Safeguarding Training

Course Title: SEND training for new employees

START

Part 4: Evaluation

Part 3: Implementation

Part 2: Micro Design and Development

Part 1: Macro Design

Index

Macro Design

Part 01

Macro Design

• This course is designed for staff that are new to SEND education.
• There is a lack of specialist teachers and TA's in the SEND education sector. Many staff are entering roles without prior understanding of the SEND Code of Practice.
• This course is designed to onboard staff and provide essential training to ensure they can carry out their role.
• The priorities for this course are:
• Safeguarding of students.
• Understanding students needs.
• Curriculum development.

Introduction

The WHO?

Over recent years it has become apparent that recruiting high quality staff to the education sector has become more challenging. In particular the SEND provision has a high turnover of staff and is suffering from retention issues, staff absence and lack of investment.As a result there are the following problems that senior leaders are facing:

• Budgets being drained due to reliance on supply staff.
• Recruitment cost of using agencies and advertising.
• Time allocated to training new employees.

Who?

Here are examples of staff who will need to complete relevant training before working with students.

Stuart

Kate

Jennifer

TeacherStuart is an experienced teacher, who has just started working for the school.

TAKate is a permanent member of staff, she has worked with children previously.

Supply TAJennifer is a daily supply teacher, she has no experience working with children.

Who?

• Social learning within synchronus environment.
• Prefers to research online, watching videos and TikTok.

Technology considerations

• Jennifer has experience of online learning. She is active on social media platforms.
• Has her own laptop and mobile phone.
• Uses youtube, social media and the internet to help her with her studies.

• Jennifer is accustomed to online-learning due to her experience on her degree course.

Perception of digital learning

Barriers to learning

Technology

Learning Experience

Goals and Aspirations

Personal Data

Digital Learning Preferences

• Allocating time to learning for her job, without compromising her own studies.
• Content is completely new to Jennifer, complex terminology and lack of prior knowledge.
• Uncertainty if she wishes to continue working in education

• Wants to gain experience of working with children whilst completing her degree.
• To achieve a 2:1 or above in her degree.
• Navigate the world of work to upskill and prepare herself for life outside of higher education.

Jennifer is a university student in her final year of her degree. She enjoys going out, works hard at university, however requires a part time job in order to support her studies.Age: 20Location: Nottingham University Work Experience: No previous.

Jennifer

Learner Profile

• Asynchronus environment.
• Prefers to have deadlines to adhere to.
• Short courses that keep her occupied and can be completed at work.

Technology considerations

• E-learning fatigue, due to completing similar courses online previously.
• Repetition.
• Has her own tablet and mobile phone.

• Kate has completed courses on safeguarding and SEND online previously.
• She prefers an asynchronus approach, so she can learn on her own in a quiet space.

Perception of digital learning

Barriers to learning

Technology

Learning Experience

Goals and Aspirations

Personal Data

Digital Learning Preferences

• With 2 small children, she struggles to commit time to learning outside of work.

• Wants to develop her knowledge of SEND children.
• Is considering training as a teacher in the future.
• Enhance her specific knowledge of complex needs.
• Has GCSE and A levels, however would like to complete more formal qualifications.

Kate is a working mom, with 2 young children. She has worked in a mainstream school before and as a TA. She lovesworking with children and supporting them with their learning. She is a part-time member of staff as this suits her lifestyle. She has never worked in a specialist SEND school before. Age: 32Location: Nottingham.Work Experience: 10 years working as a TA.

Kate

Learner Profile

• Social learning within synchronus environment.

Technology considerations

• Stuart has a range of technology to access including a school laptop tablet and mobile phone.
• He is active on social media, including teacher support groups.
• he uses technology throughout his lessons to support learning.

• Stuart has completed a lot of online and face-to-face learning in the past. He is motivated and thinks he will enjoy learning more specific facts about SEND learners.

Perception of digital learning

Barriers to learning

Technology

Learning Experience

Goals and Aspirations

Personal Data

Digital Learning Preferences

• He has a good range of experience in priamry school education, however has not specifically worked with small groups of SEND learners.
• Managing work-study balance when beginning at a new school.

• Stuart is keen to progress into a leadership position at a school.
• He has a PGCE and woudl like to begin a NPQ.
• He has never worked in a special school setting, however wants to learn more about specific needs such as autism.
• He is willing to take on further responsibility and train as a SENCO if the opportunity arrises.

Stuart is a young teacher who has previously been working in primary school education teaching year 5. He loves sports and enjoys a range of activities outside of work including rowing. He likes to keep up to date with changes in pedagogy and is keen to try out new things in his classroom. Age: 28Location: DerbyWork Experience: 6 years as a primary school teacher.

Stuart

Learner Profile

The WHY?

As an experienced senior leader in a variety of settings, staff turnover has been increasing and reliance on supply staff are in use far more regularily. Senior leaders have minimal time to dedicate to on-boarding new employees, especially agency staff who are not committed to a permanent role at the school.

Why?

The problem

"Over the past year, my school spent all of their budget for supply staff within the first term. Senior staff do not have the time to induct individual staff, therefore we need to look at ways in which training can be completed and assessed in a digital manner to save time and resources."

Induction

Develop a course that will allow new staff to be inducted into the school, including policies, values, key information, and reporting.

Safeguarding

All staff are responsible for the safeguarding of students they work with. To ensure compliance they must have completing safeguarding training.

SEND

All staff must be secure in their knowledge of the SEND Code of Practice. They must also have knowledge of individual students, where to find their EHCP's and how to plan accordingly.

The school need

At entry level, such as supply TA's some have little to no experience of working in education. Ideally Level 1 Safeguarding Training neeeds to be delivered prior to working with students.Refreshers will be needed for all staff regularly.To remain complaint all new staff must show evidence that they have read and understood KCSIE: 2023.Other training on new digital reporting systems will need to be provided to ensure compliance. .

Learning Gap

I have used Bloom's Taxonomy to develop a range of objectives on the next page.

Create

Remember

Evaluate

Apply

Analyse

Understand

Blooms Taxonomy

Create

Develop effective strategies to support learners with SEND needs.

Analyse the impact this has on students.

Apply learnt knowledge of policies and procedures to situations on a daily basis when working with SEND students.

Demonstrate understanding of above through active use of reporting systems.

Remember key information on school policies, procedures, safeguarding and the SEND Code of Practice.

Remember

Evaluate

Apply

Analyse

Evaluate data, such as reports and apply knowledge of EHCP's to plan accordingly and measure progress.

Understand

Learning Outcomes

The WHAT?

An introduction to the school, its site and policies.

Introduction

The course is split into 5 modules

Course Structure

Module 4: Classroom Management

Classroom Management stratgies and Team Teach training.

Module 3: Attendance and Reporting

Introduction to school registration programmes and reporting software.

Code of Practice training and links to EHCP documentation.

Safeguarding Level 1 TrainingLinks to KCSIE Part 1

Module 2:SEND Code of Practice

Module 1:Safeguarding

Team TeachTraining

Zones of regulation

Classroom management strategies

Introduction to CPOMS

Introduction to Earwig

Introduction to Arbor

Children and young people in specific circumstances

EHCP's

SEND Code of Practice

Understanding online safety

Understanding safeguarding

Introduction to KCSIE

Site H&S

Who are we?

Topic 3

Topic 3

Topic 3

Topic 3

Topic 3

Topic 2

Topic 2

Topic 2

Topic 2

Topic 2

Topic 1

Topic 1

Topic 1

Topic 1

Topic 1

Classroom Management

Attendance and Reporting

SEND Code of Practice

Safeguarding

Module 4

Module 3

Module 2

Module 1

Introduction

Module Framework

The HOW?

This program will be a formal learning process taking an asynchronus approach.

Courses will need to be completed in staff's own time and during one-day of induction for new staff. This means they need to be clear, concise and interactive to maintain engagement.

Timeline

As well as the course content, learners will have access to additional resources to support their learning. For example downloadable content and notes, podcasts and infographics.

Toolkit

This will be delivered in an asynchronus manner to take into account staff schedules and commitments outside of the workplace.

Primary Content

Process

• Quizzes and multiple choice questions.
• Formative questionning and end of module assessments.
• Checklists and live activities linked to school software and reporting systems.

• Video introductions from the Senior Leadership Team.
• Multimedia learning.
• Infographics.
• Instructional and animated videos.
• Audio files.
• Links to policies and National Guidance.

• Video introductions from the Senior Leadership Team.
• Multimedia learning.
• Infographics.
• Instructional and animated videos.
• Audio files.
• Links to policies and National Guidance.

Assessment and Feedback

Activities

Content

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Building Blocks

Content

Activities

Content

Activities

Content

Content

Content

Toolkit

Toolkit

Activities

Activities

Activities

Quiz

Toolkit

Toolkit

Toolkit

Formal Assessment

Content

Content

Activities

Quiz

Module 4: Classroom Behaviour

Module 3: Attendance and Reporting

Formal Assessment

Content

Content

Activities

Quiz

Formal Assessment

Content

Content

Activities

Quiz

Module 2: SEND Code of Practice

Formal Assessment

Content

Content

Activities

Quiz

Module 1: Safeguarding

Content

Content

Formal Assessment

Content

Content

Content

Content

Activities

Quiz

Introduction

Format

Asynchronus

Subject knowledge

Commentary

The Who?

The initial stage of planning focussed on learning personas. As this course was designed around those who worked in schools, there were key considerations that had to be taken into account when designing the course.

Flexibility

Goals

Commentary

The Why?

Staff inductions are required in every school, however safeguarding is an element of compliance that all schools need to demonstrate. Business NeedsThese needs were assessed in order to address any gaps in compliance, staffing requirements and budget implications. Identifying the gapStaff entering a new school need to be aware of the specific procedures involved in safeguarding at each school. There is in impact on businesses as supply staff are used and need to be trained in these procedures. There is also the potential that new staff have not worked in a school environment previously, therefore have little to no knowledge of the correct procedures to follow. These insights enabled me to develop a range of learning objectives that would address these issues. Learning ObjectivesI used Blooms Taxonomy to develop my learning outcomes and objectives. The process involved in safeguarding not only requires learning the compliance process required, but staff are expected to put into practice what they have learnt in the classroom. Their knowledge is assessed during the course and will be questioned during observations and PM meetings. Their knowledge demonstrated needs to be beyond the initial "remember and understand" stages and move into the "apply and "anaylse" stages.

Commentary

The What?

In order to address the needs of both learners and the business, the content of the course needed to reference both local and national policies, as we as clearly assess the knowledge learnt. I looked at the whole picture of what would be involved as part of the induction training for new staff and how the module I was developing would fit in with this. SME'sPrior to completing this course, I held the role as AHT and DSL within a school for a number of years. I have recently entered supply teaching and noticed a disparity between the training I have ben offered. Using my own experience I have identified the essential elements of safeguarding training. If I were to apply this to another school, I would consult with tehir DSL and senior team in order to ensure that school specific policies and information were included within the content. Mapping and structureUsing a top down approach and building block structure, I was able to plan the course strcuture with ease. The visual element of this planning, showed how learners could navigate through content, test their knowledge throughout, continue with their learning and complete a final assessment.ContentHaving access to my own safeguarding training, I was able to identify required content and adjust this to need needs of a SEND school. Using the DLI template I mapped out this content and how it woud fit within the bigger picture of induction training, This enabled me to move onto the next section with confidence and a plan in place for the detailed topics within this module.

Commentary

The How?

This part of the course allowed me to understand the learning flow in more detail and reflect on the learning preferences of the staff that woudl be completing these courses. Due to the limitations of the business and time allocated to training enw staff, I chose an asynchronus approach and developed the idea of independent learning throughout. Whilst staff would still have access to SME's in their workplace, all course content and flow would allow them to complete the topics with little input from others. A number of modules would be developed and planned, using a range of learning blocks containing topic content and assessment, These bite size chunks allowed for engagement and feedback of learners without the input of others. I incorprated a range of activites and multimedia to deliver content and maintain engagement further. This course combined both the linear and core and spoke model. The linear nature of each module allows for ease of learning, a clear path to follow and supports those with minimal knowledge of safeguarding. The core and spoke model allows users to access other modules and gain more indepth knowledge of the children they will be working with and the school expectations. I have chosen to focus on the Safeguarding module to design and develop further as this is the content within my course that rewuires compliance and completion before working with children in schools. All other modules could then be designed and completed at a later date.

