Digital Learning Emily Gurd

Diversity & Inclusion Emily Gurd

Professional Diploma in Digital Learning Design

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Key

Part 4 Evaluation

Part 3 Implementation

Micro Design & Development

Part 2

Part 1 Analysis & Design

Contents

Who Why What How

ADDIE

Part 1 Analysis & Design

“When we listen and celebrate what is both common and different, we become wiser, more inclusive, and better as an organisation.” — Pat Wadors (The Predictive Index, 2019)

"Promoting and delivering EDI in the workplace is an essential aspect of good people management. It’s about creating working environments and cultures where every individual can feel safe, experience a sense of belonging, and is empowered to achieve their full potential" - (CIPD, 2024)

For this project, I chose to focus on a Diversity & Inclusion course that was already in development. This marks the business’s first formal D&I training initiative. A marked rise in D&I related questions and issues serve as the initial prompt for this work. While some media, such as the introduction video had already been created, I approached them retrospectively as new assets to align with each stage of this process. Recently, my business embraced e-learning, and I successfully implemented a new LMS, which will serve as the platform for hosting this course.

Introduction

Step 1The “Who” of Learning

Canva stock image (Licensed)

For the "Who" stage I needed to understand who this learning is for. What are their needs, technical abilities, experience and motivators? Creating personas will allow me to understand an overview of the intended audience and create bespoke training that delivers an enagaging and satisfying learning experience.

When developing my personas for this project, I used a combination of learner data and experience as a professional within this business. I also had discussions with stakeholders to reflect the diverse needs of our colleagues. I considered their:

• Job Roles
• Learning Preferences
• Levels of previous knowledge
• Access to technology
• Working time restrictions

By analysing trends within this data I was able to identify commonalities and challenges that then informed the creation of these personas. Each persona represents a mix of the colleagues you would find at Funeral Partners, with distinct challenges and motivations.

Who?

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Chat GPT Generated Images ( OpenAI, 2024)

Learning Personas

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From the personas trends I was able to establish what I will need to consider when planning and designing the learning.

Considerations

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Flexible Access

Enagement/Retention

Assessment/Feedback

Tech Limitations

Preferences

Goals/Drivers

Spotting trends from the data given through the personas is key to creating a learning experience that will meet the learners needs and challenges and accommodate preferences

Barriers

Demographics

Trends

Step 2 The “Why” of Learning

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Attracting Talent and Staff Retention

Legal Compliance

Inconsistency in across multiple branches

Reducing Workplace Bias

Limited skills for working within diverse teams

Lack of learner awareness and understanding of D&I principles

Raising Client Service Levels

Learning Gap

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The business is a relatively new Funeral conglomerate that acquires previously independent Funeral homes all over the UK. Although relatively new in itself, some branches date back to the 1700's and many former owners stay with the business when they come across. This leaves a varying level of traditional thinking and openness to new ways of working and compliance to policy. The business has never had formal Diversity & Inclusion training. A recent update to their policy and a marked rise in D&I related issues has prompted the need for this training.

Business Needs

Blooms Taxonomy Model (DLI, 2024)

Remember

Understand

Apply

Analyse

Evaluate

Create

Learning Outcomes

Click + button to see the Blooms level

• Specific: Defining Diversity and Inclusion
• Measurable: Assess understanding through a quiz with a pass rate of 80%
• Achievable: Learners can understand definitions and the rationale behind them
• Relevant: Establishes basic knowledge of D&I
• Time Bound: Completed by the end of the training

Learners will be able to define 'Diversity' and 'Inclusion'

• Specific: Identify and describe Unconscious bias and methods used to overcome
• Measurable: Assess understanding through a quiz with a pass rate of 80%
• Achievable: Understand the 4 versions and recognise a method to overcome them
• Relevant: Understanding and addressing unconscious bias
• Time Bound: Completed by the end of the training

Learners will be able to understand Unconscious Bias and Methods to Overcome It

• Specific: Identify and explain protected characteristics
• Measurable: Assessed through a scenario based exercise
• Achievable: Learners can apply the knowledge in the scenarios
• Relevant: Understanding the legality is key to avoiding discrimination
• Time Bound: Completed by the end of the training

Learners will be able to identify Protected Characteristics and Workplace Applications

Click + button to see the Blooms level

• Specific: Learners will review, agree and action the values
• Measurable: Ticking and signing an action plan can be tracked
• Achievable: Simple and realistic
• Relevant: Supports the business goal of understanding the policy and creating an inclusive culture
• Time Bound: Completed the agreement by the end of the training and action plan within one month

• Specific: Identify and understand types of discrimination
• Measurable: Assess understanding through a quiz with a pass rate of 80%
• Achievable: Look at the scenarios and distinguish between types
• Relevant: Understanding is essential to prevent it
• Time Bound: Completed by the end of the training

Learners will be able to Recognise and Distinguish between Types of Discrimination

Demonstrate Commitment to Diversity and Inclusion Values

Click + button to see the Blooms level

Step 3 The “What” of Learning

This D&I training course will be based on a strong foundation of current legislation and real-world applications. It covers essential topics such as the importance of diversity in the workplace, the legal framework around discrimination, unconscious bias, and practical strategies for fostering inclusivity. The course is structured to blend both theoretical knowledge and actionable steps that learners can apply in their daily roles. The content topics were developed using a bottom-up approach, which involved gathering input from various levels within the organisation to ensure the course addresses the real challenges faced by employees. I went back to the source data for the personas and kept those considerations in mind as I started to map this learning. This approach also allows the training to be relevant, engaging, and tailored to the specific needs of the colleagues. It was planned with a focus on practical application, informed by legal standards, research on unconscious bias, and industry best practices to create an inclusive and supportive environment for all employees.

Course Content

Discrimination Law

Knowledge check introduction

Policy & Values

Toolkit

Legislation

What is Unconscious Bias?

Introduction to D&I in the business

The Diversity & Inclusion learning will be organised into six modules. Each module is designed to provide the learners with a comprehensive understanding of the key concepts.

Course Structure

Click the + to see the LO's

Action Plan

Commitment

Questions

Time to reflect

Discrimination Scenarios

Time to reflect

Overcoming Unconcious Bias

Types of Unconcious Bias

Protected Characteristics

Northern Ireland Quality Commission

Time to reflect

What is Inclusion?

What is Diversity?

