Assignment 1

by Leigh Amor

start

Professional Diploma in Digital Learning Design

Careers resource for British Psychological Society

Micro design & development

PART 3

This section looks at the DESIGN and DEVELOPMENT process

Micro design & development

PART 2

This section looks at the WHAT and HOW of the process

Macro design

PART 1

In this section we look at the WHO and WHY of the learning design process

Index

PART 1

Establishing the target audience, their needs and learning preferences.

The WHO of learning

Reflective commentary

To design the most effective learning experience we need to fully understand our learners and what their needs are. From consulting Subject Matter Experts at the BPS in a workshop we have identified three main types of potential learners. This is based from BPS qualititive and quantitive data of the sector. We decided that learners could be divided into three main groups who would be seeking careers information and guidance:

• Prospective Psychology students
• Psychology graduates
• Career-changers

The WHO

Who are the learners?

Based on the three groups identified by the BPS, I have developed three personas to help develop the learning experience:

Reflective commentary

The WHO - PERSONAS

The field has changed so much since I graduated - I want to see what other roles I can do with my experience!

I'm looking for practical advice. I don't want to go down a career path that isn't right for me.

I'm enjoying my A-Level course but I'm not sure what doors will open for me if I study Psychology at degree level. Will it be worth it?

PART 1

Identifying the business problem and the learning 'gap' to be met.

The WHY of learning

The British Psychological Society (BSP) is the representative professional body for psychologists and psychology in the UK. The BPS was established in 1901 and is the trusted source of expertise and information for Psychology. They want to expand their careers offering to create an digital learning resource to help graduates and psychologists to understand the career paths available with a psychology qualification.

Client background

There are over 25,000 practicising psychologists working in the UK, and this number is growing, with over 900 psychology degree courses available through UCAS. This is a vast audience with a whole range of experiences and backgrounds. Psychology offers many diverse and complex career pathways. Some roles are not visible or obvious to those outside the profession. It is also a quickly-evolving field, as more industries recognise the benefits of consulting psychologists, such as service design, UX design and advertising. Practising psychologists might find that they are not aware or up-to-date with changing trends and opportunities available. Recent psychology graduates might not understand these complex pathways. We need to gain a clearer understanding of these different needs, preferences, any potential barriers, as well as their motivations and goals for engaging with this learning resource.

Background

The WHY

Existing resources

+ Challenges

The BSP have identified that career pathways are very complex and varied in the field of psychology. There is currently no comprehensive online resource outlining career choices for psychology graduates in the UK. Prospective students have a limited understanding of career choices and misconceptions of what psychology is. Therapists working in the profession become siloed and unaware of alternative career options available to them, making career-changes more difficult.

The WHY

The 'problem'

Reflective commentary

• BSP want to promote Psychology as a degree-choice and increase student numbers.
• They want to help Psychology graduates better understand career options available to them and to take steps to work in the sector.
• They want to increase retention within the industry by promoting career-changes within the sector.
• They want to establish themselves as the trusted go-to source for up-to-date guidance.

The WHY

The business 'need'

The BSP want to support and motivate graduates and career-changers within the profession by producing a clear learning resource outlining career choices and pathways. They want to inspire prospective students to study Psychology by showcasing the range of careers available and dispelling misconceptions about the limitations of a psychology degree. They want to raise the profile of Psychology as a subject, boost student numbers and job retention by showcasing transferable skills and variety within the sector.

The WHY

The Aim

Different needs of audience

The audience for this resource have very different levels of knowledge and experience. It will be challenging to engage those learners so it feels accessible and relevant to them.

Psychology career pathways are complex and creating this online learning resource has some key challenges.

Key challenges

Complex subject

This is a highly specialised field with professional jargon that might be confusing and off-putting to those not working in that particular area.

Resources incomplete or too specialised

Existing careers information and infographics are available, but these are specific for particular pathways and do not provide an useful entry-point or overview.

No common career path

Research undertaken by the BPS in 2021 found that there was no common career path. It will be difficult to map out all options while keeping the resource easy to understand.