Acamdey LMS, 2024. Access April 2024. https://academylms.net/structure-of-online-courses-effective-course-making/Digital Learning Institute, 2024. https://courses.digitallearninginstitute.com/courses/take/(2024)-module-2-design-principles/texts/53930853-module-ebookLearning 4 Learning Professionals 2024. Accessed May 2024. https://l4lp.com/curated-resources/modern-blended-learning/NSPCC, 2024. Access May 2024. https://learning.nspcc.org.uk/training/introductory-basic-courses

References

Micro Design and Development

Part 2

Prototype

Storyboard

Screenplan

WireFrame

Scope

Index

Introduction - Micro Design and Development

Part 2 includes detailed design and development planning for Module 1 of the SEND school induction and training programme. The content covers compliance and legislation regarding safeguarding and children and young adults.

The chosen format for this course will be Artciluate 360, allowing asynchronus movement throughout the module in a linear manner. This ensures that all content in covered in depth, with on-screen text, voiceovers and links to relevant documents and policies.

Scoping

• Recognise the difference between safeguarding and child protection and why they are important.
• Identify key legislation and the statutory framework which underpin safeguarding practice.
• Recognise and describe the different types of child maltreatment.
• Identify things that make some children particularly vulnerable.
• Recognise and respond to concerns and possible signs of child maltreatment.

Learning Objectives

Due to the importance of safeguarding, real life examples will be included to link theoretical knowledge to high profile safeguarding cases. Situational tasks and knowledge will need to be applied to show understanding .

Content

With reference to learner personas, there are a broad range of employees who will need to access the training in this module. This module needs to cater to those with no prior knowledge of safeguarding, ensuring it is relevant, engaging and concise. This will also provide a refresher for experienced staff, including updates on KCSIE and key terminology.

Target Audience

Process

Content will need to be sourced and quality assured by a Safeguarding Professional to ensure it meets the requirements for the statutory training required when working with children and young adults.

SME's

Sections and Topics

• Topic 5

• Topic 4

Content

Responding to and recording disclosures

• Topic 3

• Topic 2

Safeguarding in Education

Risks and Vulnerabilities

Recognising Signs of abuse and maltreatment

Safeguarding and Child Protection

• Topic 1

Key legislation and guidance

Mid-Topic Quiz

Defining safeguarding and child protection

Responsibilities

Safeguarding framework - the levels of need

End of Topic Test

Module 1: Safeguarding

Topic 1: Safeguarding and Child Protection

Neglect

Physical abuse

Mid-Topic Quiz

Sexual abuse

General indicators of maltreatment

Emotional abuse

End of Topic Test

Module 1: Safeguarding

Topic 2: Recognising Signs of abuse and maltreatment

Child on child abuse

Mid-Topic Quiz

Domestic abuse

Online abuse

Specific types of maltreatment and risk

End of Topic Test

Module 1: Safeguarding

Topic 3: Risks and Vulnerabilities

Responding to a disclosure

Taking action

Mid-Topic Quiz

Record keeping

Why children might not disclose information

Sharing information

End of Topic Test

Module 1: Safeguarding

Topic 4: Responding to and recording disclosures

Policies and procedures

Recognising types of maltreatment

Mid-Topic Quiz

Children with additional vulnerabilities

Education-specific legislation and guidance

Roles and responsibilities

End of Topic Test

Module 1: Safeguarding

Topic 5: Safeguarding in Education

Wireframing

Transition

Transition slide that provides an overview of the module. Learner returns here after every topic to gain overview of progress.

Hook

Objectives

Navigation

Toolkit

Activation

Learners welcomed to this section of the course. Explains why the courses has been produced and outlines expectations of their role.

Outlines learning objectives and expected outcomes.

Shows users how to navigate the course through buttons, icons and accessibility.

Explains links to additional resources to support learners such as links to websites, additional learning and downloads.

Use of an activity or quiz to test knowledge and ensure engagement.

Wireframe Part 1

Previous slide

Next steps in learning process and links to relevant documentation, toolkit and application to their role in school.

Range of questions and activities to demonstrate knowledge of what has been learnt and confirm compliance.

Screen 13

Next Steps

Screen 12

Final Assessment

Topic 5

Topic 4

Topic 3

Topic 2

Topic 1

Summary of key information and takeaways

Practice multiple choice activities to test acquired knowledge

Screen 11.3

Screen 11.2

Contains key information and knowledge, including video

Screen 11.1

Content

Practice

Summary

Summary of key information and takeaways

Practice multiple choice activities to test acquired knowledge

Screen 7.3

Screen 7.2

Contains key information and knowledge, including video

Screen 7.1

Summary of key information and takeaways

Practice multiple choice activities to test acquired knowledge

Screen 10.3

Screen 10.2

Contains key information and knowledge, including video

Screen 10.1

Summary of key information and takeaways

Practice multiple choice activities to test acquired knowledge

Screen 7.3

Screen 9.2

Contains key information and knowledge, including video

Screen 9.1

Summary of key information and takeaways

Practice multiple choice activities to test acquired knowledge

Screen 8.3

Screen 782

Contains key information and knowledge, including video

Screen 8.1

Wireframe Part 2

Summary

Content

Summary

Practice

Content

Practice

Summary

Summary

Content

Content

Practice

Practice

Screenplan

On-screen text

Image

Action Icons

Function Icons

Video

Voiceover

Transition

Transition slide that provides an overview of the module. Learner returns here after every topic to gain overview of progress.

Hook

Objectives

Navigation

Toolkit

Activation

Learners welcomed to this section of the course. Explains why the courses has been produced and outlines expectations of their role.

Outlines learning objectives and expected outcomes.

Shows users how to navigate the course through buttons, icons and accessibility.

Explains links to additional resources to support learners such as links to websites, additional learning and downloads.

Use of an activity or quiz to test knowledge and ensure engagement.

Screen Plan

Previous slide

Next steps in learning process and links to relevant documentation, toolkit and application to their role in school.

Range of questions and activities to demonstrate knowledge of what has been learnt and confirm compliance.

Screen 13

Next Steps

Screen 12

Final Assessment

Topic 5

Topic 4

Topic 3

Topic 2

Topic 1

Summary of key information and takeaways

Practice multiple choice activities to test acquired knowledge

Screen 11.3

Screen 11.2

Contains key information and knowledge, including video

Screen 11.1

Content

Practice

Summary

Summary of key information and takeaways

Practice multiple choice activities to test acquired knowledge

Screen 7.3

Screen 7.2

Contains key information and knowledge, including video

Screen 7.1

Summary of key information and takeaways

Practice multiple choice activities to test acquired knowledge

Screen 10.3

Screen 10.2

Contains key information and knowledge, including video

Screen 10.1

Summary of key information and takeaways

Practice multiple choice activities to test acquired knowledge

Screen 7.3

Screen 9.2

Contains key information and knowledge, including video

Screen 9.1

Summary of key information and takeaways

Practice multiple choice activities to test acquired knowledge

Screen 8.3

Screen 8.2

Contains key information and knowledge, including video

Screen 8.1

Screen Plan Part 2

Summary

Content

Summary

Practice

Content

Practice

Summary

Summary

Content

Content

Practice

Practice

Storyboard

Transition

Transition slide that provides an overview of the module. Learner returns here after every topic to gain overview of progress.

Hook

Objectives

Navigation

Toolkit

Activation

Learners welcomed to this section of the course. Explains why the courses has been produced and outlines expectations of their role.

Outlines learning objectives and expected outcomes.

Shows users how to navigate the course through buttons, icons and accessibility.

Explains links to additional resources to support learners such as links to websites, additional learning and downloads.

Use of an activity or quiz to test knowledge and ensure engagement.

Storyboard

Previous slide

Next steps in learning process and links to relevant documentation, toolkit and application to their role in school.

Range of questions and activities to demonstrate knowledge of what has been learnt and confirm compliance.

Screen 13

Next Steps

Screen 12

Final Assessment

Topic 5

Topic 4

Topic 3

Topic 2

Topic 1

Screen 11.3

Screen 11.2

Screen 11.1

Content

Practice

Summary

Screen 7.3

Screen 7.2

Screen 7.1

Screen 10.3

Screen 10.2

Screen 10.1

Screen 7.3

Screen 9.2

Screen 9.1

Screen 8.3

Screen 8.2

Screen 8.1

Storyboard Part 2

Summary

Content

Summary

Practice

Content

Practice

Summary

Summary

Content

Content

Practice

Practice

Prototype

Reflective Commentary

Having completed this section, I would say that it was the most challenging of all. The planning and course structure helped me understand the journey that learners would go through and the detailed storyboard allowed the actual construction to be simple.

Micro Plan

Prototype

Navigation

UDL Design

Conclusion

Principles

Structure

Children's Act 1989, 2021. Access September 2024. https://assets.publishing.service.gov.uk/media/60e6fb43d3bf7f56896127e5/The_Children_Act_1989_guidance_and_regulations_Volume_2_care_planning__placement_and_case_review.pdfCommons Library, 2024. Access September 2024. https://commonslibrary.parliament.uk/research-briefings/cbp-8023/Eduserve, 2024. Access Seteomber 2024. https://www.eduserve.co.uk/leadership-and-management-support/safeguarding/Gagne's 9 Events of Instruction, 2024. Access September 2024. https://www.niu.edu/citl/resources/guides/instructional-guide/gagnes-nine-events-of-instruction.shtmlKCSIE, 2024. Access September 2024, https://assets.publishing.service.gov.uk/media/66d7301b9084b18b95709f75/Keeping_children_safe_in_education_2024.pdfNSPCC, 2024. Accessed September 2024. https://learning.nspcc.org.uk/training and https://learning.nspcc.org.uk/safeguarding-child-protectionSEND Code of Practice 2024. Access September 2024. https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

References

Implementation

Part 3

The school will use iSpringLearn to roll out the e-learning course. iSpring is a cloud based platform that allows for a range of courses to be hosted online and be built with ease.

Roll Out Plan

Advantages

Considerations

Benefits

ISpring has a range of tools built into it, to allow for course to be developed and hosted with ease on the school platform. Whilst I will be building the course and hosting via SCORM with Articulate 360, further modules can be devoloped using the integrated authoring tool. The training manager can seek support form subject specialist SME's within the organisation to develop specific training suitable for the Trust schools.

iSpring

Staff and resources

• For the purpose of this course, advice and support would be sought from the school DSL to ensure that the content is correct.
• The Trust Training Lead would act as Project Manager and Administrator.
• The DSL as SME.
• The HT of each school as key reporting subject.

Safeguarding Course

Staffing

In accordance with the rollout plan, once the course has been trialled by senior staff and administrators, feedback and adjustments will be made. It will then be rolle out across the whole staff team to trial. New staff to the school will then we added as necessary.

Final Roll Out

The DSL and Trust Training lead will guide learners through the software to begin with so they understand the layout of iSpring. As iSpring will run on its own once the course is opened little support should be needed. There is a link to get help on the course.

Training and Support

Initially senior leaders within the school will trial the course and provide feedback to ensure that it meets the needs of the school. There are 6 staff trialling this.

Soft Launch

Launch Plan

Provide endorsments

• Use feedback from staff who have completed the course previously.

Provide credibility

• Use key staff members to lead the training, intriduce its benefits and be the face of the training both via introductory videos and face to face eg, DSL and HT.

Promotion

• Use school communication channels such as Teams and email to promote the course.

Incentivise

• Promote other course through incentivisation.