Policy and Values

What is Unconcious Bias?

Knowledge Check

Legislation

Discrimination Law

Introduction to D&I in the business

The course is divided into six Modules. Each Module focuses on a specific Learning Outcome and contains between two and four Topics.

Modular Framework

Step 4 The "How" of Learning

The course will be delivered through a digital Asynchronous E-learning platform, allowing learners to engage with the content on their own time, at their own pace. This then allows learners to return to the course as needed, reinforcing their learning and applying new concepts when it fits best within their schedule. Rationale for Digital Asynchronous Learning: Flexibility: Learners can access the training anytime, making it ideal for employees with varying schedules and workloads. Self-Paced Learning: Asynchronous learning allows employees to control the pace of their learning, giving them the opportunity to absorb information without feeling rushed. They can pause and revisit sections, ensuring a deep understanding of the concepts. Accessibility: Content is available 24/7, which is crucial for employees who need to fit training around their daily tasks. Continuous Engagement: By structuring the course with interactive elements (quizzes, activities, reflection), the learning experience will keep learners engaged even when they are working independently. Scalability: Asynchronous learning is highly scalable, as it allows the business to train a large number of employees simultaneously, without the logistical challenges of live, synchronous sessions.

Mode of Delivery - Digital Asynchronous Learning

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The course will incorporate a variety of formats that suit asynchronous learning and engage the learner at different stages of the journey. These include:

Video Content Format: Professionally created videos featuring business leaders and statistics. Purpose: Provide foundational knowledge on business values relating to D&I. Videos can be watched at any time, giving learners flexibility. Text-Based Content Format: Written summaries, infographics, and key takeaways. Purpose: Reinforce learning and provide quick references for learners to review the key concepts, available to them at any point during the course. Interactive Activities Format: Self paced quizzes and decision-making scenarios. Purpose: Engage learners with real-world scenarios that test their understanding and allow them to apply their knowledge in a safe, interactive environment. Reflection Prompts Format: Text-based journaling or response fields after each major section. Purpose: Encourage learners to pause and reflect on what they’ve learned, reinforcing personal connections to the content and prompting them to think critically about how they can apply diversity and inclusion in their role.

Building Blocks

Discrimination Law

Knowledge check introduction

Policy & Values

Legislation

What is Unconscious Bias?

Introduction to D&I in the business

Linear Flow Model

Rationale for Using a Linear Flow Model Clear learning pathway: The linear structure provides learners with a clear roadmap, reducing confusion and helping them focus on one concept at a time. This is particularly effective in a digital asynchronous environment where learners need a sense of progression, as they can track their completion and know what’s coming next. Foundational knowledge first: By starting with the introduction to Diversity and Inclusion and then progressively moving through topics such as, the equality act, unconscious bias and discrimination. Learners are introduced to fundamental concepts first, ensuring they have the base knowledge needed to understand more complex topics. Progression in complexity: The linear model allows content to gradually increase in complexity. For example, after defining diversity and inclusion, learners will progress to understanding the legal aspects of diversity (such as the Equality Act), followed by more nuanced concepts like unconscious bias and discrimination. Logical flow and structure: The Learners progression aligns with natural learning sequences. Starting with the introduction, learners build foundational understanding before diving deeper into personal application and actionable strategies. This helps learners absorb content at a manageable pace.

A linear flow model (DLI, 2024) follows a straightforward, step-by-step structure where learners progress from one section of the course to the next in a sequential order. Each module builds on the knowledge gained in the previous one, allowing learners to follow a clear and organised pathway. This type of model works well for ensuring that learners develop foundational knowledge before tackling more complex topics.

Reflective Commentary Part 1

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Understanding the 'Why' was the most intrinsic section of Part one for me. I am used to exploring the rationale from the business point of view, diving into the learning gaps and pulling objectives based off of this. However, I had not previously used Blooms Levels of Taxonomy to achieve this, or the SMART bench marking structure. I had already written some outcomes for this course before learning about Blooms Taxonomy or SMART, and going back over them with these principles in mind it really showed me that originally they lacked achievable goals, and were completely impossible to measure. Create was the hardest level for me to find an appropriate learning outcome. However, outcome five is asking the learner to take away their new knowledge and reflections, and create a mini action plan to commit to a inclusive workplace. Previously this would have been tacked onto the end of a course without applying importance but it now sits as a fully fledged learning outcome.

Why

Flexible Access

Enagement/Retention

Assessment/Feedback

Tech Limitations

Creating the learner personas was a very rewarding exercise for me. Previously when creating training I have just used my own experience within and thoughts about the business to tailor learning. Before this project I had never delved into segmented details such as perceptions and motivators. Using this data helped me to reflect on how best to start planning the learning outcomes and flow of the training, and starting to think of some of the design aspects. By analysing this information I was able to build some key considerations for the next stage of the process.

Who

Next Module

Title (navigation)

Assessment or Reflection

Content

Activities

Content

Using the data from the learning personas, this helped me map out the 'How', from the: Delivery Mode - Asynchronous, based on timings, locations and access issues. To the Flow Model - Linear with a clear, logical and structured progression for learners supporting most of the considerations taken from the Who and Why stage. The part I found most challenging, was the building blocks. Having previously worked with whatever was available in terms of content, this time I was able to sit and look at the advantages of using several different versions of media to support that crucial engagement piece. Working with the SME of this course I was able to gain their feedback on appropriate forms of Media and Activities to use for such a distinct subject.

How

In bringing together the Modular Framework, I focused first on clear, learner centered structures that promote a positive and engaging learning experience, including accessiblility and relevance. The top down approach helped me realise the core content of the module as well as the surrounding learning to under pin that. This gives the learner the space to grasp the basics first before getting technical. Each module is broken down based off of the learning outcome into manageable chunks.

What

Reflective Commentary Part 1

Scope Wireframe Storyboard Prototype

ADDIE

Part 2 Micro Design and Development

Scoping

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Module 5

Module 6

Module 3

Module 4

Module 2

Module 1

Topics

Define diversity and inclusion

• Learners will recall and define the terms “Diversity” and “Inclusion” as they apply to workplace practices.

Identify Protected Characteristics and Workplace Applications

• Learners will recall the protected characteristics and use this knowledge to analyse workplace scenarios

Identify Types of Unconscious Bias and Describe Methods to Overcome Them.