Learning gap

After successfully completing the online learning programme, learners will be able to:

Reflective commentary

The WHY

Learning outcomes

PART 2

Establishing what the learning experience will cover and the modular structure.

The WHAT of learning

The course will be based on content from the BPS website and their careers guidance PDF. Any content gaps will be written by the Subject Matter Expert from the BPS. It will be promoted and freely available from the BPS website, allowing all prospective students, graduates and professionals able to engage with the digital learning resource and opportuities to meet their learning outcomes.

Course content

A bottom-up approach was used to design the course framework. In our initial workshop, the SME mapped out the main content, career paths and key guidance needed. Then we organised the content into natural 'chunks' and broader groups that formed 8 modules. The first module will start with an introduction to Psychology and cover key terms. Module 2 will provide a basic overview of all career paths. Modules 3-6 will look at individual career paths in more detail. Module 7 looks at transferable skills and offers an opportunity for self-reflection. Module 8 is a careers toolkit for practical next steps.

The WHAT

Course structure

Reflective commentary

Module Framework

PART 2

Setting the mode of delivery, learning flow and formats.

The HOW of learning

Reflective commentary

The course will be delivered in a digital asyncronous mode. All learners identified at the initial scoping will benefit from a self-paced, flexible approach to their learning to accommodate their varying schedules. The learning will be delivered through multiple formats such as digital eLearning, interactive video and self-reflective quizzes. There will be a 4-week duration for the course, with the opportunity to repeat content and activities. This flexible approach fits well with this model. There will be no live facilitation, however, learning will be scaffolded with a toolkit, which will be accessible throughout the course. It will cover terminology and FAQs for any support needed.

The HOW

Mode of delivery

Reflective commentary

The course will include a variety of formats and methods to engage the learner.

Building blocks and formats

Assessment/feedback

• Quizzes
• Self-reflection checklists
• Goal-setting

Activities

• Quizzes
• Scenario-based activities

Content

• Multimedia eLearning
• Video - animation and instructional
• Interactive infographics

• Immersive VR (time permitting)

Activities

Video Infographic

Content

Summary

Module item

Building block

Quiz with feedback

Video

Activity to test learners' knowledge

Provide information and knowledge from SME

Poll and multiple-choice questions with feedback

Reflective activity to address learners’ prior knowledge or preconceptions

Format

Example: Module 1Topic: What is Psychology?

Assessment

Content

The flow of this course will be linear and learners will work through the modules in order. Learners will start at Module 1 which will provide a 'hook' to engage their interest and outline how they will personally benefit from completing the course. In Module 2 learners will progress through content and activities relating to how Psychology is placed in the current job market and an overview of career paths. Learners will then explore the 4 career paths in more detail through content and activities (Modules 3-6). In Module 7 learners will evaluate their transferable skills against each career path in quizzes. Learners will complete a self-reflective quiz to help determine their personal career goals and identify next steps. In Module 8, learners can explore signposted careers content for their chosen next steps, as well as FAQs and key terms to scaffold their learning throughout.

Reflective commentary

The HOW

The flow of learning - course flow

Content chunking

Universal Design

Each Module will follow the Core and Spoke model. I have adopted this approach as it allows the flexibility for in-depth exploration within each module. There will be mandatory sections in each module to ensure key content is understood by learners. This approach will allow learners to progress independently through the key information and then have the flexibility to jump to activities that are relevant or interesting to them. This will help keep the learning experience as engaging and relevant as possible for such a diverse audience and keep them motivated to continue. A potential challenge of this approach is that learners might skip optional activities and not get the full benefit of this content. To address this, I will ensure that all key content is mandatory and make the optional activities relevant and engaging for the learners.