• Know your audience and refer to your learners’ personas.
• Make sure you are clear on your programme goals, then set these out.
• Create a marketing plan.

• Get feedback from your staff members.
• Ask for endorsements from past learners.
• Use social channels, ideally within the learning platform.
• Give away some free materials to incentivise your learners.
• Give previews and sneak previews to your learners. (Digital Learning Institute, 2024)

Marketing

Engagement and Personalisation

pass

85%

Throughout this course quizzes and assessments are built into each topic. This allows the user to identify their areas for improvement and also ensure that the course is completed to a specific standard. A pass rate of 85% or above must be achieved. Within iSpring when courses are complete, users recieve a badge to show their progress and accumulate points as they complete more courses. This is visible on a leaderboard, so creates a competitive edge for users.

Gamification

As this course is a statutory requirement for those working with children it is essential that it is completed. Therefore nudging techniques are reuired and deadlines provided to staff to ensure they are compliant. Strategies that I will use:

• iSpring sends out automatic reminders for the completion of the course via email.
• DSL responsible for safeguarding can speak with staff members to remind them of their requirements.
• Updates on leaderboard badges remind staff to complete more courses and adds competitive element.

When there are winners, there may also be losers who disengage. Not everyone is happy to join the games. Nudging is sending gentle pushes to your learners to ensure they get back to learning or submit an assignment etc. Remember that a nudge can be visual: Do not nudge your learners to do chunks of work at one time, aim at micro learning. Start small, plan for a couple of minutes a week. Curate or create content that will be interesting and motivating. You can combine nudging with gamification and allocate badges or points. (Digital Learning Institute, 2024)

Nudging

Reflective Commentary

Having designed a umber of course before, I was familiar with some of the terms and processes involved in the rollout of a course. However, the detail required was formalised and my understanding of the processes is now far more clear. Having recently joined a new company, I found that they used iSpring to host all of their training. I found that this was an easy to access LMS system with a variety of ways that SCORM files and other sources could be incorporated.

Part 3

Resources

LMS

Suitability

References

Digital Learning Institute, 2024. Accessed September 2024. https://courses.digitallearninginstitute.com/courses/take/(2024)-module-10-rollout-and-universal-design/multimedia/50466239-module-10-toolkithttps://courses.digitallearninginstitute.com/courses/take/(2024)-module-10-rollout-and-universal-design/texts/53932917-module-ebookhttps://courses.digitallearninginstitute.com/courses/take/2024-course-information-on-demand-cohort-professional-diploma-in-digital-learning-design/multimedia/50349399-read-all-about-your-assessment-and-feedbackiSpring, 2024. Access September 2024. https://www.ispringsolutions.com/launch-training-instantly-with-ispring-learn?utm_source=google&utm_medium=cpc&utm_campaign=asia_ispring_general_learn_sk&utm_term=ispring&utm_content=165478646072&ad_group=ispring_general&agg_campaign=&gad_source=1&gclid=EAIaIQobChMI_7DczuWciQMVXZdQBh0m4zZOEAAYAiAAEgIEf_D_BwE

Evaluation

Part 4

Referencing the ADDIE process, the course I have designed and created will be assessed against the following points:

Evaluation

Outcome Based

Have all demonstrated their knowledge of safeguarding, met the course objectives and passed the course. Are there any gaps and is intervention required?

Evaluate against all stages of the ADDIE process. This can take place throughout prior to trialling and at the end of the production and rollout phase.

The course will be assessed against the schools goals. For example, are all staff compliant in safeguarding?

Process Based

Goal Based

This module will be used and specific details added that relate to the business needs.

Level 4: Results

Level 1: Reaction

Level 2: Learning

Level 3: Behaviour

Kirkpatrick's Model.

Evaluation Model

05

User Experience

Due to this being an introductory course, the initial assessment will look at the Level 1 Behaviour and REACTION to the participants after completing of the course. It will look at Engagement and User Experience.

Level 1 Checklist

Checklist

Engagement

The UXDL Honeycomb starts by asking how to create valuable learning experiences with content. Why start here? Because content is time-consuming and expensive to produce. And, well-designed content can significantly facilitate learning. Each cell in the honeycomb surfaces evidence-based principles that will help you create content that is useful, desirable, accessible, credible, and intuitive (findable & usable). User experience research indicates that undergraduate students value online learning experiences that are aligned with UXDL principles (Troop, White, Wilson, & Zeni, 2020).

In order to evaluate the UX design I will be using the CEL UXDL Honeycomb Model, developed by the University of Waterloo. This was inspired by Peter Morville’s UX Honeycomb.

UX Evaluation

Communications and connections

Reflective Design

Behavioural Design

Building a community

UXDL suggested by Waterloo University, based on Peter Moreville's Honeycomb Model.Our UXDL design framework is grounded in psychological research in cognition and learning, and places learners at the centre of the design process, ensuring that our courses are useful, desirable, accessible, credible, and intuitive. (University of Waterloo, 2024)

UCDL Honeycomb Model

Text

Images

Elements

Affect represents a crucial element to the learning process, and learners differ markedly in what sparks their motivation and enthusiasm for learning. Learners must be able to bring their authentic selves to the learning environment and find connections to what matters most in their lives. The UDL framework emphasizes the idea of learner variability, and learners’ multiple and intersecting identities are an essential layer of fully recognizing the notion of learner variability. While we emphasize dimensions of identity as a part of variability in this section on Multiple Means of Engagement, the essential role identity plays in learning is woven across all three UDL principles. Further, learners' interests and sources of motivation may vary depending on the context. Some learners may be highly engaged by spontaneity and novelty while others are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. And, these preferences might vary from week to week or even day to day. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; multiple options for engagement are essential.https://udlguidelines.cast.org/engagement/

UDL Evaluation

Engagement

UDL Evaluation

Engagement

Learners differ in the ways they perceive and make meaning of information. For example, those with sensory disabilities (e.g., blindness or deafness), learning disabilities (e.g., dyslexia), and those representing diverse or non-dominant cultures and/or languages all approach content differently. And these differing approaches must be honored and valued. Equally important is the consideration of how people, cultures, individual and collective identities, perspectives, and ways of knowing are represented within the content. Learning, and transfer of learning, occurs when multiple representations and perspectives are used, because they support learners to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for every learner; providing options for representation is essential.https://udlguidelines.cast.org/representation/

UDL Evaluation

Representation

UDL Evaluation

Representation

Many interactive pieces of educational software similarly provide only limited means of navigation or interaction (e.g., using a mouse or keyboard). More broadly, the physical design of the learning space can also be restrictive (e.g. narrow aisles, inflexible seating and table arrangements, inflexible height of a whiteboard, etc.). Navigation and interaction in those limited ways will raise barriers for some learners—for example, learners with physical disabilities, blindness, dysgraphia, or those who need various executive functioning supports. It is important to design materials and physical environments that support and value the interaction needs and preferences of every learner. Intentionally designed curricular materials provide a seamless interface with common assistive and accessible technologies through which everyone, including individuals with disabilities, can navigate and express what they know. These tools allow navigation or interaction with a single switch, through voice-activated switches, expanded keyboards, and others. And intentionally designed physical learning environments provide the options and flexibility in the physical environment to support the interaction and navigation necessary to engage in the learning process.https://udlguidelines.cast.org/action-expression/interaction/

UDL Evaluation

Action and expression

UDL Evaluation

Action and expression

Once discussed with senior staff, the DSl and training lead can put into place any changes by an agreed date.

Data will reveal the outcomes of the training and identify areas for improvement. Using the action plans recommendations can be made and discussed with Senior Leaders and Trust Management.

4. Gather insights

5. Action changes

Data will be need to be monitored by the DSl to ensure all staff are compliant. A report can be produced automatically for all staff.

2. Arrange and analyse.

Data will be used to create reports for stakeholders. This can be arranged and delivered using the Level 1 checklists.

3. Monitor

https://courses.digitallearninginstitute.com/courses/take/(2024)-module-11-evaluation-and-learning-analytics/multimedia/50466259-lesson-4-learning-analytics

Data will be sourced through iSpring analytics. This allows me to focus on key training KPIs with customisable LMS reports. Surveys and feedback can also be gathered,

1. Source Data

Learning Analytics

Reflective commentary

The evaluation has been a productive and worthwhile process to allow me to understand the requirements of a digital learning course. I feel that in future I would be able to understand the whole process and plan my course far more effectively and efficiently, had I known what I know now. I intially looked at Kirkpatrick's model in order to look at each stage of the learning process and evaluate it against the course. I established at each level what I would be looking for in terms of success and whether this had been achieved. I then moved on to complete a level 1 checklist to establish how I would collect analytic data that I would use to make my assessment of the course. This included surveys and iSpring course data.

UXDL Honeycomb

ADDIE

Conclusion

Learning analytics

UDL Evaluation

References

Ardent Learning, 2024. The Kirkpatrick Model. Accessed Oct 2024. https://www.ardentlearning.com/blog/what-is-the-kirkpatrick-modelhttps://cms.cel.uwaterloo.ca/honeycomb/index.aspxDigital Learning Institute, 2024. Accessed September 2024. https://courses.digitallearninginstitute.com/courses/take/(2024)-module-11-evaluation-and-learning-analytics/texts/50466252-watch-lesson-2-opening-videohttps://courses.digitallearninginstitute.com/courses/take/(2024)-module-11-evaluation-and-learning-analytics/multimedia/50466262-module-11-toolkitUDL Guidelines, 2024. Accessed Oc 2024. https://udlguidelines.cast.orghttp://udloncampus.cast.org/page/assessment_udlImageADDIE model, 2024. Accessed Oct 24. https://www.learnupon.com/blog/addie-5-steps/UXDL Honeycomb Model. Accessed October 2024. https://cms.cel.uwaterloo.ca/honeycomb/valuable.aspx

UDL Evaluation

Using the UDL checklist provided by DLI I highlighted where my course met the requirements. It was enlightening to see that there were many more opportunities for learning and assessment throughout my course that I had not considered prior to this. I feel that if I had known thsi prior to planning the course I would have structured it differently and allowed for a wider variety of opportunities to try new techniques. I think out of all the areas, I could have added more into the angagement of the course. I would suggest that using iSpring I would be able to build in opportunities to network and learn socially. I could use the calendar to timetable and allocate courses to users and provide feedback in more than one way.

Learners enjoyed being able to access a range of resources with multimedia content that were engaging and informative.

Format

• Videos and voiceovers support the learning experience.
• Interactive quizzes and testing of knowledge to check their learning against objectives.
• Further links to additional information and learning opportunities.

Purpose: Introduces why children may not make a disclosure.

Graphic Design

Next button allows movement to next section.

Interactions

Welcome to Why children may not make a disclosure? Telling someone about abuse is very hard for children.Good news is that children often don’t tell anyone when they’ve been abused. But the good news is that when they do tell, they almost never lie about it. There are many reasons why children don’t tell anyone about abuse. Here are some examples of why.Click the next button to move on.

Voiceover

Why children may not make a disclosure? Telling someone about abuse is very hard for children. The sad news is that children often don’t tell anyone when they’ve been abused. But the good news is that when they do tell, they almost never lie about it. There are many reasons why children don’t tell anyone about sexual abuse. Some common reasons are:

• They have been taught to obey adults.
• They have promised to keep the abuse secret.
• They have been bribed to keep it a secret.
• They have been threatened by the offender to keep it a secret and are scared to tell.
• They feel guilty because they believe that the abuse is their fault.
• They are ashamed to tell.
• They are confused because the offender is someone they know and trust.
• They have been convinced that the abuse is normal or okay.
• They are too young to know that the abuse isn’t appropriate—especially if it’s done by someone they know and trust.
• They have not been taught that the abuse is not okay.

On screen text

Purpose: Explains how to record on CPOMS.

Graphic Design

Next button movement to next section.

Interactions

Welcome to children with additional vulnerabilties. Abuse can happen to anyone, and all children and young people must be protected from abuse. In particular all of our students fall under teh SEND and hold a ECHP. It is important to raise any concerns that you may have as our students may not have a voice or understand what they are going through. Please press the next button to continue.