• Learners will name and recognise the different types and describe the impact of bias and methods to address it

Recognise and Distinguish Between Types of Discrimination

• Learners will recognise and list different types of discrimination, and distinguish between these types by breaking down workplace scenarios

Demonstrate Commitment to Diversity and Inclusion Values

• Learners will recognise the values outline in the policy and their importance, create an actionable plan that aligns with the policy and integrate it into their working environment

Demographics: Ages 18 to 80 Professional Background: Funeral care colleagues to senior managers working in dynamic branches often time pressured. Learning Needs: They seek to develop an understanding of the business D&I policy but also to enhance work place culture and inclusivity awareness and supporting their own teams with D&I related issues. Learning Preferences: The audience will benefit from interactive and multimodal content, including videos/scenarios and policy related content that accommodates different learning styles whilst maintaining engagement. Barriers: Varying levels of digital literacy, time limitations , flexibility to accessibility.

Learners will be able to ....

The target audience for this training comprises of diverse learners who require accessible, engaging interactive content. The key characteristics of this audience are:

Learning Outcomes

Target Audience

Wireframing

ContentIntro to this section and content

Discrimination Law

Knowledge check introduction

Policy & Values

Legislation

What is Unconscious Bias?

ContentCore content for section

Introduction to D&I in the business

9.8

Summary Key takeaways from Discrimination Law

Summary Key takeaways from this Unconcious Bias

Practice Complete activity to practice and apply learning

Practice Complete activity to practice and apply learning

ContentCore content for section

ContentCore content for section

ContentIntro to this section and content

ContentCore content for section

ContentIntro to this section and content

ContentIntro to this section and content

ContentIntro to this section and content

Summary Key takeaways from into to D&I

11.2

11.1

10.2- 10.8

10.1

9.3 -9.7

9.2

9.1

8.3

8.2

8.1

7.3

7.2

7.1

6.4

6.3

6.2

6.1

Next Steps Example of expected use of learnings and post training work

Summary Key takeaways from entire learning

Assessment Check learners understanding

ContentIntro to this section and content

Transition Overview of the module sections. Learners return here after completing each section.

ToolKit Makes learners aware of supporting resources. Available upon completion of the module. Includes links, videos, PDFs, etc. for a deeper dive

Navigation Shows learners which buttons to press to move forward and backward, turn on subtitles, turn down volume, etc.

Outcomes Outlines learning outcomes

Hook Welcomes leaners onto course. Outlines benefits to learners. Outlines what learners will experience

Wireframe

Click here to see the icons used in this screen plan

ContentIntro to this section and content

Discrimination Law

Knowledge check introduction

Policy & Values

Legislation

What is Unconscious Bias?

ContentCore conten t for section

Introduction to D&I in the business

9.8

Summary Key takeaways from this section

Summary Key takeaways from this section

Practice Complete activity to practice and apply learning

Practice Complete activity to practice and apply learning

ContentCore content for section

ContentCore content for section

ContentIntro to this section and content

ContentCore content for section

ContentIntro to this section and content

ContentIntro to this section and content

ContentIntro to this section and content

Summary Key takeaways from this section

11.2

11.1

10.2- 10.8

10.1

9.3 -9.7

9.2

9.1

8.3

8.2

8.1

7.3

7.2

7.1

6.4

6.3

6.2

6.1

Next Steps Example of expected use of learnings and post training work

Summary Ket takleaways from entire learning

Assessment Check learners understanding

ContentIntro to this section and content

Transition Overview of the module sections. Learners return here after completing each section.

ToolKit Makes learners aware of supporting resources. Available upon completion of the module. Includes links, videos, PDFs, etc. for a deeper dive

Navigation Shows learners which buttons to press to move forward and backward, turn on subtitles, turn down volume, etc.

Outcomes Outlines learning outcomes

Hook Welcomes leaners onto course. Outlines benefits to learners. Outlines what learners will experience

Screen Plan

ContentIntro to this section and content

Discrimination Law

Knowledge check introduction

Policy & Values

Legislation

What is Unconscious Bias?

ContentCore conten t for section

Introduction to D&I in the business

9.8

Summary Key takeaways from this section

Summary Key takeaways from this section

Practice Complete activity to practice and apply learning

Practice Complete activity to practice and apply learning

ContentCore content for section

ContentCore content for section

ContentIntro to this section and content

ContentCore content for section

ContentIntro to this section and content

ContentIntro to this section and content

ContentIntro to this section and content

Summary Key takeaways from this section

11.2

11.1

10.2- 10.8

10.1

9.3 -9.7

9.2

9.1

8.3

8.2

8.1

7.3

7.2

7.1

6.4

6.3

6.2

6.1

Next Steps Example of expected use of learnings and post training work

Summary Ket takleaways from entire learning

Assessment Check learners understanding

ContentIntro to this section and content

Transition Overview of the module sections. Learners return here after completing each section.

ToolKit Makes learners aware of supporting resources. Available upon completion of the module. Includes links, videos, PDFs, etc. for a deeper dive

Navigation Shows learners which buttons to press to move forward and backward, turn on subtitles, turn down volume, etc.

Outcomes Outlines learning outcomes

Hook Welcomes leaners onto course. Outlines benefits to learners. Outlines what learners will experience

Story Board

(Emily Gurd, 2024)

Please note this is just the first module. The corporate video is not allowed to be shared for this purpose of this project.

Prototype

Click here to read my commentary on the prototype

Screen plan / Storyboarding

My screenplan was guided by Mayers Multimedia Learning Theory, which emphasises the importance of visual and auditory elements to improve the learning outcomes. However, I was unable to fully implement this combination due to the tech access issues that arose from the data pulled from the personas. Despite this I did include other parts of Mayers principles such as Coherence, ensuring the material is relevant and not distracting with simple text and visuals. For storyboarding the businesses strict branding and layout guidelines felt restrictive, but using ADDIE (going back) guided the process of refining my design, it helped me plan and adjust the screen design whilst also staying aligned with the businesses requirements and Learning Outcomes. In terms of visual design I applied C.R.A.P principles to make sure the course was visually engaging and easy to navigate despite the technical constraints. Contrast highlighted key elements of interactions, whilst Repetition ensured consistency. Alignment helped to organise the content cohesively and Proximity grouped the related items to improve understanding. For future projects the mock up stage could be extended to show key stakeholders what could be possible if we step outside of the guidelines and the benefits directly for the learner.

