PD Digital Learning Design
Assignment Title: DASH Supporting Beyond Behaviours
By: Carol Wilkins
START
Contents
Part Three
Part One
Part Two
Rollout & Evaluation Plan
LX Design Plan
Micro Design & Development
Introduction
Scope
Rollout Platform & Planning
Step 1: The 'Who' of Learning
Launch Plan
Wireframe
Learning Marketing
Step 2: The 'Why' of Learning
Storyboard
Engagement Tactics
Step 3: The 'What' of Learning
Prototype
P3 (Rollout): Reflective Commentary
Step 4: The 'How' of Learning
P2: Reflective Commentary
Evaluation Plan
P1: Reflective Commentary
UX Evaluation
UDL Plan
Learning Analytics
Stakeholder Analysis
P3 (Evaluation): Reflective Commentary
References
Part One:
LX Design Plan
Introduction
For the duration of my assessment I will be working with DASH, a wellbeing, mental health and behaviour support CIC. The aim is to develop a learning solution that compliments the 1:1 work that DASH specialises in. The project is entitled ‘DASH - Supporting Beyond Behaviours’. “We [DASH] support and educate individuals, professionals and family members with skills to recognise, understand, support and manage their own needs, as well as those they support, educate and care for.” (Jones, R., 2023)
Who are the learners?
+ DATA SOURCe
+ Purpose
Persona templates adapted from: Digital Learning Institute (2020-2023)
What are the Design Considerations?
Assessment & Feedback
Technical
Content
Delivery
Why does the business need this?
Problem: DASH has one practitioner who delivers in-person training and support to schools, parents, caregivers and young people. This is predominantly delivered on a 1:1 basis, with occasional group training. The training is costly, time intensive and relies heavily on schools and other organisations connecting the practitioner with a family, or parents and caregivers being able to attend sessions.
Need: To provide accessible support, training and education to all families who have a child experiencing behavioural or mental health problems.
Measure of success: DASH has suggested that a measure of success for them will be that within 6 months of completing the course, 70% of learners will identify a noticeable improvement in their child’s behaviour, equated to the strategies they followed from the course. Possible ways to measure this success metric:
- Summative assignment
- Interview sessions with DASH practitioner
- Experience surveys from the course
Identifying the Learning Gap
In identifying the learning gap, I applied the six gaps framework outlined by Dirksen (2016) in 'Design for How People Learn'. This approach enabled me to more deeply understand the types of gaps. I then mapped these insights to Bloom’s taxonomy (Anderson et al., 2001, as cited in Digital Learning Institute, 2020-23, p. 13) to ensure a structured progression from lower- to higher-order thinking.
Knowledge Gap
Motivation Gap
Environment Gap
Skills Gap
Habit Gap
Communication Gap
Identifying the Learning Gap
Learners will begin at Levels 1 and 2 of Bloom’s taxonomy, focusing on recalling and understanding well-being concepts and mental health issues. The course will guide them through scenario-based activities to reach Levels 4 and 5, where they will apply strategies, evaluate outcomes, and adapt approaches to their child's emotional and behavioural needs. Ongoing social learning, Q&A sessions, and workshops will encourage reflection, exploration of outcomes, and refinement of strategies based on experience and insight.
Where learners are now
Where we want them to be
Learning gap
Evaluate
Create
Remember
Apply
Understand
Analyse
Bloom's taxonomy diagram adapted from Digital Learning Institute (2020-2023)
Writing the Learning Outcomes
The following learning outcomes are written for the learner to understand how the learning solution will benefit them. They align with the goal of guiding learners from broad awareness of well-being concepts to a deeper, applied understanding of emotions and behaviour, and fulfilling the learning gap identified. These have been written using the SMART format, discussed on the next slide.