Voiceover

Children with additional vulnerabilitiesAbuse can happen to anyone, and all children and young people must be protected from abuse. Research shows that some children and young people are more vulnerable because they are:

• children with special educational needs and disabilities (SEND)
• children whose parents or carer have alcohol or substance abuse issues
• children in care and care experienced young people
• children who have witnessed or experienced domestic abuse
• children with mental health problems, or a parent with mental health problems
• children living in hard social conditions, such as poverty, isolation, or poor housing
• children with ill health or who have a long-term illness or condition
• children who are at risk of or have a history of abuse or neglect

On screen text

Purpose: Explains how to find the school policies.

Graphic Design

Next button allows movement to next section.

Interactions

Welcome to school policies and procedures. You can find all of the relevant policies and procedures on our sharepoint or a hard copy is located in teh school office. Should you have an traoubel accessing these documents, please speak to one of the admin team in reception.Click next to move on to the next section.

Voiceover

School policies and procedures.Before you begin, you need to be aware of the school policies and procedures linked to safeguarding. These are specific to the school and our students. In order to find these, please access the school Sharepoint. You will be given a log in if you are a permanent member of staff. Policies and procedures are on the first page. If you are a temporary or agency member of staff, a file is located in main reception where you can access all of the relevant documentation.

On screen text

Voiceover asks the participant to complete a series of multiple choice questions on the content they have just learnt from the first two topics. This is to consolidate learning before the end of topic assessment.

On-screen text

Image

Voiceover

• Have you monitored the learning patterns and how the community evolves?
• Have you been fostering communities online?
• Has there been moderation of online discussions?Have you provided space for your learners to develop connections? For example: introductions?
• Have you been checking in with students who are falling behind in the course?
• Have you been acting on queries, feedback, on the course/programme?

Building a community

1. Voiceover recaps the main points for the topic, including key responsibilties and references to legislation that education workers need to be aware of.
2. Bullet points and imagery are shown on screen highlighting these.
3. On completing a final assessment will appear and will have to be passed before moving on to the next topic.

On-screen text

Image

Voiceover

Purpose: Explains the signs of online abuse.

Graphic Design

Next button allows movement to mid-topic test.

Interactions

Welcome to Online Abuse. Online abuse is any type of abuse that happens on the internet. It can happen across any device that's connected to the web, like computers, tablets and mobile phones. And it can happen anywhere online, here is how you identify if a child may be experiencing online abuse. Click the next button to open the mid-topc test.

Voiceover

Online abuseOnline abuse is any type of abuse that happens on the internet. It can happen across any device that's connected to the web, like computers, tablets and mobile phones. And it can happen anywhere online, including: social media text messages and messaging apps emails online chats online gaming live-streaming sites.A child or young person experiencing abuse online might: spend a lot more or a lot less time than usual online, texting, gaming or using social media seem distant, upset or angry after using the internet or texting be secretive about who they're talking to and what they're doing online or on their mobile phone have lots of new phone numbers, texts or email addresses on their mobile phone, laptop or tablet.

On screen text

Purpose: Test learner knowledge.

Graphic Design

Start button opens the test. Learners move the words and clicks submit, this will provide an result, confirming correct or allowing the person to try again.

Interactions

Time to test your knowledge so far of safeguarding responsibilties and definitions. Click start to begin the test. Drag and drop highlighted words into the correct place on the statement. Press submit to check your answers.

Voiceover

Mid - unit assessmentTest your knowledge of safeguarding responsibilties and definitions. Drag and drop the words at the bottom into the correct places. (Words in bold will be highlighted)Abuse of a child or young person under the age of 18 is defined as follows. Abuse is a deliberate act of ill-treatment that can harm or is likely to harm a child or young person’s safety, well-being and development. Abuse can be physical, sexual or emotional. Neglect of a child or young person also constitutes abuse and can be defined as failing to provide or secure for a child or young person the basic needs of physical safety and well-being.By having strong safeguarding procedures and practice, we provide a safe place for children and young people.

On screen text

All staff must show evidence that they have read Keeping children safe in education 2023: for school and college staff (part 1) at induction.

Keeping children safe in education 2023: for school and college staff (part 1)

Safeguarding

• The safeguarding training we provide must cover specifics of reporting methods and systems that are used at school.

Purpose: Test learner knowledge.

Graphic Design

Start button opens the test. Learners move the words and clicks submit, this will provide an result, confirming correct or allowing the person to try again.

Interactions

Time to test your knowledge of risks and vulnerabilities.Click start to begin the test. Drag and drop highlighted words into the correct place on the statement. Press submit to check your answers.

Voiceover

Mid - unit assessmentTest your knowledge of risks and vulnerabilities.. Drag and drop the words at the bottom into the correct places. (Words in bold will be highlighted)Children and families at riskAbuse can happen to anyone. But research shows that some children who have experienced abuse share similar risk factors. This means they may be more vulnerable.Having one or more of these risk factors doesn't automatically mean a child will experience abuse or neglect – and not having any of them doesn't guarantee that a child will never be harmed.Understanding risk and vulnerability factors, and their individual and combined impact on children's lives, can help professionals identify which families may need extra support.

On screen text

End of UnitAssessment

Legislation

Safeguarding Framework

Mid - Point Test

Role and responsibiities

Introduction

1. Voiceover welcomes learners to the topic- Defining safeguarding and child protection.
2. Buttons will appear allowing access to the other topics in the module. Each will be greyed out until completed.
3. Mid - Point Test will open once first 2 units completed.
4. End of topic assessment will open when all other areas have been completed.

On-screen text

Image

Voiceover

Transition

Transition slide that provides an overview of the module. Learner returns here after every topic to gain overview of progress.

Hook

Objectives

Navigation

Toolkit

Activation

Learners welcomed to this section of the course. Explains why the courses has been produced and outlines expectations of their role.

Outlines learning objectives and expected outcomes.

Shows users how to navigate the course through buttons, icons and accessibility.

Explains links to additional resources to support learners such as links to websites, additional learning and downloads.

Use of an activity or quiz to test knowledge and ensure engagement.

Wireframe

1. Voiceover recaps the main points for the topic, including key responsibilties and references to legislation that education workers need to be aware of.
2. Bullet points and imagery are shown on screen highlighting these.
3. On completing a final assessment will appear and will have to be passed before moving on to the next topic.

On-screen text

Image

Voiceover

1. Recognise the difference between safeguarding and child protection and why they are important.
2. Identify key legislation and the statutory framework which underpin safeguarding practice.
3. Recognise and describe the different types of child maltreatment.
4. Identify things that make some children particularly vulnerable.
5. Recognise and respond to concerns and possible signs of child maltreatment.

Voiceover welcomes learners to the objective page.Provides information on what they will be expected to learn by the end of the module. Learning objectives:

On-screen text

Image

Voiceover

Learners will be expected to put into place their training during their time in school. This will be evident through additional training on systems and through observation/actions taken during their role. They will be expected to undertake annual refresher training.During spot checks and inspections, staff will be quizzed on their knowledge of safeguarding and hwo to action a disclosure. This will be both formal and informal.

Behaviour

Purpose: Test learner knowledge.

Graphic Design

Start button opens the test. Learners clicks on one of the options on the test, this will provide an answer, confirming correct or allowing the person to try again.

Interactions

Time to test your knowledge so far of signs of abuse.Click start to begin the test. What are some of the signs of neglect? A child attending school regularily. Inappropriate clothing (e.g. shoes too small, clothes are ill-fitted or unsuitable for the weather conditions) Clothes are consistently dirty or smelly Being hungry

Voiceover

Mid - unit assessmentTest your knowledge of signs of abuse.Click start to begin the test. What are some of the signs of neglect?

• A child attending school regularily.
• Inappropriate clothing (e.g. shoes too small, clothes are ill-fitted or unsuitable for the weather conditions)
• Clothes are consistently dirty or smelly
• Being hungry

On screen text

Voiceover welcomes learners to the Toolkit section. of each topic.Explains the purpose of the toolkit, such as:

• Links to external websites.
• Downloadable resources.
• Youtube videos.
• Government Policies and Procedures.
• School Policies and Procedures.

On-screen text

Image

Voiceover

Purpose: Explains how to respond to a disclosure. .

Graphic Design

Next button allows movement to next section.

Interactions

Welcome to how to respond to a disclosure..It is important that if a child makes a disclosure you do the following:ListenReassureReact.The next section will inform you how to report your concern.

Voiceover

How to respond to a disclosure.If a child makes a disclusre it is important to do the following:ListenListen to what is being said without displaying shock or disbelief. A common reaction to news as unpleasant and shocking as child abuse is denial. However, if you display denial to a child, or show shock or disgust at what they are saying, the child may be afraid to continue and will shut down.ReassureReassure the child, but only so far as is honest and reliable. Don’t make promises that you can’t be sure to keep, e.g. "everything will be all right now". Reassure the child that they did nothing wrong and that you take what is said seriously. Don’t promise confidentiality – never agree to keep secrets. You have a duty to report yourconcerns. Tell the child that you will need to tell some people, but only those whose job it is to protect children.React:Listen quietly, carefully and patiently. Do not assume anything – don’t speculate or jump to conclusions. Do not investigate, interrogate or decide if the child is telling the truth. Remember that an allegation of child abuse may lead to a criminal investigation, so don’t do anything that may jeopardise a policeinvestigation. Let the child explain to you in his or her own words what happened, but don’t ask leading questions. Do ask open questions like "Is there anything else that you want to tell me?"

On screen text

Select 1 incorrect answer:

• Neglect
• Sexual
• Physical
• Emotional
• Online

Purpose: To test prior knowledge.

Graphic Design

Interactions

What do you know already about the types of abuse children can be subject to? Select one incorrect answer:NeglectSexualPhysicalEmotionalOnline

Voiceover

Pre-assessmentTest your knowledge of safeguarding topics.Question: Which of the following is not a form of abuse?

On screen text

Voiceover asks the participant to complete a series of multiple choice questions on the content they have just learnt from the first two topics. This is to consolidate learning before the end of topic assessment.

On-screen text

Image

Voiceover

1. Voiceover welcomes learners to the module.
2. Provides information on the module structure and format of learning.
3. Explains the intentions of the course and how safeguarding is a fundamental part of any role within a school.

On-screen text

Image

Voiceover

Purpose: Explains the signs of emotional abuse.

Graphic Design

Next button movement to next section once document has been opened.

Interactions

Welcome to signs of emotional abuse?Emotional abuse is any type of abuse that involves the continual emotional mistreatment of a child. It's sometimes called psychological abuse. Emotional abuse can involve deliberately trying to scare, humiliate, isolate or ignore a child.Emotional abuse is often a part of other kinds of abuse, which means it can be difficult to spot the signs or tell the difference, though it can also happen on its own.

Voiceover

What is emotional abuse?Emotional abuse is any type of abuse that involves the continual emotional mistreatment of a child. It's sometimes called psychological abuse. Emotional abuse can involve deliberately trying to scare, humiliate, isolate or ignore a child.Emotional abuse is often a part of other kinds of abuse, which means it can be difficult to spot the signs or tell the difference, though it can also happen on its own. Types of emotional abuse:

• humiliating or constantly criticising a child
• threatening, shouting at a child or calling them names
• making the child the subject of jokes, or using sarcasm to hurt a child
• blaming and scapegoating
• making a child perform degrading acts
• not recognising a child's own individuality or trying to control their lives
• pushing a child too hard or not recognising their limitations

On screen text

Purpose: Explains the key legislation.

Graphic Design

Hyperlink button open KCSIE part 1.Next button movement to next section.

Interactions

Welcome to key legislation.Each nation has its own laws and guidance that sets out the safeguarding responsibilities of schools.In England, the Department for Education (DfE) provides the key guidance for schools and colleges Keeping children safe in education (DfE, 2023). It sets out the legal duties to safeguard and promote the welfare of children and young people under the age of 18 in schools and colleges. As of September 2022, the guidance also provides detailed information on how schools and colleges should respond to sexual violence and harassment between children. Part 1 of the guidance should be read by all school staff. Click the link to open.