The Wireframing, was another new process for me. I found this challenging, however I understood from the course content that this serves as the blueprint to visually outline the structure and flow of the course. I focused on creating a learner centric layout, organising modules into logical progression, whilst keeping in mind Cognitive Overload. I also tried to incorporate Gagnes Nine Event of Instruction with the use of an introduction video, clear Learning Outcomes at the start, knowledge checks and workplace scenarios.

Having never officially scoped a project or broken it down into step by step pieces, this section of my project felt the hardest. Having the personas, learning theory and outcomes behind this as a building block helped me to clearly define the sections and topics needed to satisfy those considerations. As this is an entry level course, it could be easy to underestimate what the learner will need to arrive at the intended outcome. Working alongside an SME in an ID workshop was also new to me for this stage, usually they would just provide an overview of the content. Here I was able to understand the flow, how subjects linked and cut out things that were not necessary from the first approach.

Wireframing

Scoping

Reflective Commentary Part 2

Considerations System Support Monitor

ADDIE

Part 3 Implementation

Image soucre: Kallidus.com (Kallidus, 2023)

When deciding on the platform to host this E-Learning, I analysed the current system we have in place and broke down some of the key features it had (see further consideration under the tab), which I would rely on for a successful role out. Thinking of the business need, Kallidus LMS provides the option to upload multiple formats of E-Learning and have them report in as much detail as needed by the business. Having had the system in use for a few weeks already, most of the employees are comfortable and familiar with how and when to access training. Based off of commonalities present in the personas, one of the key deciding factors was the ability to include offline learning that would be key for those who experience connection issues in remote branches.

Key Features

Requirements

Layout

The roll out of the E-Learning will take place on the businesses newly implemented Learning Management System, Kallidus. The Kallidus LMS is a cloud based platform used to host and manage E-Learning content.

E-Learning Platform

Staffing

Resources

Staffing and Resources

Detailed Steps

Final Launch

Training & Support

Soft Launch

Restricted Launch

Launch Plan

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Using WIIFM helps learners to see how training benefits them personally, increasing motivation and relevance. Testimonials and senior manager endorsements build trust and highlight the importance of the training. Personal tracking on the LMS encourages accountability and provides a sense of achievement when learners hit 100%. Nudging emails from managers add a personal touch, creating urgency and reinforcing the value of completing the training. Together, these tactics drive engagement, completion rates, and a positive learning experience.

In order for us to ensure the best engagement possible in a busy versatile business we will adopt several different types of engagement tactics.

WIIFM

Personal Tracking

Nudging

Engagement Tactic

Formats

Hover over the + to see the Accessibility options we put in place to ensure everyone has the chance to engage and benefit from the learning.

Assessment

Device

Video

Images

Text

Accessibility

Accessibility is always at the forefront of my mind when creating any training documents or programmes, thankfully our LMS assists us with this. Going into the detail behind Language or Assessment formats was not something I had approached before, and unfortunately we are not in the position to supply multi language courses just yet, but I have made a note for future courses. Making sure we include things such as ALT descriptions, contrasted text and closed captions will help promote a positive learning experience for everyone.

Given that the business is relatively new, the Learning and Development team is quite small, which initially made it challenging to fully understand the specific roles and responsibilities. However, as I delved deeper into the responsibilities of each position, it became clearer who possessed the skills for these implementation roles. An important note to make is the assignment of line manager as the community manager is not ideal. Due to pre conceived notions and the line managers capacity to manage their own training, it seems to be the most feasible option given the limited resources and personnel available. This could, however impact learner engagement.

Engagement in this business and industry is key, most roles are very operational, hands on with not a lot of time spent digitally. The want to spend time using digital tools is low, so I already have tried and tested methods of engagements. However sitting down with key stakeholders to plan out the best strategies and time frames, really brought to life the tactics we intend to use and how they would work with our learning personas. What is in it for me and Nudging is something we already use but we have never had the system to be able to allow leaners to visualise and track learning, in an immediate and thought provoking way. We have already seen an increase in compliance, the real test will be in the evaluation stage , to see if we can see real life examples of the learning outcomes being applied.

Considering the options for hosting this learning was the easiest part of this project for me. Having just recently implemented a brand new LMS into the business, I had already unlocked the answers to some of the considerations that needed to be made for this project. However I did look at other popular alternatives to see if their functionalities worked better for what we are trying to achieve. I think its important to note that the content for the course and the design and flow can be amazing, but having a tricky to navigate or understand LMS will over shadow this. In many ways when deciding on a platform you have to go into some of the basics of designing learning, and consider, who is it for? what do you or they need from it? how will they get it? All of this was covered when choosing this platform.

Accesibility

Enagagement

Staff/Resource

LMS

Reflective Commentary Part 3

Types Kirkpatricks UX UDL Analytics

ADDIE

Part 4 Evaluation

How They Interconnect:

Outcome Based

Process Based

Goal Based

The final stage of the ADDIE model, Evaluation, involves assessing the entire learning experience, including the delivery and rollout phases. The purpose of this stage is to measure the effectiveness of the E-learning program, identify areas for improvement and ensure alignment with the defined Learning Outcomes and overall business goals. The evaluation of this programme will be :

Evaluation Types

(DLI, 2024)

Click to see the "Purpose" and "Application"

Click to see the "why"

Feedback Survey Level 1

Results

Behaviour

Reaction

Learning

Kirkpatricks Evaluation Model

Click the buttons to see the detail

The feedback forms and data collected from the learner, provide valuable insights into both engagement, experience and help us monitor the effectiveness of the learning. By looking at drop off rates, time spent online and learner perceptions of course duration, content and relevance, we have to make choice based on hard data. We can continually improve the learning experience through navigation adjustments, formatting, and content changes based on learner preferences. All of these lead to a more impactful learning experience.

The Level 1 Reaction Checklist and Action Plan are to be used to build a larger evaluation plan. They serve as a starting block for the evaluation process, which looks directly on the feedback and data from the learner.

Engagement Data

Experience Data

Checklist

Level 1 Checklist & Action Plan

click each of these to see the checklist

The design of this learning will be evaluated by the Content Creator/Instruction Designer by using Peter Morvilles User Experience Honeycomb Model (DLI, 2024), which highlights the crucial factors for creating impacting and engaging learning experiences. Once we have collected the feedback from the learners, we can make any adjustments needed to ensure it remains effective and purposeful. By applying the adaptation of the Honeycomb Model developed by the Center for Extended Learning at the University of Waterloo, we can gain clearer understandings of the aspects (checklist below) that contribute to a high quality learning experience.