- By the end of the course, you will be able to describe and apply key methods for managing emotions, anxiety, and escalation responses by understanding the link between thoughts, emotions, and behaviours. (Levels 1-3)
- By the end of the course, you will be able to explain and implement approaches to support children affected by Adverse Childhood Experiences (ACEs) and trauma, considering their impact on the brain, emotions, and behaviour. (Levels 1-3)
- By the end of the course, you will be able to identify, communicate, and maintain clear boundaries to build healthy relationships and encourage positive behaviour. (Levels 1-3)
- By the end of the course, you will be able to demonstrate and integrate strategies for developing mindset, motivation, grit, and resilience in yourself and others. (Levels 1-3)
- By the end of the course, you will be able to assess and apply practical strategies to support children experiencing Emotionally Based School Avoidance (EBSA) and improve their engagement with learning. (Levels 1-3)
- By the end of the course, you will be able to evaluate and adapt strategies for managing your child’s behavioural challenges and mental well-being based on personal reflection and real-life application. (Levels 4-5)
Applying the SMART Model
Here is an example of how the SMART Model (Digital Learning Institute, 2020-23. P12) has been applied to a learning outcome. The SMART model was chosen as this it clearly ... Learning outcome: By the end of the course, you will be able to demonstrate and integrate strategies for developing mindset, motivation, grit, and resilience in yourself and others. Specific: It defines the skills (Demonstrate & Integrate) and the focus areas (Mindset, Motivation, Grit & Resilience) Measurable: Success will be measured through practical application, as well as self-reflection. Achievable: The outcome is realistic within the scope of the course. Relevant: It aligns with purpose of the course and the needs of the learners. Time-bound: It specifies that the learners will achieve this by the end of the course.
+ EXAMPLE OF THE ABCD MOdel
Macro Framework
Although this is a new digital learning course, the SME had previously delivered the content through presentations. After reviewing these presentations, an Instructional Design Workshop was held with the SME. In the workshop content was organised into logical groupings to form topics, then grouped again to form modules. We made sure that the modules aligned and built towards the desired learning outcomes. As part of this exercise content that was more global to the course experience, such as general resources and feedback forms, was grouped separately. The course structure was developed using a bottom-up approach, as the existing content provided a solid foundation. Relevant material was selected based on learner personas and redundant content was streamlined into a single version.
Image shows the sorting exercise from the workshop.
Macro Framework
The course will be split up into six modules. Module 1 will be an introduction into how the brain processes emotions and behaviours, to give learners a base knowledge. The five other modules will focus on specific subjects that are associated with behaviour and mental health. This follows the agreed groupings decided in the Instructional Design Workshop.
Module 1
How the world influences our brain, emotions and behaviours
Learning Outcome 1
Module 2
Understanding Adverse Childhood Experiences & Trauma
Learning Outcome 2
Module 3
Setting clear boundaries for healthy relationships and behaviour
Learning Outcome 3
Module 5
Module 6
Improving school engagement and addressing attendance challenges
Techniques for regulating behaviour in challenging situations
Learning Outcome 5
Learning Outcome 6
Module 4
Developing a growth mindset, Grit, motivation & resilience
Learning Outcome 4
Module Framework
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
Topic 1: Understanding Adverse Childhood Experiences (ACEs)& Trauma
Topic 1: Understanding Emotionally Based School Avoidance (EBSA)
Topic 1: Behaviour regulation techniques
Topic 1: Thoughts, emotions and behaviours
Topic 1: Understanding mindsets
Topic 1: The role of boundaries in relationships
Topic 2: Identifying boundaries
Topic 2: Identifying and defining emotions
Topic 2: Understanding triggers & warning signs
Topic 2: Helping develop a Growth Mindset
Topic 2: The brain, emotions & anxiety cycle in EBSA
Topic 2: How ACEs and Trauma affect brain development
Topic 3: Understanding anxiety
Topic 3: How to communicate boundaries effectively
Topic 3: De-escalation techniques in high-stress situations
Topic 3: Understanding Motivation