Voiceover

Key legislationEach nation has its own laws and guidance that sets out the safeguarding responsibilities of schools.In England, the Department for Education (DfE) provides the key guidance for schools and colleges Keeping children safe in education (DfE, 2023). It sets out the legal duties to safeguard and promote the welfare of children and young people under the age of 18 in schools and colleges. As of September 2022, the guidance also provides detailed information on how schools and colleges should respond to sexual violence and harassment between children. Part 1 of the guidance should be read by all school staff. Click the link to open.

On screen text

Purpose: Summarise topic.

Graphic Design

Next button opens the test.

Interactions

Well done for completing this topic. Within a school it is everyones responsibility to keep children safe and to be able to recognise signs of abuse. It is important that you understand the requirements of key ligislation and have read KCSIE Part 1 before you commence your role. In order to move on to the next section you now need to complete an end of topic assessment. Click next to begin to assessment.

Voiceover

Well done for completing this topic. Within a school it is everyones responsibility to keep children safe and to be able to recognise signs of abuse. It is important that you understand the requirements of key ligislation and have read KCSIE Part 1 before you commence your role. In order to move on to the next section you now need to complete an end of topic assessment. Click continue to begin to assessment.

On screen text

At the end of each course a survey is sent to employees via iSpring and they are asked to provide feedback on their experiences. This will allow formative feedback to be obtained.

The progress of learners will be monitored through the completion of each topic and passing an assessment for each unit. iSpring allows data to be drawn down to assess time taken to complete the course, attempts at passing each unit and the pass rate. End of module feedback will be gathered to assess reactions to the course and gather points to improve on.

Reaction

Micro Plan

By developing a microplan I was able to work my way through the wireframe, screen planning and storyboard. I used my prior knowledge and access other safeguarding courses to ensure that all the content was covered and planning in detail to ensure compliance.

• Screen plan allowed for content to be planned in and possible interactive elements to be considered prior to development of the prototype.
• Storyboard included all information for each page of the course and allowed me to strategically plan content prior to using Rise 360 to develop the course.
• The wireframe allowed me to view all the course in its entirity prior to further development and adjust the flow accordingly to allow users to get the best experience.

Transition

Transition slide that provides an overview of the module. Learner returns here after every topic to gain overview of progress.

Hook

Objectives

Navigation

Toolkit

Activation

Learners welcomed to this section of the course. Explains why the courses has been produced and outlines expectations of their role.

Outlines learning objectives and expected outcomes.

Shows users how to navigate the course through buttons, icons and accessibility.

Explains links to additional resources to support learners such as links to websites, additional learning and downloads.

Use of an activity or quiz to test knowledge and ensure engagement.

Wireframe

1. Learner takes an end of topic test before moving on to the next topic.
2. They must complete multiple choice questions and have unlimited attempts, but it must achieve a 80% pass rate before they can move on.
3. On completing all topics a final end of mdule test will appear. Pass rate of 80% required. 10 questions need to be answered.

On-screen text

Image

Voiceover

Next button takes learners to the toolkit.

Purpose: Explains how to move thorugh the module

Graphic Design

Interactions

In order to navigate through this module, please use the "next" and "back" buttons to move through each screen.When prompted please complete the on-screen activites which will appear using the cursor. This will open additional information to help you with course content. Volume can be adjusted using the speaker symbol in the bottom corner.

Voiceover

NavigationNext

On screen text

• Are the icons meaningful and do they add to the learning?
• Are the elements consistent in their use?
• Are the elements in alignment?
• Is there consistency in the design?
• Have you used brand guidelines effectively?

Elements

Considerations

• There is a cost associated with the use of iSpring. As the school is part of a large trust, cost can be spread across the schools.
• An overall training manager for the Trust can be responsible for the courses and manage training. This allows for Senior Leaders to be freed up.

ADDIE

Intially I used the ADDIE model to ensure that the evaluation process covered all of the stages of the production of this course. Through the use of ADDIE, I furthered the process by understanding UXDL and UDL evaluation techniques. Throughout the process ADDIE should be used and I now value the importance of understanding all of the evaluation process. It would have been beneficial to have had this knowledge in the initial stages as it would have helped streamline the production of my course.

Purpose: Explains the signs of neglect.

Graphic Design

Next button allows movement to next section.

Interactions

Welcome to Neglect.Knowing the signs of neglect can help to give a voice to children. Neglect can be very difficult to notice as having one of the signs doesn’t mean that a child is experiencing neglect. You might be able to tell that there is a serious problem if a child display multiple signs over an extended period of time.

Voiceover

NeglectKnowing the signs of neglect can help to give a voice to children. Neglect can be very difficult to notice as having one of the signs doesn’t mean that a child is experiencing neglect. You might be able to tell that there is a serious problem if a child display multiple signs over an extended period of time.Signs of neglect include:

• Being frequently absent from school
• Inappropriate clothing (e.g. shoes too small, clothes are ill-fitted or unsuitable for the weather conditions)
• Clothes are consistently dirty or smelly
• Being hungry
• Unkempt appearance and poor hygiene; hair quality is poor or is messy, teeth are dirty, skin dirty
• Lacking necessary medical or dental care, including immunisations or glasses
• Missing medical appointments
• Health problems, including anaemia, body issues, poor muscle tone or prominent joints, regular illness of infections, repeated accidental injuries (often cause by lack of supervision), skin issues (e.g. sores, rashes, flea bites, scabies, ringworm), thin or swollen tummy, weight or growth issues, untreated injuries
• Developmental problems, including poor language or social skills

On screen text

Initial indicators showed that learners liked to access courses both in work and at home. They enjoyed being able to pick up courses as and when and access these on a range of technology.

Flexibility

• Course designed to be accessed on laptops, tablets and mobile phones.
• No time limit
• Opportunities to speak with subject experts within the school environment.

Purpose: Explains the signs of maltreatment.

Graphic Design

Next button movement to next section once document has been opened.

Interactions

Welcome to types of maltreatment. Child maltreatment is the abuse and neglect that occurs to children under 18 years of age. It includes all types of physical and/or emotional ill-treatment, sexual abuse, neglect, negligence and commercial or other exploitation, which results in actual or potential harm to the child’s health, survival, development or dignity in the context of a relationship of responsibility, trust or power.Press the next button to move on.

Voiceover

Types of maltreatmentChild maltreatment is the abuse and neglect that occurs to children under 18 years of age. It includes all types of physical and/or emotional ill-treatment, sexual abuse, neglect, negligence and commercial or other exploitation, which results in actual or potential harm to the child’s health, survival, development or dignity in the context of a relationship of responsibility, trust or power.Maltreatment causes stress that is associated with disruption in early brain development. Extreme stress can impair the development of the nervous and immune systems. Consequently, as adults, maltreated children are at increased risk for behavioural, physical and mental health problems.

On screen text

Purpose: Introduce the learner to the topics in this section.

Graphic Design

The following buttons are shown and highlight when a cursor hovers over. These are greyed out until completed. - Domestic abuse- Online abuse- Child on child abuse-Specific types of maltreatment and risk

Interactions

Welcome to Topic 3: Risks and vulnerabilitiesThere are 4 sections in this topic: Domestic abuse- Online abuse- Child on child abuse-Specific types of maltreatment and riskPlease press the Domestic abuse button to continue.

Voiceover

Welcome to Topic 3: Risks and Vulnerabilities.

On screen text

Design Principles

By using Mayer's Design Principle as introduced by DLI in module 4, I was able to look at specific principles to help build my course. I included images, voiceover, interactive elements. videos, on screen text and a range of exercises. The e-learning design checklist helped me analyse my plan, before implementation. I used Gagne's 9 events of instruction and included regular knowledge checks throughout to assess performance and give feedback and engagement ot users.

Purpose: Explains how to share information.

Graphic Design

Next button movement to next section once document has been opened.

Interactions

Welcome to sharing information.After a disclosure has been made, it is important that records are kept and information is shared with the relevant safeguarding professionals. Information must remain confidential and only be shared with safeguarding staff. The use of CPOMS makes concerns confidential, as only relevant staff will be informed. Due to the nature of some concerns, it is important that cases are not discussed with the wider staff team as there may be legal procedures that need to be followed. If you have any questions, please speak to a member of the safeguarding team who can guide you through the process. Press the next button to move on to the next section.

Voiceover

Sharing information.After a disclosure has been made, it is important that records are kept and information is shared with the relevant safeguarding professionals. Information must remain confidential and only be shared with safeguarding staff. The use of CPOMS makes concerns confidential, as only relevant staff will be informed. Due to the nature of some concerns, it is important that cases are not discussed with the wider staff team as there may be legal procedures that need to be followed. If you have any questions, please speak to a member of the safeguarding team who can guide you through the process.

On screen text

Emotional Abuse

End of UnitAssessment

Mid - Topic Test

Sexual Abuse

Physical Abuse

Neglect

Introduction

1. Voiceover welcomes learners to the topic- Signs of abuse and maltreatment.
2. Buttons will appear allowing access to the other topics in the module. Each will be greyed out until completed.
3. Mid - Point Test will open once first 3 units completed.
4. End of topic assessment will open when all other areas have been completed.

On-screen text

Image

Voiceover

I used a range of resources available to me in the toolkits provided by DLI. This included references from Module 10 and downloadable toolkits. I completed the Roll Out Plan and adjusted it to the needs of the school, helping me understand the needs of the business and meeting all the points on the checklist. I was able to use iSpring tutorials and thier support to guide me through the process of uploading SCORM files and setting up a course.

Resources

DLI

1. Final stage of the course congratulates learners on their completion of the course.
2. Guides learners through additional resources available in the toolkit.
3. Next steps refer to the next module they need to complete and their progress so far.

On-screen text

Image

Voiceover

Purpose: Explains how what signs to look for.

Graphic Design

Next button movement to mid-topic test.

Interactions

Welcome to signs of maltreatment.It is your reponsibility to safeguard the children and young people in our care. As a reminder, there are a number of signs of sbuse or maltreatment. Please read teh list below and ensure that if you have any conerns these are reported on CPOMS or to a member of the safeguarding team. Click next to begin the mid-topic test.

Voiceover

Signs of maltreatmentAs you will have learnt, there are many signs of maltreatment or abuse to be aware of. As a reminder here are the signs to look for:

• unexplained changes in behaviour or personality
• becoming withdrawn
• seeming anxious
• becoming uncharacteristically aggressive
• lacks social skills and has few friends, if any
• poor bond or relationship with a parent
• knowledge of adult issues inappropriate for their age
• running away or going missing
• always choosing to wear clothes which cover their body.

On screen text

The course needed to align with learner and organisational goals. This would enable workers to be confident in their approach to safeguarding and understand the process involved when reporting concerns.

Goals

• Compliance when working with children.
• Knowledge of key processes
• Key staff members and policies.

Navigation

I found that whilst Rise 360 had the appearance and ease of use I required, there were limitations with the navigation through sections. I used the continue button to move between sections, however there was no option to go back. This is because you could simple scroll back through sections as they appeared on page as you complated them in a linear format.

• I found that you could not lock assessments as I had orginally planned and it was not possible to gather assessment data.
• I am aware that iSpring allows courses to be developed within the software, therefore if I had access to this, I would transfer my course content through tehir own course builder. This would allow me to obtain information on assessments and completion rates.

• Customisation of courses and company home page.
• Users can be allocated courses to complete easily.
• Analysis and evaluation is integral and reports can be produced to show progress of staff.
• Can be accessed via computer, tablet or mobile phone to allow for easy completion by staff.

Benefits

• A wide range of resources can be uploaded and utilised on iSpring including presentations (PPT), courses (SCORM), video tutorials (FLV, MP4), Flash clips (SWF) and audio tracks (MP3, WAV), as well as supplementary documents (PDF, DOC, XLS).
• Navigation panel helps to quickly find what you need.
• A range of spaces to host information.