Credible

Accessible

Desirable

Findable

Valuable

Usable

Reflective Design

Elements

Building a Community

Communication & Connection

Behavioural Design

Images

Text

Useful

UX Evaluation

Click here to see how

• Physical action?
• Expression & Communications?
• Executive Functions?

• Perception?
• Language?
• Comprehension?

• Sustaining interest?
• Sustaining effort and persistence?
• Self regulation?

The Content Creator/Instructional Designer (Learning & Development Business Partner) will use the UDL Evaluation Checklist for Digital Learning Evaluation (Digital Learning Institute, 2022) to assess: Engagement - Representation - Action & Expression. This will assess and verify that the learning supports the learners diverse needs and preferences. Any shortcomings will be rectified and positive changes implemented to create an inclusive learning environment.

UDL Evaluation

Action

Monitor

Insight

Data

Source

In order to evaluate learning and its impact, and guide decisions on changes to be implemented, data will be collected by several different people: Quantatvie data is collected by the LMS Administrator including learner completion rates, time spent on the course and quiz scores. Qualitative data is collected by the Project manager, Instructional Designer and Line Manager (Community Manager) such as feedback surveys, learner reflections and the assessment of the impact in the workplace.

Learning Analytics

Previously we have had limited amounts of learning data to analyse, but with the new addition of our LMS system I have begun to format some of this data and I can assess the effectiveness of content, identify areas where learners struggle and tailor interventions to improve engagement and success rates. A great benefit I have found of understanding Learning Analytics is the ability to inform decision making. Not just based off of mandatory completion rates or quiz results, but looking at the data for optional courses or self lead content. There is a slight risk to learning data and that is the over reliance on quantitative metrics, which may not fully capture the full picture, so its just as important to deploy the Kirkpatrick model and look at all of the stages and not just the outcomes.

I had not heard or used Kirkpatricks Four Levels of Evaluation before this project, however I could instantly see how this delivers a more structured way of measuring training success. Level one, two and four, although not following Kirkpatricks Model, is similar to how we currently evaluate. Level 3 is and has always been the hardest thing for me to implement, mostly because of the time restrictions, as it can take months or years to see behaviour changes based off for learning initiatives. You can also face biases or inconsistency in the way you collect this data, for example asking for feedback on behaviour changes from a manager or a peer.

The three types of Evaluation: Goal Based, Process Based and Outcome Based, guided me to reflect on the whole process from multiple angles. Goal Based helped me to assess whether the business needs were being met and if the interventions were addressing those specific needs. Process Based allowed me to identify areas in which I would not normally look back on or think to evaluate so formally, in the moment, such as at the delivery stage. Gaining insights into reviewing and refining workflows is going to help future projects. Outcome Based focused on something that I always find difficult to evaluate and that is the real world application and proof. Exploring this more, its clear to see outcomes are not just KPI's but behaviour changes too.

Learning Analytics

Kirkpatricks

Evaluation Types

Reflective Commentary Part 4

CIPD. (2024). Equality, diversity and inclusion (EDI) in the workplace. https://www.cipd.org/uk/knowledge/factsheets/diversity-factsheet/ Digital Learning Institute. (2024). Digital Learning Institute. https://courses.digitallearninginstitute.com/ Emily Gurd (2024, November 27). DLI video. [Video]. YouTube. https://www.youtube.com/watch?v=kbdUnNNpVsE Kirkpartick Partners (2024). What is The Kirkpartick Model? https://www.kirkpatrickpartners.com/the-kirkpatrick-model/ The Predictive Index. (2019). 5 diversity and inclusion quotes for the workplace. https://www.predictiveindex.com/blog/5-diversity-and-inclusion-quotes-for-the-workplace/ Wadors, P. (2024) Unlock Your Leadership Story: How to Build Understanding and Motivate Teams Using Fables and Folktales. Wiley. Image References Kallidus. (2023). Easy learning management system. https://www.kallidus.com/? _gl=1*zg9wnb*_up*MQ..*_gs*MQ..&gclid=CjwKCAiAxqC6BhBcEiwAlXp4515kpgT-hiVmxvvQhr2jZPlFdfi74-QuAkskjesX58lapVCrmCqpnxoCF-wQAvD_BwE OpenAI. (2024). ChatGPT. https://chatgpt.com/

References

Storyboard for Funeral Partners’ D&I Corporate Video

Content

On screen text

• Title Screen

Screen : 11

Title : Funeral Partners Policy & Values

Course Cards provide an overview of the timings/status and format Course Details provide overview of what they can expect to learn

Layout

Abbreviations

Before Rollout:

• ID/CC: Finalise and review all training content (modules, quizzes, assessments), ensure accessibility (captions, screen reader compatibility),
• PM: Develop and communicate the timeline, coordinate stakeholders , set training objectives and success metrics, and prepare communication for learners.
• LMS ADM: Upload finalised content to the LMS, configure course settings (access permissions, tracking), and perform a test run to ensure everything is functioning correctly.
• IT : Ensure the training platform is fully set up, check for compatibility across devices, and confirm system requirements are met for a smooth delivery.
• CM: Prepare the team for the training, set expectations, and communicate the importance of the training. Encourage participation and engagement from the team.

During Rollout:

• ID/CC: Monitor learner feedback and engagement, adjust content if needed (e.g., broken links, clarity issues), and provide support on content-related queries.
• PM: Oversee progress, address any logistical issues, ensure all stakeholders are informed, and maintain momentum on the schedule.
• LMS ADM: Troubleshoot any access issues, assist learners with login problems, and ensure tracking and reporting are functioning correctly.
• IT: Address any platform or technical issues (e.g., connectivity, content display problems), and provide support for users facing technical difficulties.
• CM: Monitor learner progress, provide support to the team, encourage engagement, and address any concerns or questions about the training. Promote discussions and reflections within the team about the content.