The HOW

The flow of learning: Module flow

eg Smith, T. (2020). The citation manual for students: A quick guide (2nd ed.). Wiley. eg World Health Organization. (2018, May 24). The top 10 causes of death. World Health Organization. (2018, May 24). The top 10 causes of death. Clark, D. (2022). Learning Experiene Design: How to Create Effective Learning that Works. Kogan Page. Digital Learning Institute, Module 1, Digital Learning Fundamentals, viewed November 2024 Digital Learning Institute, Module 2, Design Principles, viewed November 2024 Digital Learning Institute, Module 3, Learning Experience Design, viewed December 2024 Dirksen, J. (2016). Design for How People Learn (2nd ed.). Pearson Education. Quinn, C.N. (2021). Learning Science for Instructional Designers: From Cognition to Application. ATD Press. Online references William Palmer, Laura Schlepper, Nina Hemmings and Nadia Crellin. (2021, July 8). The right track: Participation and progression in psychology career paths. https://www.nuffieldtrust.org.uk/research/the-right-track-participation-and-progression-in-psychology-career-paths CAST. (2024). Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org

References

STEP 3

Identifying XXX

The DESIGN process

Step 2 Develop Prototype Develop/Build a working prototype of the resource using a relevant tool, e.g.  Articulate Storyline, PowToon, Audacity , etc. Use a license-free tool (download a free trial of one of the tools/use free licensed tools) covered in the modules, OR use a tool you use in your role. For example, Articulate Storyline  Build a prototype of your resource using these tools. It does not have to be fully completed, just enough to give a user an insight into the functionality reflecting your design plan.  The prototype can be published in a relevant format, i.e., HTML, MP4 or audio file.  Please do not share raw files, SCORM files, or links to your learning platforms/systems. If you opt for a Virtual Classroom, you can record a “dry run” (maximum 5 min) and attach it to your submission. Then, you can submit your slides for the presentation.   If you opt for Collaborative Spaces, please submit the screenshots of the set-up within your platform/learning space.

Step 1 Design Documents Design Documentation for one format from your learning experience

• Multimedia eLearning course 

• Learning Aids – Podcasts, Infographics 

• Virtual Classroom  

• Video – Instructional video, screencast, animated video etc. 

• Social learning experience

Design documents should include: Scoping document – Learning Outcomes for the format + suggested content/themes   Wireframe as per your chosen format   Screenplan / Storyboard/ Virtual Classroom session plan / e-tivity plan

Part 2 of your project work focuses on the design and development of one of the formats of your choice:

• Multimedia eLearning package
• Videos
• Learning assets
• Virtual Classrooms
• Social Learning

You will be asked to draft this part after modules 4-8. Remember to do all intro lessons for these modules and pick one to do as a whole.

STEP 3

Identifying XXX

The DEVELOPMENT process

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+ info

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• Multimedia
• Coherence
• Spatial contiguity
• Temporal contiguity

• Redundancy
• Pre-training
• Modality
• Signalling

Elements:

• OST
• Voice-over
• Imagery
• Supporting resources
• Video
• Exercises

Step 2 Develop Prototype Develop/Build a working prototype of the resource using a relevant tool, e.g.  Articulate Storyline, PowToon, Audacity , etc. Use a license-free tool (download a free trial of one of the tools/use free licensed tools) covered in the modules, OR use a tool you use in your role. For example, Articulate Storyline  Build a prototype of your resource using these tools. It does not have to be fully completed, just enough to give a user an insight into the functionality reflecting your design plan.  The prototype can be published in a relevant format, i.e., HTML, MP4 or audio file.  Please do not share raw files, SCORM files, or links to your learning platforms/systems. If you opt for a Virtual Classroom, you can record a “dry run” (maximum 5 min) and attach it to your submission. Then, you can submit your slides for the presentation.   If you opt for Collaborative Spaces, please submit the screenshots of the set-up within your platform/learning space.

Step 1 Design Documents Design Documentation for one format from your learning experience

• Multimedia eLearning course 

• Learning Aids – Podcasts, Infographics 

• Virtual Classroom  

• Video – Instructional video, screencast, animated video etc. 