1. How to move forward and backwards throughout the screens.
2. How to use the index to move through scfreens.
3. How to click on interactive content.
4. How to adjust volume and subtitles.

Voiceover welcomes learners to the page and guides them through how to use the resource effectively.Page will contain the following instructions:

Image

Voiceover

Roles and responsibilties

End of UnitAssessment

Mid - Topic Test

Children with additional vulnerablities

Recognising types of maltreatment

Policies and proceures

Education-specific legislation

1. Voiceover welcomes learners to the topic- Safeguarding in Education.
2. Buttons will appear allowing access to the other topics in the module. Each will be greyed out until completed.
3. Mid - Point Test will open once first 3 units completed.
4. End of topic assessment will open when all other areas have been completed.

On-screen text

Image

Voiceover

The reality is that most staff will have completed safeguarding training numerous times before, therefore content must be up to date and relevant to ensure engagement.

Subject knowledge

• Content must still be detailed and compliant, to ensure new staff are trained appropriately.
• Concise and relevant.
• Easily accessible.

Defining safeguarding and child protection

Purpose: Test learner knowledge.

Graphic Design

Start button opens the test. Learners clicks on one of the options on the test, this will provide an answer, confirming correct or allowing the person to try again.

Interactions

Time to test your knowledge so far of responding to and recording disclosures. Click start to begin the test. What should you do during a disclosure? Click the relevant answers.Tell the child you will keep it a secret.Listen carefully.Reassure them.Write down notes. Ask them lots of specific questions.

Voiceover

Mid - unit assessmentTest your knowledge of responding to and recording disclosures. Click start to begin the test. What should you do during a disclosure? Click the relevant answers.Tell the child you will keep it a secret.Listen carefully.Reassure them.Write down notes. Ask them lots of specific questions.

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I chose iSpring as I was impressed by the training I had recieved at my new employer. I was given administrative access so that I coudl manage courses that I was running as part of my role. I foudn that iSpring offered everything that would be needed for a school Trust. It would improve what was being offered and could be customised to the Trust. It also ensures that every school within the Trust would recieve the same quality training. This ruled out opportunities for inconsistencies, especially as the course was part of compliance training for staff.

LMS

iSpring

Well done for completing this topic. Within a school it is important that you are able to recognise that children are ar risk from being harmed via various methods. and know how to report them. The next section will guide you through the reporting process. In order to move on to the next section you now need to complete an end of topic assessment. Click next to begin to assessment.

Purpose: Summarise topic.

Graphic Design

Next button opens the test.

Interactions

Voiceover

Well done for completing this topic. Within a school it is important that you are able to recognise that children are at risk from being harmed via various methods. It is important to recognise the signs and report any concerns you have. In order to move on to the next section you now need to complete an end of topic assessment. Click next to begin to assessment.

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• general information
• practicalities
• operational issues
• support staff services
• IT matters
• documentation required
• general finance and admin
• other policies
• ECT documentation
• being prepared.

Induction checklist:

Purpose: Introduce the learner to the topics in this section.

Graphic Design

The following buttons are shown and highlight when a cursor hovers over. These are greyed out until completed. - Defining safeguarding and child protection.- Responsibilities-Key legislation and guidance-Safeguarding framework: levels of need.

Interactions

Welcome to Topic 1: Safeguarding and Child Protection. There are 4 sections in this topic:-Defining safeguarding and child protection.- Responsibilities-Key legislation and guidance-Safeguarding framework - levels of need.Please press the Defining safeguarding and child protection button to continue.

Voiceover

Welcome to Topic 1: Safeguarding

On screen text

Purpose: Introduce the learner to the module

Image of a school

Graphic Design

Start button takes learner to the objective page.

Interactions

Welcome to Module 1, safeguarding.Safeguarding is an integral part of your role within our school. This module will guide you through key legislation and your role within the school to ensure that you safeguard the young people you work with. Please press the start button to continue.

Voiceover

Welcome to Module 1: SafeguardingStart

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• Have you checked if all Learning Outcomes are addressed in the design?
• Are all Learning Outcomes assessed formatively or summative?
• Have you designed macro (holistic) and micro–Learning Outcomes for your students?
• Are students aware of Learning Outcomes?

Reflective Design

Defining safeguarding and child protection

Purpose: Test learner knowledge.

Graphic Design

Start button opens the test. Learners move the words and clicks submit, this will provide an result, confirming correct or allowing the person to try again.

Interactions

Time to test your knowledge of risks and vulnerabilities.Click start to begin the test. Drag and drop highlighted words into the correct place on the statement. Press submit to check your answers.

Voiceover

Mid - unit assessmentTest your knowledge of safeguarding in education. Drag and drop the words at the bottom into the correct places. (Words in bold will be highlighted)School and college staffIt is essential that everybody working in a school or college understands theirsafeguarding responsibilities. Governing bodies and proprietors should ensure that those staff who work directly with children read at least Part one of KCSIE guidance.Schools and colleges and their staff are an important part of the widersafeguarding system for children. This system is described in the statutoryguidance Working Together to Safeguard Children.Safeguarding and promoting the welfare of children is everyone’sresponsibility. ‘Children’ includes everyone under the age of 18. Everyone whocomes into contact with children and their families has a role to play. In order to fulfil this responsibility effectively, all practitioners should make sure their approach is child centred. This means that they should consider, at all times, what is in the best interests of the child.

On screen text

Purpose: Introduce the learner to the topics in this section.

Graphic Design

The following buttons are shown and highlight when a cursor hovers over. These are greyed out until completed. - Education-specific legislation- Policies and procedures- Recognising signs of maltreatment- Children with additional vulnerabilities- Roles and responsibilities

Interactions

Welcome to Topic 5: Safeguarding in educationThere are 5 sections in this topic:- Education-specific legislation- Policies and procedures- Recognising signs of maltreatment- Children with additional vulnerabilities- Roles and responsibilitiesPlease press the Education-specific legislation button to continue.

Voiceover

Welcome to Topic 5: Safeguarding in education

On screen text

I have found during my career that most schools have annual safeguarding training run by the DSL. During my time as DSL, I have found that a lot of my time has been taken up inducting new staff and completing their training for them. With staff turnover being high in some schools, this was a considerable amount of time. I found that my investing in a LMS system that could allow users to complete training in their own time, would be an effective way to train staff. Content could be amended as required and tracked in order to show compliance.

Suitability

A school setting

Purpose: To inform learners they have completed this module.

Graphic Design

Next button returns learners to the home page and module 2, will not be available.

Interactions

Congratulations on completing module 1: Safeguarding. You are now ready to begin working with children and young people in our schools. You should understand your roles and responsibilities and know what to do if you have any concerns about a child in your care.You should now speak to a member of the safeguarding team to ensure you have a log in to CPOMS, if this has not already been provided. Well done. Click next to return to the home page.

Voiceover

Congratulations on completing module 1: Safeguarding. You are now ready to begin working with children and young people in our schools. You should understand your roles and responsibilities and know what to do if you have any concerns about a child in your care.You should now speak to a member of the safeguarding team to ensure you have a log in to CPOMS, if this has not already been provided. Well done. Click next to return to the home page.

On screen text

Well done for completing this topic. Within a school it is important that you are able to recognise the signs of abuse and know how to report them. In order to move on to the next section you now need to complete an end of topic assessment. Click next to begin to assessment.

Purpose: Summarise topic.

Graphic Design

Next button opens the test.

Interactions

Voiceover

Well done for completing this topic. Within a school it is important that you are able to recognise the signs of abuse and know how to report them. In order to move on to the next section you now need to complete an end of topic assessment. Click next to begin to assessment.

On screen text

Voiceover asks the participant to complete a series of multiple choice questions on the content they have just learnt from the first two topics. This is to consolidate learning before the end of topic assessment.

On-screen text

Image

Voiceover

Purpose: Explains the safeguarding framework.

Graphic Design

Hyperlink button open The Children Act 1989.Next button movement to next section once document has been opened.

Interactions

Welcome to Safeguarding framework - SEND.The Children Act 1989 provides the legislative framework for child protection in England for all children, including those with SEND. Key principles established by the Act include: the paramount nature of the child's welfare, the expectations and requirements around duties of care to children. The Children Act 1989. Click the link to open.

Voiceover

Safeguarding framework - SENDThe Children Act 1989 provides the legislative framework for child protection in England for all children, including those with SEND. Key principles established by the Act include: the paramount nature of the child's welfare, the expectations and requirements around duties of care to children.The Children Act 1989. Click the link to open.

On screen text

The KPI's for this online learning module can be measured in both formative and summative data we have collected. The 2 main KPI's to measure its success against are:

• All staff are compliant with safeguarding requirements.
• Senior leaders have more time to address other requirements of their role and spend less time inducting new trainees

By assessing this against business needs we will establish if the training has been a success.

Results

Purpose: Explain the responsibilities in school.

Graphic Design

Next button allows movement to mid-unit test.

Interactions

Welcome to Responsibilities.Schools should be a safe space for children and young people, and providing an environment where they feel secure and supported is an essential part of your role as a teacher. You should always follow your school's safeguarding policies and procedures, and the statutory guidance for your UK nation. Make sure you are familiar with these so if a child discloses abuse or you notice something that is a clear safeguarding concern then you know how to respond in the moment and who to report it to.

Voiceover

Responsibilities.Schools should be a safe space for children and young people, and providing an environment where they feel secure and supported is an essential part of your role as a teacher. You should always follow your school's safeguarding policies and procedures, and the statutory guidance for your UK nation. Make sure you are familiar with these so if a child discloses abuse or you notice something that is a clear safeguarding concern then you know how to respond in the moment and who to report it to.

On screen text

Purpose: Introduces safeguarding and child protection terms.

Graphic Design

Next button allows movement to next section.

Interactions

Welcome to Defining safeguarding and child protection.Safeguarding is the action you take to promote the welfare of children and protect them from harm. Safeguarding means:protecting children from abuse and maltreatmentpreventing harm to children's health and developmentproviding support to meet children's needs when problems emerge ensuring children grow up with safe and effective care, within their family where possible taking action to enable all children and young people to have the best outcomes. Child protection is part of the safeguarding process. It focuses on protecting individual children identified as suffering, or likely to suffer, significant harm. This includes child protection procedures detailing how to respond to concerns about a child.

Voiceover

Defining safeguarding and child protection.Safeguarding is the action you take to promote the welfare of children and protect them from harm. Safeguarding means:

• protecting children from abuse and maltreatment
• preventing harm to children's health and development, providing support to meet children's needs when problems emerge
• ensuring children grow up with safe and effective care, within their family where possible
• taking action to enable all children and young people to have the best outcomes.
• Child protection is part of the safeguarding process. It focuses on protecting individual children identified as suffering, or likely to suffer, significant harm. This includes child protection procedures detailing how to respond to concerns about a child.

On screen text

• Are the images used to support learning?
• Are there any redundant images?
• Have you ensured the images are not offensive?
• Do the images help in the learning?
• Are you cropping any images?

Images

Purpose: Informs the learner what they will learn throughout the module.

Graphic Design

Interactions

By the end of this module, you will be able to:Recognise the difference between safeguarding and child protection and why they are important. Identify key legislation and the statutory framework which underpin safeguarding practice. Recognise and describe the different types of child maltreatment. Identify things that make some children particularly vulnerable. Recognise and respond to concerns and possible signs of child maltreatment.

Voiceover

Learning Objectives for this module:Recognise the difference between safeguarding and child protection and why they are important. Identify key legislation and the statutory framework which underpin safeguarding practice. Recognise and describe the different types of child maltreatment. Identify things that make some children particularly vulnerable. Recognise and respond to concerns and possible signs of child maltreatment.

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• Managers can be allocated to their teams to give an overview of their individual progress. This allows for more detailed monitoring.
• Linkedin Learning and Udemy can be embedded through iSpring and allows for their courses to be used.
• AI is intregral to the platform and can be used to develop quizzes and assessments.