Topic 3: Co-occurring conditions and EBSA
Topic 3: Long term effects of ACEs & Trauma
Topic 4: Redirecting motivation towards positive behaviours
Topic 4: Brain chemistry and emotions
Topic 4: Strategies for enforcing and maintaining boundaries
Topic 4: Building positive behaviour patterns
Topic 4: Improving school engagement
Topic 4: Supporting children affected by ACEs or Trauma
Topic 5: Managing escalation and de-escalation
Topic 5: Understanding Resilience & Grit
Topic 5: Navigating challenges in boundary setting
Topic 5: Mindfulness & relaxation techniques
Topic 5: Building a healthy mindset & routine
Topic 5: Preventing & reducing the impact of ACEs & Trauma
Topic 6: Helping Children Build Resilience & Grit
Topic 6: Creating a de-escalation & emotional management plan
Topic 6: Creating a behaviour regulation plan
Topic 6: Reflecting on personal boundaries
Topic 6: Managing school anxiety
Topic 7: Integrating Mindset, Motivation, Resilience & Grit
Topic 6: Connecting ACEs, Trauma & Neurodivergence
Topic 7: Creating a Boundary Action Plan
Topic 7: Creating an EBSA support plan
Topic 7: Creating a Plan to Support a Child with ACEs or Trauma
Topic 8: Creating an Action Plan
Mode of Delivery
Given the limited and unpredictable availability of learners, along with their preference for live sessions and support, the best mode of delivery for this course is an Enriched Virtual Model - blended learning. Learners can engage with the core content online at their own pace (digital asynchronous), supplemented by occasional scheduled live sessions (online or in-person) to reinforce learning. These live sessions will focus on applying concepts to real-life scenarios, allowing learners to adapt activities and methods as needed.
Modalities of Learning
Asynchronous Modalities
The key content of the course will be self-paced (asynchronous) and accessible online, ensuring flexibility for learners. Scheduled workshops or live sessions will provide opportunities for social learning, deeper engagement, and professional guidance. Additional interactive elements such as forums, live Q&A sessions, and community spaces will build a sense of connection and provide emotional support.
Synchronous Modalities
Social Modalities
Assessment Techniques
Assessment will be primarily formative and unmarked, using interactive activities, scenarios, and quizzes to reinforce learning continuously, without the pressure of grades. This supports ongoing improvement and immediate feedback. A summative assessment will take the form of a practical application-based project at the end of optional modules, rather than a traditional graded exam, as this aligns better with the learners’ needs and focuses on real-world skills.
Assessment Brief: Growth Mindset 3-Month Action Plan In this assignment, you will apply what you’ve learned about growth mindset, resilience, and motivation to create a 3-month action plan tailored to support your child’s development. Your plan should outline how you will use the strategies, methods, and practices covered in the module to encourage your child’s progress, build their resilience, and nurture a positive mindset. Focus on practical, achievable steps and explain how you will track progress and adapt your approach over time.
Example concept for an Assessment Brief
Mapping the Learning Flow
A Core and Spoke learning structure will be applied to this course. Module 1 serves as the Core, providing essential knowledge on brain function, emotional regulation, and general strategies for managing emotions and anxiety.Once completed, learners can select the next most relevant module for their needs. Modules 2 - 6, the Spokes, are independent of each other allowing flexibility. Taking modules in a specific order or finishing every module isn’t necessary to complete the course. This model was chosen because of the varied needs of learners. Some learners may only need to access information on trauma, whilst others might benefit from information on School Avoidance and Growth Mindset.
Spoke
Spoke
Core
Spoke
Spoke
Spoke
Core and Spoke diagram adapted from Digital Learning Institute (2020-2023)
Learning Flow
Choosing formats
The course will be built using the following blocks, to cater to different learning styles and promote engagement through varied content formats.
Assessment & Feedback blocks
Facilitation blocks
Content blocks
Activity blocks
Multimedia eLearning
Scenarios
Self -Reflection Log
Webinar Sessions
Explainer Videos
Mind Mapping
Quizzes
Online Workshops
Infographics
Short-form games
Assignments
Interactive PDFs
Blog
Discussion Forum
Learning Pathway
Each module will consist of a combination of blocks. Tap on the modules to see how each pathway flows.