• Social learning experience

Design documents should include: Scoping document – Learning Outcomes for the format + suggested content/themes   Wireframe as per your chosen format   Screenplan / Storyboard/ Virtual Classroom session plan / e-tivity plan

Part 2 of your project work focuses on the design and development of one of the formats of your choice:

• e-learning course - I will be delivering core content and monitoring understanding through a range of interactive quizes and scenarios.
• Action-based learning to help avoid a passive learning experience.
• scenario-based learning to help learners immerse themselves into specific roles and real-life situations to test out and see if they like it.

Principles:3Cs - Challenge, Choice, Consequence Gagne's nine levels of instruction ILD 5 core ID principles:

1. Anticipatory
2. Instructional
3. Guided practice
4. Closure/evaluation
5. Next steps

Mayer's 12 Principles:

S - SpecificM - MeasurableA - AchieveableR - RelevantT - Timely

Bloom's Taxonomy

I've based these Learning Outcomes on Bloom's Taxonomy. I've modelled each Learning Outcome against the SMART criteria for measurement, progressing from knowing and understanding their career options to evaluating them for their personal development plan - see Learning Outcomes 1 and 3 for examples.

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.

The target level of knowledge on completing the course is for learners to demonstrate understanding of Psychology and its place in the UK today (Bloom's Taxonomy Level 2). Learners will be able to assess their transferable skills (Bloom's Taxonomy level 5) to effectively develop strategies for their careers (Bloom's Taxonomy level 6).

• High subject knowledge
• Low careers knowledge

• High subject knowledge
• Out of date careers knowledge

• Low subject knowledge
• Low careers knowledge

The Learning Gap

At the start of the course learners have different levels of knowledge ranging from low to high about what Psychology is; all have low or out-of-date knowledge for careers (Level 1 of Bloom's Taxonomy):

Learners will define what Psychology is and how it is used in the UK today.

Learning Outcome 1

• S: Specific - all learners will be able to define Psychology and correctly identify three ways it is used in society in a flashcard activity.
• M: Measurable - learners will demonstrate their knowledge by achieving 80% in a quiz activity.
• A: Achieveable - learners have 4 weeks to complete the course and can replay the module and quiz.
• R: Relevant - this learning outcome complements the learners goals about developing/updating their careers knowledge.
• T: Timely - leaners will complete this learning outcome in a flexible manner but within a 4 week window for completion.

After considering the personas for my course, I'll be making the following design choices for my course:

• Keep learning experience succinct, as some learners are time-poor.
• Starting with a clear 'hook' to grab attention and motivate learners to engage, particularly the 'career-changer' learner who might not see the benefit of digital learning from previous negative experiences.
• Include short-form video/audio to suit learner media preferences.
• Ensuring content is chunked to allow easy accessibility.
• Ensuring language is not technical or too specialised.

• What will motivate them?
• What support will they need?
• What access to technology do they have and what level of digital skills?
• What kind of content do they like to engage with?

Developing personas

Personas are "hypothetical archetypes of users" (Alan Cooper, the creator of personas). Creating personas offers an opportunity to understand our users and their needs better. I've adopted a persona-driven design to help me empathise with the learners and consider their needs and experiences. I'm considering:

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.

Module 1

Learners will analyse different career paths and compare the qualifications/transferrable skills that are needed for each pathway eg. teaching/research or healthcare.

Learning Outcome 3

• S: Specific - all learners will gain a practical knowledge of 4 career pathways and compare them in sorting activities.
• M: easurable - learners will demonstrate their knowledge of each pathway by completing a quiz activity.
• A: Achieveable - learners will have 4 weeks to complete the course and can repeat the module/quiz.
• R: Relevant - this learning outcome aligns with the learners' broader self-developent career goals.
• T: Timely - leaners will complete the course within 4 weeks.

Careers toolkit

Content formats

Quizzes will be used for learners to assess their knowledge of what Psychology is and 'myth-busting'.Learners can utilise self-reflection checklists to assess their personal skills in order to determine good career matches and areas for development. Learners can utilise goal-setting checklists to support their self-development.