After Rollout:

• ID/CC: Analyse learner feedback and evaluation data, make necessary updates to content based on feedback, and document lessons learned for future training.
• PM: Review success metrics (completion rates, feedback), assess overall impact, and communicate results to stakeholders.
• LMS ADM: Review and analyse LMS data (e.g., course completion rates, learner performance), generate reports for stakeholders, and ensure all learner progress is accurately recorded.
• IT: Review system performance, gather feedback on technical issues, and ensure the platform is stable for future use.
• CM: Follow up with the team to assess how well the training has been applied in the workplace, gather feedback, and provide additional support for learners if needed. Foster ongoing conversations about Diversity & Inclusion and track any behavioral changes or improvements.

All colleagues will have the opportunity to use drop in sessions to talk through the training. Their Managers can also directly support them as Community Managers for this project. They will also have access to the policy that this training is referencing and any user guides needed for the LMS.

Training & Support

Summarise the key take aways

Prior to going live, the E-learning will be tested by several colleagues from different areas of the business, with varying technical abilities. Feedback will be fed through a survey with structured questions and through online meetings where suggestions and results can be discussed. This will help identify any bugs, gaps or accessibility issues.

Pre Launch

ADDIE stands for Analysis, Design, Development, Implementation and Evaluation. I have decided to use this model to support my project because :

• It offers a clear process for new digital learning professionals.
• Applicable to organistations and individuals alike.
• Ensures well-defined devliverables at every stage, aiding in managing stakeholder expectations.
• The focus on the analysis and design stages reduces pre work at the development stage.

Blooms Taxonomy Level : Remembering and Understanding

Confirming exercise

On screen text

Sumary

• On screen text will summarise the policy from the business with bullet points and ask the learner to tick a box to confirm they understand what they can do to show " respect for everyone"

Screen : 11.2

Title : Commitment

Images

Content

On screen text

• On screen text summarises Northern Ireland legislation

• Imagery showing the Equality commission logo

Screen : 7.2

Title : Northern Ireland Legistlation

Yes, learners can adjust playback speed/quality/closed captions and volume to suit their preferences. Yes, key terms and definitions are accessible through a glossary section. Yes, reminders within modules direct learners back to previous learnings, which are always available for review.

Have you...

• Are there settings within the platform to manage the video and audio?

• Does the system have a glossary functionality that can be utilised for learning?
• Have you used linking back to previous modules? Does the platform allow learners to access past trainings?

Representation

Images

Summary

On screen text

• On screen text sumarises the third section through "time to reflect" questions such as :

Did you recognise any of those example of Bias? How will you approach Unconcious Bias going forward?

• This screen also gives guidance on how to reflect each topic

Screen : 8.3

Title : Time to Reflect

Content

On screen text

• Title Screen

Screen : 9

Title : Discrimination

Images

Summary

On screen text

• On screen text sumarises the first section through "time to reflect" questions such as :

Think about what Diversity and Inclusion means to you Whats do you already know about diversity and inclusion at Funeral Partners

• This screen also gives guidance on how to reflect each topic

Screen : 6.4

Title : Time to Reflect

Section 3Time to Reflect

Discrimination

Section 2Discrimination Scenarios

Topic 1What is Discrimination

Section 1Discrimination Law

Topics for Module 4

To display related content

Content

On screen text

• Title Screen

Screen : 10

Title : Knowledge Check

Images

Content

On screen text

• On screen text summarises the UK 2010 equality act law

• Imagery showing the equality act seal

Screen : 7.1

Title : Legistlation

Content

On screen text

• On screen text summarises different types of Unconcious Bias including :

• Affinity Bias
• Halo Effect
• Perception Bias
• Confirmation Bias

• On screen text also summarises how to overcome Unconcious Bias, including
• Acknowledging it
• Testing
• Understanding

Screen : 8.2

Title : Types of Unconcious Bias

Click here if you would like to see the simple story board for this video

Video

Content

On screen text

• A corporate video, created specifically for this training will play on selection of this screen
• Covering the specifics of the policy
• Showing the diverse workforce

Screen : 6.1

Title : Introduction to Diversity & Inclusion

• Ability to host mulitple formats of E learning (SCORM/xAPI/HTML5/Video/Audio/Document uploads)
• Reporting and Analytics via PowerBI
• Customisable learning paths based on Job role/Department etc
• Supports multi device use
• Integrates with third party systems (HR software/LinkedIn)
• Ability to nudge employees directly from the system
• Cross software integration for engagement (Teams)
• Adopts custom branding

Key Features

Purpose Measures how learners respond to the training. Did they find it engaging, relevant, and well-designed? Application Use post-session surveys or feedback forms to gauge learners satisfaction with the course design, interactivity, and perception of value and credibility.

Level 1

Reaction

ADDIE stands for Analysis, Design, Development, Implementation and Evaluation. I have decided to use this model to support my project because :

• It offers a clear process for new digital learning professionals.
• Applicable to organistations and individuals alike.
• Ensures well-defined devliverables at every stage, aiding in managing stakeholder expectations.
• The focus on the analysis and design stages reduces pre work at the development stage.

Images

Toolkit

On screen text

• On screen text with :
• Links to the business whole D&I policy
• Examples of where each section will come into play
• How to access this toolkit after the course

Screen : 4

Title : Funeral Partners Policy

Images

Summary

On screen text

• On screen text sumarises the fourth section through "time to reflect" questions such as :

Can you think of a time where you have witnessed discimination? Is there anything in the past you have found acceptable but others have not?

• This screen also gives guidance on how to reflect each topic

Screen : 9.8

Title : Time to Reflect

Time Constraints: Learners have limited time to dedicate to training due to work schedules and personal responsibilities. Technology Issues: Outdated or shared devices, unreliable internet connections, and lack of familiarity with digital platforms can hinder participation.

Barriers

After the testing is complete and feedback has been considered and support and training is set up, the training will go live with some "go live" communications on the date. The Learning and Development Business Partner will be on standby for any queries or accessibility issues alongside IT specialists.

Final Launch

Images

Content

On screen text

• On screen text sumarises "what is Diversity" giving examples on - sex/gender and race
• Imagery taken from the corporate video

Screen : 6.2

Title : What is Diversity?

Click here to see a simple story board for this animated video

Video

Content

• Short animated video made with Vyond (3 minutes)
• Covers the explanation of what Unconcious Bias is.

Screen : 8.1

Title : What is Unconcious Bias?