Module 1
How the world influences our brain, emotions and behaviours
Learning Outcome 1
Module 2
Understanding Adverse Childhood Experiences & Trauma
Learning Outcome 2
Module 3
Setting clear boundaries for healthy relationships and behaviour
Learning Outcome 3
Module 5
Module 6
Improving school engagement and addressing attendance challenges
Techniques for regulating behaviour in challenging situations
Learning Outcome 5
Learning Outcome 6
Module 4
Developing a growth mindset, Grit, motivation & resilience
Learning Outcome 4
P1 Analysis: Reflective Commentary
Understanding the Learners Developing learner personas was crucial for understanding the real-life challenges and preferences of the audience. It clarified their need for social learning and engaging content like scenario-based activities and short-form videos. Additionally, it surfaced essential features such as guidance, tech support, and targeted marketing strategies. In future projects, I would expand data collection for broader representation and conduct learner interviews for deeper insights. Writing the Learning Outcomes Investigating the business need highlighted the benefits of digital delivery for reaching a wider audience. Mapping personas and business needs to Bloom’s Taxonomy helped me identify learning gaps and frame outcomes effectively. I chose the SMART framework for writing outcomes due to its familiarity, though I included an ABCD example for comparison. This process helped me align teaching strategies, activities, and assessments with clear goals. At this stage I also found it helpful to explore the types of learning gaps that might exist, as outlined by Dirksen (2016) in ‘Design for How People Learn’. This prompted me to delve deeper into each type of gap and considerations to make going forward.
P1 Analysis: Reflective Commentary
SME Relationship and Course Structuring A bottom-up approach was chosen for structuring the content for the course, respecting the SME’s content structure while ensuring everything builds towards fulfilling the learning outcomes. Close collaboration with the SME helped me simplify complex content for better learner engagement. The Instructional Design workshop was invaluable, it helped us to restructure the course around learning outcomes and streamline content without losing subject matter expertise. Structuring the Content I opted for an Enriched Virtual Model of blended learning, balancing asynchronous delivery with opportunities for periodic online and in-person sessions with the SME. Reviewing the Learner personas prompted me to move away from a linear format for the learning pathway and instead adopt a 'Core and Spoke' model. I felt this best allows learners the freedom to explore the content that’s most important to them.
P1 Analysis: Reflective Commentary
Assessment choices I wondered for a while about the type of assessment that would be suitable for the learners, as this isn’t a typical compliance or training course. My initial thought was to not have any assessment, but as I discussed this with the SME we realised that having the learners complete short ‘Action Plan’ assignments would be incredibly beneficial to them in actually applying the knowledge and skills they gain from the course. Final Thoughts on Phase 1 This phase gave me a clear understanding of the learners, business needs, and gap I was looking to fill with the course. It helped me establish a good relationship with the SME and a clearer idea of the best structure and content for learners.
Part Two:
Micro Design & Development
Scope
1: Design considerations
2: Learning Outcomes
The learning personas are parents and carers who are looking for ways to understand and support their children with their mental health, neurological and/or behavioural challenges. Key design considerations to keep in mind for these learners are:
- Asynchronous course will provide access to learning when it’s convenient for the learners.
- Community features & workshops with a professional will offer an element of social connection.
- Optional help & extra guidance in the form of things such as a glossary and tool tip text will support learners less familiar with digital learning.
- Content is to be easily adaptable & offer practical solutions.
- Content needs to be concise and divided into chunks, to enable learners to complete sections in short bursts.
- Assessment will be focused on in-module quizzes and a practical application in the form of a project.
By the end of Module 4 learners will be able to: 1: Construct a plan on how to help develop a growth mindset and ‘Grit’. 2: Use theories on motivation to list ways to redirect motivation towards more positive behaviours. 3: Explain how to help build resilience.