Advantages

• Users can be linked directly through HR software to allow them to be automatically enrolled on new courses.
• In addition to the statutory courses, there is also a library that allows users to complete additional learning as necessary.
• A rewards system of badges is allocated to show learning progress and incentives to the users.

• Are your learners aware of all communication channels with instructors?
• Are your learners aware of all communication channels with other learners?
• Have you used discussion forums and FAQs for generic queries?
• Have you set up a space for sharing opinions and ideas within the programme?

Communications and connections

Purpose: Test learner knowledge.

Graphic Design

Start button opens the test. Learners clicks on one of the options on the test, this will provide an answer, confirming correct or allowing the person to try again.

Interactions

Time to test your knowledge so far of responding to and recording disclosures. Click start to begin the test. .Where can you find the school policies and procedures? Click at least 2 answers. In each classroom. In the school office. Googling the school. On sharepoint.

Voiceover

Mid - unit assessmentTest your knowledge of safeguarding in education.Click start to begin the test. Where can you find the school policies and procedures? Click at least 2 answers. In each classroomIn the school office.Googling the schoolOn sharepoint.

On screen text

Purpose: Explains the signs of sexual abuse.

Graphic Design

Next button movement to next section once document has been opened.

Interactions

Welcome to signs of sexual abuse. When a child or young person is sexually abused, they're forced, tricked or manipulated into sexual activities. They might not understand that what's happening is abuse or that it's wrong for the abuser to do this to them. They might be afraid to tell someone or behave as though this is normal for them to experience, both are valid for the child to be displaying. Sexual abuse can happen anywhere – and it can happen in person or online.It's never a child's fault they were sexually abused – it's important to make sure children know this.

Voiceover

What is sexual abuse?When a child or young person is sexually abused, they're forced, tricked or manipulated into sexual activities. They might not understand that what's happening is abuse or that it's wrong for the abuser to do this to them. They might be afraid to tell someone or behave as though this is normal for them to experience, both are valid for the child to be displaying. Sexual abuse can happen anywhere – and it can happen in person or online.It's never a child's fault they were sexually abused – it's important to make sure children know this.

On screen text

Next button takes learners to the activation page.

Purpose: Explains the toolkit that is available and how to use it.

Graphic Design

Interactions

Throughout the course you will have access to a toolkit with additional resources and links to relevant online documentation. Please take time to go through the toolkit where downloadable resources and notes are available to help you with the course content.

Voiceover

Toolkit Online resourcesDownloads

On screen text

Conclusion

By building this module on Rise 360 I have a far clearer awareness of the amount of work that needs to go into designing and planning the course, prior to development of a prototype. There is a significant investment in the content required for this course, which has made me far more understanding of the time commitment required. Having prior knowledge of the software you will be using, allows you to plan more effectively and avoids the need to make amendments to your planning after course development. By having understanding of evaluation procedures, this too can improve time management and the need to made changes to the planning and prototype. I valued the opportunity to use AI to create images and use hyperlinks and embedded videos to help explain the content of the course in more detail. This was a useful process when improving engagement and time saving.

Purpose: Test learner knowledge.

Graphic Design

Start button opens the test. Learners move the words and clicks submit, this will provide an result, confirming correct or allowing the person to try again.

Interactions

Time to test your knowledge of responding to and recording disclosures. Click start to begin the test. Drag and drop highlighted words into the correct place on the statement. Press submit to check your answers.

Voiceover

Mid - unit assessmentTest your knowledge of responding to and recording disclosures..Drag and drop the words at the bottom into the correct places. (Words in bold will be highlighted)Safeguarding children is everyone’s responsibility.The 4 Rs of Safeguarding Children is professional practice for how youcan recognise, record, report and refer in the situation of child abuse. Recognising - To begin the process of following the 4 Rs, you must first be able to recognise the signs of abuse. This may be physical abuse, emotional abuse, sexual abuse, or neglect.The 4 Rs Recording - This is the crucial part. Ask yourself, ‘Why did it happen? When did it happen? What happened? Who said it? What was going on? What was happening at the time? Who was around? Why that time?’Reporting - Do you have to share this information? Does it have to be done immediately? You may only know this by understanding your individual policies and procedures, in terms of escalating safeguarding concerns. Refer - Is there an immediate risk of harm to this child or children?If so, ring the police, ring the local authority, and do not delay. If this is not urgent, make the referral to a member of the safeguarding team and log on CPOMS.

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UXDL Honeycomb Model

Using Peter Morville’s UX Honeycomb, I was able to establish if the UXDL design met users needs. This was a detailed process that helped me check that my course was accisible to users and provided valuable learning opportunities. This was particularily interesting as I have designed courses in the past and used my knowledge of teaching, learning and assessment to evaluate them, but this took it to a new level. I think this is invaluable in providing me with the information I need to develop a course.

UDL Design Principles

The UDL design principles I learnt within the DLI course, gave me an insight into how I could plan accessibility and engagement into my course. I found that the limitations of Rise 360 limited the interactivity that I could include in the course and design aspects. Again using Storyline may allow me to develop these further and include more elemtns that would limit cognitive overload and increase engagement.It was only when I completed my evaluation, did I realise that I could have taken the opportunity to use these principles when planning the course at its initial stages.

1. Voiceover recaps the main points for the topic, including key responsibilties and references to legislation that education workers need to be aware of.
2. Bullet points and imagery are shown on screen highlighting these.
3. On completing a final assessment will appear and will have to be passed before moving on to the next topic.

On-screen text

Image

Voiceover

Purpose: Introduce the learner to the topics in this section.

Graphic Design

The following buttons are shown and highlight when a cursor hovers over. These are greyed out until completed. - General indicators of maltreatment.- Neglect- Physical abuse- Sexual abuse- Emotional abuse

Interactions

Welcome to Topic 2: Recognising signs of abuse and maltreatment.There are 5 sections in this topic: General indicators of maltreatment.- Neglect- Physical abuse- Sexual abuse- Emotional abuse.Please press the continue button.

Voiceover

Welcome to Topic 2: Recognising signs of abuse and maltreatment.

On screen text

1. Voiceover recaps the main points for the topic, including key responsibilties and references to legislation that education workers need to be aware of.
2. Bullet points and imagery are shown on screen highlighting these.
3. On completing a final assessment will appear and will have to be passed before moving on to the next topic.

On-screen text

Image

Voiceover

Voiceover asks the participant to complete a series of multiple choice questions on the content they have just learnt from the first two topics. This is to consolidate learning before the end of topic assessment.

On-screen text

Image

Voiceover

The assessment of learning objectives will take place through formative and summative evidence. An end of topic test, as well as mid topic tests can be used to gain formative data. Summative responses can be seen through feedback.

Learning

Purpose: Test learner knowledge.

Graphic Design

Start button opens the test. Learners clicks on one of the options on the test, this will provide an answer, confirming correct or allowing the person to try again.

Interactions

Time to test your knowledge so far of risks and vulnerabilities. Click start to begin the test. A child or young person experiencing abuse online might: spend a lot more or a lot less time than usual online, texting, gaming or using social media seem distant, upset or angry after using the internet or texting tell you who they are talking to online. have lots of new phone numbers, texts or email addresses on their mobile phone, laptop or tablet

Voiceover

Mid - unit assessmentTest your knowledge of risks and vulnerabilities.Click start to begin the test. A child or young person experiencing abuse online might:

• spend a lot more or a lot less time than usual online, texting, gaming or using social media
• seem distant, upset or angry after using the internet or texting
• tell you who they are talking to online.
• have lots of new phone numbers, texts or email addresses on their mobile phone, laptop or tablet

On screen text

Purpose: Explains how to take action after a disclosure.

This is a paragraph of text waiting to be awesome content

Graphic Design

Next button movement to mid-topic test.

Interactions

Welcome to taking action.When a child has made a disclosure to you, it is important that you write down notes about the disclosure so that you may report this effectively. Record the date, time, place, words used by the child and how the child appeared to you – be specific. Record the actual words used; including any swear words or slang.Record statements and observable things, not your interpretations or assumptions – keep it factual. Keep all of your orginal notes before reporting. Click next to begin the mid-topic test.

Voiceover

Taking action.When a child has made a disclosure to you, it is important that you write down notes about the disclosure so that you may report this effectively. Record the date, time, place, words used by the child and how the child appeared to you – be specific. Record the actual words used; including any swear words or slang.Record statements and observable things, not your interpretations or assumptions – keep it factual.

On screen text

Purpose: Introduce the learner to the topics in this section.

Graphic Design

The following buttons are shown and highlight when a cursor hovers over. These are greyed out until completed. - Why children might not disclose information- Responding to a disclosure- Taking action- Record keeping- Sharing information

Interactions

Welcome to Topic 4: Responding to and recording disclosures. There are 5 sections in this topic: - Why children might not disclose information- Responding to a disclosure- Taking action- Record keeping- Sharing information Please press the Why children might not disclose informationbutton to continue.

Voiceover

Welcome to Topic 4: Responding to and recording disclosures.

On screen text

Select 1 incorrect answer:

• Neglect
• Sexual
• Physical
• Emotional
• Online

Purpose: Explains the toolkit that is available and how to use it.

Graphic Design

Interactions

What do you know already about the types of abuse children can be subject to? Select one incorrect answer:NeglectSexualPhysicalEmotionalOnline

Voiceover

Module 1: SafeguardingSafeguarding and Child Protection

On screen text

Purpose: Explains how to record on CPOMS.

Graphic Design

Next button movement to next section.

Interactions

Welcome to recording a disclosure.The 4 Rs of Safeguarding Children is professional practice for how you can recognise, record, report and refer in the situation of child abuse.The system we use here is called CPOMS. If you have a concern regarding a child, it is your responsibility to record this so that it is referred to the Designated Safeguarding Officer. Seperate training and a log in will be available to you. This must be completed as soon as possible after a disclosure. If you feel that your concern is urgent, this can be reported to a member of the safeguarding team in person too.Please press the next button to continue.

Voiceover

How to record a safeguarding concern.The 4 Rs of Safeguarding Children is professional practice for how you can recognise, record, report and refer in the situation of child abuse.The system we use here is called CPOMS. If you have a concern regarding a child, it is your responsibility to record this so that it is referred to the Designated Safeguarding Officer. Seperate training and a log in will be available to you. This must be completed as soon as possible after a disclosure. If you feel that your concern is urgent, this can be reported to a member of the safeguarding team in person too.

On screen text

Learning Analytics

Gathering a range of data from users, especially in a formal setting, would allow me to obtain a detailed breakdown of the users learning experience and allow me to better improve the courses I develop in future. Using the UDL checklist, allowed me to think about gathering data on user performance, providing rubrics and different feedback. I feel that by using a system such as ISpring I would be able to collate data efficiently and use this in the reporting process, It would also allow me to easily access learner records and ensure compliance. Especially within a school environment, time is limited as training forms such a small aspect of the role. This data would allow processes and training to be streamlined, freeing up senior leaders to work on other tasks.

Purpose: Provides details of specific legislation.

Graphic Design

Next button allows movement to next section.KCSIE button links to full KCSIE document, Send Code of practice links to full SEND code of practice: 0 to 25 years, Childrens Act 1989 links to full document.

Interactions

Welcome to Education specificlegisilation.Safeguarding in schools is essential for keeping children safe.It means having: whole-school policies and procedures staff and volunteers confident in identifying and raising concerns leadership confident in responding to and referring concerns and working with other agencies to protect children teaching resources to promote wellbeing.Our safeguarding policies are designed around the following documents. KCSIE, SEND Code of Conduct and Childrens Act 1989. Click the links to review these documents.Click the next button to move on.

Voiceover

Education-specific legisilationSafeguarding in schools is essential for keeping children safe.It means having:

• whole-school policies and procedures
• staff and volunteers confident in identifying and raising concerns
• leadership confident in responding to and referring concerns and working with other agencies to protect children
• teaching resources to promote wellbeing.