Images

On screen text

Content

• Short on screen text introducing the final section of the training and how its split into
• What is Discrimination
• How are we protected from Discrimination
• How does it apply to certain scenarios

Images taken from corporate video

Screen : 9.1

Title : Discrimination

To display related content

Purpose Evaluates the business impact of the training. Application Look for measurable outcomes such as:

• Fewer discrimination complaints.
• Higher employee satisfaction scores related to inclusivity.
• Improved diversity metrics in hiring or promotions.
• Use company-wide surveys or HR data to track these metrics over time.

Level 4

Results

• Ability to host mulitple formats but also versions, to support consistent updates inline with policy change
• Accessible with poor connection or offline
• Accessible via mulitple devices

• Inuitive desing to support those not confidence in using learning platforms or tech on a wider scale

• Trackable - compliance and access
• Rewarding - visible learning paths and certificates for those who feel motivated by this

Consideration & Requirments

Chat GPT Generated Image

Computer literacy Time for learning Perceptions of Digital Learning

• Although very tech savvy, and an independent learner, she still likes to have open support to ask questions and confirm her understanding

• Having downloadable and offline resources can help when working in remote areas with poor connection

• Loves to track her training and be rewarded for completing it

Technology, Perceptions & Preferences

• Limited time in her role to spend on learning

• Finds it challenging to navigate the evolving frameworks of D&I

• Sometimes a lone worker when in remote areas, with potential distractions from walk in clients

• Difficulties prioritising work that is not directly related to her clients

Barriers to Learning

• Studying to become a Funeral Manager

• Wants to mentor up and coming Funeral professionals

• Motivated by being knowledgeable in all aspect of her work and business policies

Goals & Aspirations

Name: Allisha Pyne Age: 28 Location: Southampton, Hampshire Bio: Allisha is a Funeral professional working within a UK branch, as a Funeral Director. Passionate about bringing high levels of care and service to her clients. Unlike most in the industry Allisha is tech forward and utilises this daily within her position.

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Hook

On screen text

• Title shown on screen with business logo

• Powerful quote visualised on screen

• Think piece before starting the training

Screen : 1

Title : Diversity & Inclusion

Purpose Assesses whether learners apply what they’ve learned in real workplace scenarios. Application Conduct follow-up assessments (manager feedback) to observe changes in behaviour, such as:

• Increased awareness of unconscious bias.
• More inclusive communication practices.
• Active participation in promoting diversity in teams.
• Include a post-training action plan where learners commit to specific behaviours, like revisiting the D&I policy or discussing personal action plans with their managers.

Level 3

Behaviour

To display related content

On screen text

Next Steps

• On screen text congratulates the learner on completing the course.
• Asks the learner to think about creating a mini action plan, which they can find a template for in the toolkit (this is linked on screen)
• On screen text lets the learner know their manager will be contacting them to go through the action plan with them in two weeks.
• Summarise resources the learner can use from the business and externally to help build this plan

Screen : 11.3

Title : Whats next?

Yes, the learning uses a mix of video and text based resources, with summaries for both. Yes, the outcomes are always shown at the start of each module, in the course description page and within the downloadable toolkits. Yes, a step by step troubleshooting guide is available with the platform covering most FAQ's and contact details for further support.

Have you...

• Provided a choice of the format of learning materials e.g. if you are using videos, cater also for some written materials on the same subject?
• Has your learning platform got a space for displaying Learning Outcomes?
• Have you provided how to support to your learners on how to troubleshoot some technical issues?

Engagement

On screen text

Content

• On screen text covers
• A recap of protected characteristics
• How and where you are protected from Discrimination

Screen : 9.2

Title : What is Discrimination

Unconcious Bias

Section 2Time to Reflect

Topic 1Types of Unconcious Bias

Section 1What is Unconcious Bias

Topics for Module 3

Content

On screen text

• Title Screen

Screen : 6

Title : Introduction to Diversity & Inclusion in the business

to display video content

On screen text

Multiple Choice

Assessment

• The learner is require to take an assessment comprising of 6 mulitple choice questions
• This assessment can be repeated
• This assessment is to confirm the learners understanding of the topics covered

Screen : 10.2 -10.8

Title : Knowledge Check

Prior to going live, the E-learning will be tested again but this time by a mixed user group. This group will consist of Key Stakeholders, Managers and Colleagues, all who have not previously seen or tested the content. Feedback will be fed through a survey with structured questions and through online meetings where suggestions and results can be discussed. This will help identify any bugs, gaps or accessibility issues. All adjustments will be made prior to the next phase.

Soft Launch

ADDIE stands for Analysis, Design, Development, Implementation and Evaluation. I have decided to use this model to support my project because :

• It offers a clear process for new digital learning professionals.
• Applicable to organistations and individuals alike.
• Ensures well-defined devliverables at every stage, aiding in managing stakeholder expectations.
• The focus on the analysis and design stages reduces pre work at the development stage.

Click & Reveal

Images

Practice

On screen text

• Click and reveal activity stating the 9 protected charateristics from each peice of legislation

• Imagery showing the Equality commission logo and Equality act seal

Screen : 7.3

Title : Protected Characteristics

Topic 1Mini Action Plan

Policy and Values

Section 2Next steps

Topic 1Business Values agreement

Section 1Commitment

Topics for Module 6

Images

On screen text

Content

• On screen text covers the expectations of the knowledge check

• Image taken from the corporate video

Screen : 10.1

Title : Knowledge Check

Topic 1 Breakdown of Protected Characteristics

Topic 2Northern Ireland Legislation

Legislation

Section 2Protected Characteristics

Topic 1General Legislation

Section 1Legislation

Topics for Module 2

Blooms Taxonomy Level : Remembering and Understanding

Professional Development: Learners are motivated to enhance their skills and knowledge to improve performance in their roles. Compliance: A key driver is meeting mandatory training requirements, particularly for policies like Diversity & Inclusion. Efficiency: Completing the training within their limited time without sacrificing understanding or engagement is a priority.

Goals/Drivers

Purpose Measures skills and knowledge aquired from the learning. Application Assess if learners can define key terms (e.g., Diversity, Inclusion), identify the 9 protected characteristics, and recognise types of discrimination. Use knowledge checks, quizzes, or scenario-based activities throughout the course to evaluate understanding.

Level 2

Learning

Flexibility: Training that can be paused and resumed allows learners to fit sessions around their schedules. Bitesize Learning: Short, manageable modules (no more than a few minutes each) help maintain focus and improve retention.