Module framework

Here I set out to establish a consistent structure for learners, so they know what is ahead of them in order to manage their time. I consulted with the SME to establish this framework and identifying key topics within each module. Arranging the modules in this way means that all learners can complete the essential information learning in Modules 1 and 2. They can then choose which career paths they are interested in. This flexibility will keep learners engaged by allowing the flexibility to choose what is relevant to them. Then they move on to module 7 to self-reflect on their own transferable skiils and goal-setting for their own career development. The careers toolkit is linked throughout with useful terminology, FAQs and links. This will help scaffold the learning, particularly for the novice learners. However, we will be actively avoiding jargon and technical language which might alienate novice learners.

• A Digital Synchronous approach would not be appropriate as there will be no live sessions or active facilitation. There is also no structured timetable.

• A Blended approach would not be appropriate either, as it will not include live learning aspect or physical classroom.

Delivery modes

I decided on the Digital Asynchronous model as a flexible non-structured approach would best suit the learner preferences identified at the initial scoping (WHO). Learners have varying schedules and time to dedicate to this course, so an online asynchronous delivery will best suit their needs and the self-paced flexibility will address any common barriers.

• Videos with SMEs and animations
• Multimedia eLearning - a mixed format of text, images and audio/video
• Infographics for the careers pathways, with interactive hotspots added
• Immersive VR experience if the timescale allows

Building blocks and formats

I plan to deliver the learning through a variety of formats to help keep learners engaged and actively participating in the course, following the Universal Design for Learning principles (CAST):

Modules 3-6

Module 7

Content formats

Including a variety of formats will ensure a more accessible learner experience. Learners will engage with information via a multimedia elearning format, such as Articulate Rise. The text will be chunked into easily digestible segments with mearningful headings to make the information more accessible. Videos will be used to introduce key concepts such as 'what is psychology?'. This aligns with the learner preferences explored in the 'WHO' section. Infographics will be used to illustrate complex career path options. Interactive hotspots will be added to engage learners with the learning object.

Module 2

Rationale

I opted for the linear pathway for the course, as learners need to progress through the key information of each step outlined in order to build up their understanding and fully appreciate the career options available to them. The challenge with this approach is that the learners all have different levels of prior knowledge and experiences. To address this, I will ensure learning goals are clearly communicated to the learner throughout the course so that they know what they are working towards achieving. Where possible I will put learning into real-life context, for example, a practical situation, in order for the learner to apply their learning to a real-life scenario that is ultimately useful to them (Quinn, 2021). Where possible, throughout the course I'll add SME examples of real-life scenarios which will resonate with the learner and be more relatable to their own experiences. This will make the learning experience more engaging and relevant for the learner and motivate them to complete the course. I am also accommodating different learner prior knowledge and backgrounds by adopting a core and spoke model for each module. This will allow much more flexibility and empower learners to skip activities that are not relevant or focus on additional activities and content that interests them.

• What is the problem?
• What do they want their learners to do differently?
• What does success look like?
• What existing resources are available/relevant?
• Any additional challenges to consider?

The business need

It is essential that the learning experience is mapped out against the business need to ensure the finished product delivers the wider business objectives. Here I've consulted with the senior representative from the BPS to understand their needs and the main challenges faced. Areas we discussed were:

I'll be adopting a Constructivist approach so that learners have ownership over their learning experience and the flexibility to work independently in their own time.

Julie Dirksen, Design for How People Learn, 2016

• When developing this learning experience I'll be considering both novices and experts.
• I understand that subject experts may want to skip to the relevant career content they need, so the learning flow should be flexible.
• Where possible I will apply the learning content to real-life context and offer practical tips so that learners can apply their new knowledge into action.

The Knowledge Gap

It's essentia l to consider the prior knowledge of the learners, as this determines how difficult the learning experience will be.

Activities

Quizzes will be used for learners to apply and test their learning. A blend of multiple choice questions, matching activities and flash cards. Scenario-based activities could be used to immerse the learner in different careers and experience common dilemmas. This aligns with learners preferences for game-based activities explored in the 'WHO' part of the scoping process.