Our safeguarding policies are designed around the following documents. KCSIESEND Code of ConductChildrens Act 1989Click the links to review these documents.

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Voiceover welcomes learners to the activation screen. Here particpants will complete an activity recapping some of the previous comments and understanding of their responsibilities to safeguard children and young peope in the workplace.

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Voiceover asks the participant to complete a series of multiple choice questions on the content they have just learnt from the first two topics. This is to consolidate learning before the end of topic assessment.

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The 5 topics are displayed on screen in the form of buttons. Each module must be completed in turn and will allow access to the next. It will be greyed out out until each topic has been completed. At the end of each topic particpants will return to this page.

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Responding to and recording disclosures

Safeguarding in Education

Risks and Vulnerabilities

Recognising Signs of abuse and maltreatment

Safeguarding and Child Protection

Purpose: Explains the signs of physical abuse.

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Next button movement to mid-topic test.

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Welcome to signs of physical abuse. Bumps and bruises don't always mean a child is being physically abused. All children have accidents, trips and falls. And there isn't just one sign or symptom to look out for. But it's important to be aware of the signs. If a child regularly has injuries, there seems to be a pattern to the injuries or the explanation doesn't match the injuries, then this should be reported.Physical abuse symptoms include: bruises broken or fractured bones burns or scalds bite marks.Click next to begin the mid-topic test.

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Signs of physical abuse. Bumps and bruises don't always mean a child is being physically abused. All children have accidents, trips and falls. And there isn't just one sign or symptom to look out for. But it's important to be aware of the signs. If a child regularly has injuries, there seems to be a pattern to the injuries or the explanation doesn't match the injuries, then this should be reported.Physical abuse symptoms include: bruises broken or fractured bones burns or scalds bite marks.

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Purpose: Explains the signs of child on child abuse.

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Next button movement to next section.

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Welcome to signs of child on child abuse. Child-on-child abuse is behaviour by an individual or group, intending to physically, sexually or emotionally harm others. It can happen to children of a similar age or stage of development and can be harmful to the children who display it as well as those who experience it. Here are some of the indicators to look for.Click next to move to the next section.

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Signs of child on child abuseChild-on-child abuse is behaviour by an individual or group, intending to physically, sexually or emotionally harm others. It can happen to children of a similar age or stage of development and can be harmful to the children who display it as well as those who experience it. Indicators include:failing to attend school, disengaging from lessons, or struggling to carry out school related tasks to the standard ordinarily expectedphysical injuriesexperiencing difficulties with mental health and/or emotional wellbeingbecoming withdrawn and/or shy; experiencing headaches, stomach aches, anxiety and/or panic attacks; suffering from nightmares or lack of sleep or sleeping too muchbroader changes in behaviour including alcohol or substance misusechanges in appearance and/or starting to act in a way that is not appropriate for the child's ageabusive behaviour towards others

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Structure

The design of my course was based around learner experiences, prior learning and exemplar courses. I used DLI's information on instructional design, planning a hook, objectives, ease of navigation and transition and assessments as part of the activation.

• I broke the module down into 5 relevant topics that could be accessed and revisited as necessary. I have learnt throughout my career that learning is most effective in small chunks, therefore allowing learners to navigate through each topic at their own pace and allowing the opportunity to take a break between each topic is essential.
• I chose to include a number of opportunities for assessment to test knowledge throughout and at the end of each topic.

Prototype

I chose to use Rise 360 to develop my course as I found that safeguarding information is very text heavy, however it allowed me to embed interactive elements and build quizzes into the course. The professional templates had a corportae approach which I found best suited the type of course I was building.I tried to incorporate lots of its features into my course, to allow me to gain further knowledge of the software.

• As I had already planned the content for the course, building the course using Rise 360 was extremely simple. I used the online guides to help me thoughout the process.
• I found, however that there were limitations to Rise 360 in regards to the quizzes so I had to alter my approach and go back and edit my initial storyboard on occassion.
• I was able to record myself seperately for each section, which I found very useful and this could be done straight through my laptop without other software.

• Did you design and develop a learning experience that is easy to navigate?
• Is it easy to access all materials?

Behavioural Design

Purpose: Introduces general indicators of maltreatment.

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Vontinue button allows movement to next section.

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Welcome to General indicators of maltreatment.Some common signs that there may be something concerning happening in a child’s life include: unexplained changes in behaviour or personality becoming withdrawn seeming anxious becoming uncharacteristically aggressive lacks social skills and has few friends, if any poor bond or relationship with a parent knowledge of adult issues inappropriate for their age running away or going missing always choosing to wear clothes which cover their body.Click the continue button to move on.

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General indicators of maltreatment.Some common signs that there may be something concerning happening in a child’s life include: unexplained changes in behaviour or personality becoming withdrawn seeming anxious becoming uncharacteristically aggressive lacks social skills and has few friends, if any poor bond or relationship with a parent knowledge of adult issues inappropriate for their age running away or going missing always choosing to wear clothes which cover their body.

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End of UnitAssessment

Child on child abuse

Types of maltreatment and risk

Mid - Point Test

Online Abuse

Domestic Abuse

1. Voiceover welcomes learners to the topic- Risks and Vulnerabilities.
2. Buttons will appear allowing access to the other topics in the module. Each will be greyed out until completed.
3. Mid - Point Test will open once first 2 units completed.
4. End of topic assessment will open when all other areas have been completed.

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Purpose: Explains how to share information.

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Next button mpves to next section.

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Welcome to roles and responsibilities.Safeguarding children is everybody’s business. We all have a role to play in ensuring that everyone in our communities is treated with dignity and respect, can make informed decisions about their lives without being subject to undue pressure and will be protected from harm and abuse wherever possible.Should you have a concern about anyone within our school, then please report child concerns to a member of the safeguarding team and log this on CPOMS. Shoudl you have a concern about a member of staff, please report this directly to the Headteacher. If you have any concerns about the Headteacher, please report to the Board of Governors. Press the next button to move on to the next section.

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Roles and responsibiltiesSafeguarding children is everybody’s business. We all have a role to play in ensuring that everyone in our communities is treated with dignity and respect, can make informed decisions about their lives without being subject to undue pressure and will be protected from harm and abuse wherever possible.Should you have a concern about anyone within our school, then please report child concerns to a member of the safeguarding team and log this on CPOMS. Shoudl you have a concern about a member of staff, please report this directly to the Headteacher. If you have any concerns about the Headteacher, please report to the Board of Governors.

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Staff within schools sometimes have limited time to access courses and fit them around their teaching commitments in their PPA time. Due to the course structure being asynchronus, staff can pick up the course as and when they have time and can revisit sections as necessary.

Asynchronus approach

• Course can be accessed at and time and in any location.
• All information is provided in the course and held on iSpring, so can be visited and completed over a number of sessions.

Well done for completing this topic. Within a school it is important to remember that everyone is responsible for safeguarding and you have a duty of care to the young people you work with. In order to move on to the next section you now need to complete an end of topic assessment. Click next to begin to assessment.

Purpose: Summarise topic.

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Next button opens the test.

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Well done for completing this topic. Within a school it is important to remember that everyone is responsible for safeguarding and you have a duty of care to the young people you work with. In order to move on to the next section you now need to complete an end of topic assessment. Click next to begin to assessment.

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I have valued this process and now understand the role of a digital learning designer in more detail. It has been important to recognise the need for SME's and specialists throughout the process. It has made me aware that I need to understand the full development process, to know whether or not the content I have designed is possible when translating this into software such as Articulate 360. In particular knowing how courses are evaluated, would have been far more beneficial in the intial stages as I could have planned in more detail. I however left these units until after I had completed my prototype. I feel that my course meets the needs of the business, however I would need to ensure this could be rolled out and hosted by an approriate platform that allowed me to gather data effectively and use this as part of the evaluation process. This would allow adjustments to be made to courses and relevant updates to be made as necessary.

Conclusion

1. Voiceover recaps the main points for the topic, including key responsibilties and references to legislation that education workers need to be aware of.
2. Bullet points and imagery are shown on screen highlighting these.
3. On completing a final assessment will appear and will have to be passed before moving on to the next topic.

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Sharing Information

End of UnitAssessment

Mid - Topic Test

Record Keeping

Taking action

Responding to disclosures

Why children may not disclose

1. Voiceover welcomes learners to the topic- Responding to and reporting disclosures.
2. Buttons will appear allowing access to the other topics in the module. Each will be greyed out until completed.
3. Mid - Point Test will open once first 3 units completed.
4. End of topic assessment will open when all other areas have been completed.

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Purpose: Test learner knowledge.

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Start button opens the test. Learners clicks on one of the options on the test, this will provide an answer, confirming correct or allowing the person to try again.

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Time to test your knowledge so farnof safeguarding responsibilties and definitions. Click start to begin the test. Who is responsible for safeguarding children in schools?- The Headteacher- Teachers- TA's- Everyone

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Mid - unit assessmentTest your knowledge of safeguarding responsibilties and definitions. Click start to begin the test. Who is responsible for safeguarding in schools?- The Headteacher- Teachers- TA's- Everyone

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• Is the text in an accessible font with enough colour contrast between itself and the background elements?

• Is the text used effectively?
• Are there headings and subheadings used for visual hierarchy?

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Well done for completing this topic. Within a school it is important that you are able to report any disclosures that are made to you. The 4 Rs of Safeguarding Children is professional practice for how you can recognise, record, report and refer in the situation of child abuse. In order to move on to the next section you now need to complete an end of topic assessment. Click next to begin to assessment.

Purpose: Summarise topic.

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Next button opens the test.

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Well done for completing this topic. Within a school it is important that you are able to report any disclosures that are made to you. The 4 Rs of Safeguarding Children is professional practice for how you can recognise, record, report and refer in the situation of child abuse. In order to move on to the next section you now need to complete an end of topic assessment. Click next to begin to assessment.

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Purpose: Introduces information on domestic abuse.

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Next button allows movement to next section.

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Welcome to Risk of domestic abuse.to childnre of domestic abuse..Children who witness domestic abuse are at risk of both short and long-term physical and mental health problems. Every child will be affected differently to the trauma of domestic abuse.Domestic abuse is any incident of controlling, coercive or threatening behaviour, violence or abuse, between people in a domestic setting (such as marriages or cohabitation). Witnessing domestic abuse can seriously harm children and young people. Domestic abuse can take many shapes, and it is important to remember that not all experiences will look the same. Click the next button to move on.

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Risks to children of domestic abuse..Children who witness domestic abuse are at risk of both short and long-term physical and mental health problems. Every child will be affected differently to the trauma of domestic abuse.Domestic abuse is any incident of controlling, coercive or threatening behaviour, violence or abuse, between people in a domestic setting (such as marriages or cohabitation). Witnessing domestic abuse can seriously harm children and young people. Domestic abuse can take many shapes, and it is important to remember that not all experiences will look the same.

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All staff working with SEND learners need to be aware of the legal requirements to support them in the school environment.

Special educational needs and disability code of practice: 0 to 25 years

SEND Code of Practice

• Our school needs to ensure that staff have not only read this, but can apply to a range of situations.

Purpose: Test learner knowledge.

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Start button opens the test. Learners move the words and clicks submit, this will provide an result, confirming correct or allowing the person to try again.

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Time to test your knowledge of types of abuse. Click start to begin the test. Drag and drop highlighted words into the correct place on the statement. Press submit to check your answers.

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Mid - unit assessmentTest your knowledge of types of abuse. Drag and drop the words at the bottom into the correct places. (Words in bold will be highlighted)Some common signs that there may be something concerning happening in a child’s life include:

• unexplained changes in behaviour or personality
• becoming withdrawn
• seeming anxious
• becoming uncharacteristically aggressive
• lacks social skills and has few friends, if any
• poor bond or relationship with a parent
• knowledge of adult issues inappropriate for their age
• running away or going missing
• always choosing to wear clothes which cover their body.

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