Preferences

Chat GPT Generated Image

Computer literacy Time for learning Perceptions of Digital Learning

• Needs thorough engagement and support for any new changes that involve using a computer

• Needs to see the benefit before he will engage his teams

• Prefers direct, static training such as policies and procedures as opposed to gamification

• Technology in Branch is of poor quality - no sound and slow load times

Technology, Perceptions & Preferences

• Doesn't believe in online or E-learning training, prefers “on the job” traditional methods

• Resistant to D&I initiatives due to deeply ingrained personal beliefs or traditional viewpoints

• Limited computer literacy

• Mental fatigue from the handover of his business

Barriers to Learning

• To leave his team equipped and aligned to new ways of working, once full acquisition has occurred

• Wants to leave a client service level legacy, and move into a consultants position once hand over is complete. Needs to be comfortable with the business policies and procedures

Goals & Aspirations

Name: Michael Allen Age: 63 Location: Ashbury, Manchester Bio: Michael is a Business Principle for four UK based Funeral Branches. Having previously owned the branches, he has since sold them to a larger company and is now employed on a temporary basis. To ensure a smooth acquisition transition, over the next two years.

Summarise the key take aways

Summarise the key take aways

ADDIE stands for Analysis, Design, Development, Implementation and Evaluation. I have decided to use this model to support my project because :

• It offers a clear process for new digital learning professionals.
• Applicable to organistations and individuals alike.
• Ensures well-defined devliverables at every stage, aiding in managing stakeholder expectations.
• The focus on the analysis and design stages reduces pre work at the development stage.

Images

Transition

On screen text

• Brief overview of how to naviagte the transition screen with on screen instructions
• Learners will return to this screen after each module
• Learners can access previously completed modules from this screen
• State of each content button will change once the learner has completed it

Screen : 5

Title : Diversity & Inclusion Contents

For my prototype, I opted to use Genially. On reflection, if I was going to implement this course onto our LMS I would use Articulate. This is because I know how it performs with our set up and reporting etc. The process for this prototype was made really easy having paved the way with Part 1 and 2 of this project. Having a clear screen plan and storyboard, it was like reading step by step instructions.

Prototype Commentary

On screen text

Practice

• On screen text reads a specific scenario related to discrimination
• Learners has a choice of yes or no if they deem the scenario as discimination
• On a wrong answer - feeback is shown on screen of why they are wrong
• On a right answer - feedback is given as to why they are right

Each of these screens have the same layout and style These scenarios are not time bound

Screen : 9.3-9.7

Title : Discrimination Scenarios

Topic 2What is Inclusion?

Diversity & Inclusion

Section 3Time to Reflect

Topic 1 What is Diversity?

Section 1Introduction to Diversity & Inclusion at Funeral Partners

Outcomes

On screen text

• On screen text outlining objectives

• By the end of this training the learner will be able to :

1. Define “Diversity” and “Inclusion”
2. Identify Protected Characteristics and Workplace Applications
3. Understand Unconscious Bias and Methods to Overcome It
4. Recognise and distinguish types of discrimination
5. Demonstrate Commitment to Diversity and Inclusion Values

Screen : 2

Title : Objectives

Images

Navigation

On screen text

• With a mix of text and imagery this screen will highlight the navigation controls for this course including:

• Next and previous screens
• Sound and screen size options
• Accessibility options
• Exiting mid course
• Interactivity functions (pause video/drag and drop)
• Accessing toolkits
• Icon meanings

Screen : 3

Title : Navigating this course

Yes, most non-compliance modules allow for free access to sections, allowing them to skip ahead and review previous content or revisit specific areas. Yes, interactive assessments/Video/Audio submissions and Peer reviews all acceptable on the platform. Yes, learning objectives are available within each learning but also at the start of grouped learnings and in the overview pages in the platform.

Have you...

• Do you use free navigation in your platform?

• Have you used different ways to submit assessment – not only written submissions?
• Have you provided your learners with Learning Objectives within you programme in a space that is easily accessible to all?

Action & Expression

Content

On screen text

• Title Screen

Screen : 8

Title : Unconcious Bias

Summary and knowledge check in

On screen text and references

Interactive statements

Introduction Video and on screen text

Next Module

Title (navigation)

The sequence of content, activity, content, and then assessment creates a natural flow that helps learners absorb and apply information in a manageable and effective way. This order allows for an introduction of foundational knowledge, an opportunity to engage with and apply the material, followed by further elaboration of the concepts, and finally, an assessment to gauge understanding and provide feedback. Each Module will have a slighly different flow depending on the subject and also to change up the pace and keep engagement.

Assessment or Reflection

Content

Activities

Content

Building Blocks Module 1

Click here to see the storyboard for this video

Multiple Choice

Click and Reveal

Images

Video

On screen text

Icons used in Screen Plan

Ages: 21- 80 Early career to seasoned professionals Roles - Opertational to Managerial

Demographics

Blooms Taxonomy Level : Remembering and Understanding

Knowledge Check

Activity Multiple Choice Quiz

Topics for Module 5

Images

Content

On screen text

• On screen text sumarises "what is Inclusion" giving examples on - educational background/socioecnomic status
• Imagery taken from the corporate video

Screen : 6.3

Title : What is Inclusion?

Chat GPT Generated Image

Computer literacy Time for learning Perceptions of Digital Learning

• Great computer literacy but does not have time for long training session or time to wait for buffering and other access issues

• Needs sync-able courses so Jordan can access across multiple sites

• Prefers to be able to read new information at his own pace, or have the option to speed up or slow down videos

Technology, Perceptions & Preferences

• Sporadic time at work due to casual contract

• Access to computers or tablets whilst in local branches limited

• Often working across multiple areas and branches

Barriers to Learning

• To maintain his level of knowledge in the industry

• Continue to be recognised for excellent service and commitment

• Continue to support all colleagues regardless of who they are, to feel comfortable when at work

Goals & Aspirations

Name: Jordan O’Shea Age: 39 Location: Claudy, Londonderry Bio : Jordan is a Funeral professional working within a Northern Ireland branch, as a Casual Funeral Operative. Long standing history of working in Funerals but works on a casual basis as he runs his own pressure washing business alongside. Committed to high end levels of service to his clients.

Content

On screen text

• Title Screen

Screen : 7

Title : Legislation