning Outcomes be easily presented and found in the platform?
• Have you considered providing a checklist of lesson objectives and Learning Outcomes to the learner?

Multiple Media for Communication

• I plan to implement an associated "Quality Improvement Plan" that will collate insights and feedback, and show the outcomes of that feedback
• Working with SME's, colleagues and team leads we can ensure ongoing validation of course quality

Action

Resources

Sharepoint: Course Documentation Process P:Drive: TDD_UserGuide

Resources

Sharepoint: Courseware Site

AscentLearn: the Ascent branded "tool" of the Courseware Specialists, used to develop, maintain and deliver courseware to our customers (Instructors and Trainees), powered by LearningLogics. EasyGenerator: the LMS Ascent uses to produce all in-house Induction content and additional non-mandatory training. AscentKnowledge: the LMS Ascent uses to host all in-house Induction content and additional non-mandatory training, powered by 5app. We use this platform as it also contains a wide range of non-Ascent produced learning content, that employees can access to learn about more generic business topics i.e. "Contract Management" etc.

Topic 3

Who are the Coursware Sustainment Team?

Housekeeping and Team Info Area

Topic 5

Courseware Development Team

Topic 4

Media Specialist Role

Topic 2

Courseware Specialist Role

Topic 1

Link to Source

• 74% of employees report they are more effective at their job when they feel heard
• 88% of employees whose companies financially outperform others in their industry feel heard compared to 62% of employees at financially underperforming companies
• Highly engaged employees are three times more likely to say they feel heard at their workplace (92%) than highly disengaged employees (just 30%)

Images

• Do they support learning?
• Are they relevant?
• Ensure they can not cause offence.
• Ensure they are not likely to become redundant.
• Ensure images are not repeated unless it is integral to understanding/revision.

Change Status Recording Log (CSRL)

Change and Issue Logs

ModLog

Topic 3

Change Control Form (CCF) and Change Number (CN) Folder

Topic 3

Topic 2

Topic 1

The experience of a new joiner to the team will be monitored throughout the Induction by the nominated mentor:

• Does the learner appear optimistic/confident about the role and their ability to perform?
• Is it obvious "learning has occured" throughout the course, and during the mentor assisted change at the end of the induction?

The experience of existing Courseware Specialists will be monitored through engagement:

• Is there a reduction in "cherry picking" of "simple" changes?
• Is there an overall increase in motivation and positivity?

Level 3 - Behaviour

AscentLearn: the Ascent branded "tool" of the Courseware Specialists, used to develop, maintain and deliver courseware to our customers (Instructors and Trainees), powered by LearningLogics. EasyGenerator: the LMS Ascent uses to produce all in-house Induction content and additional non-mandatory training. AscentKnowledge: the LMS Ascent uses to host all in-house Induction content and additional non-mandatory training, powered by 5app. We use this platform as it also contains a wide range of non-Ascent produced learning content, that employees can access to learn about more generic business topics i.e. "Contract Management" etc.