Scoping Template adapted from Digital Learning Institute (2020-2023)
Scope
3: Topics
4: Sections & Topics
- Understanding mindsets
- Helping develop a ‘Growth Mindset’
- Understanding different types of motivation
- Redirecting motivation towards positive behaviour
- Understanding Grit & resilience
- Helping build Grit & resilience
- Integrating Mindset, motivation, Grit and resilience
- Creating a 3-month Action Plan
- Self reflection
Introduction to Module 4 Section 1 - Mindsets Understanding mindsets Helping develop a Growth Mindset Section 2 - Redirecting Motivation Understanding different types of motivationRedirecting motivation towards positive behaviour Section 3 - Developing Grit & Resilience Understanding Grit & Resilience Helping children build Grit & Resilience Section 4 - Applying Mindset, Motivation, Grit and Resilience Integrating Mindset, Motivation, Grit and Resilience Creating a 3-Month Action Plan for your child Module 4 Summary Takeaways Self Reflection Next Steps
Wireframe
Storyboard
+ Library of ASSets
+ Design Guidelines
Storyboard template adapted from Digital Learning Institute (2020-2023)
Prototype
P2 Design & Dev: Reflective Commentary
I really enjoyed this phase of the project, continually referring to the previous phase to guide decisions like which development platform to use. Gagne’s learning events helped me structure the experience, from a welcome video to hook learners in and a relatable question to activate them in the content. Reflection became a recurring feature of the course, encouraging learners to reflect on both their learning journey and how they will apply the knowledge they gain. Applying Learning and Design Principles Mayer’s multimedia principles guided my approach to designing the layout and content for lessons. I ensured that relevant information was clear and accessible. I used CRAP design principles to maintain consistency, employing high contrast and pastel colors for clarity and visual interest. To prevent cognitive overload, I divided content into smaller chunks, using flip cards and infographics to vary the delivery method.
P2 Design & Dev: Reflective Commentary
Tool Choices and Development Initially I explored designing the prototype using Articulate Storyline, however after playing around with the course I realised that the content wouldn’t be responsive enough and so opted to create it in Rise instead. I did feel a little limited in terms of the layout and design of certain activities. For example I was unable to use the scenario block in Rise, as the characters are very limited and I didn’t want to use an adult character. To get around this I used a combination of image and text block with two flip cards immediately underneath. This allows learners to explore both responses and as it’s not a graded interaction it isn't important to register a ‘correct’ or ‘incorrect’ response. Key Learnings from Phase 2: Storyboards are essential for maintaining design flow and consistency. Keeping the learners’ needs front of mind makes decision-making easier. Tool selection should consider both design needs and responsiveness and there is often a tradeoff needed.
Part Three:
Rollout & Evaluation Plan
Rollout: Choosing a Learning Platform
To deliver the course in a cost-effective and scalable way, it will be hosted on DASH’s existing WordPress site using the LearnDash LMS with the Tin Canny plug-in for SCORM/xAPI tracking. The Articulate Rise course will be exported as a SCORM package and imported via Tin Canny, enabling detailed learner progress tracking within LearnDash. This approach avoids the need for a separate hosted LMS subscription whilst still offering robust reporting. Additional tools will be integrated to provide social interaction (forums) and event management (webinars and workshops).
Features
Advantages
Considerations
Tech Needed
Rollout: Staff & Planning
DASH Mental Health has one practioner, who has been the SME throughout this project. Technical set up will be handled by an external website development team (Ext Tech Team), with close input from the Instructional Designer. With a limited team the SME and ID will take on several different roles and responsibilities:
Pre-Rollout Plan
Rollout Plan
- Learning Administrator - SME
- Community Administrator - SME
- Webinar/Workshop facilitator - SME
- Learning Developer - ID
- Content Curator - ID
- Technical setup - Ext Tech Team
- Technical support - Ext Tech Team
Post-Rollout Plan
Plan templates adapted from Digital Learning Institute (2020-2023)
Launch Plan
Training & Support
Final Rollout
Soft Launch
A cohort of 10-20 individuals will participate in a pilot test of the course on the LMS. They will be recruited and supported by the SME, provided with a test plan and asked for feedback on the course. Course data will be analysed by the SME and ID. The purpose of a soft launch is to test the full learning experience, reveal any previously undiscovered issues and allow for improvements and fixes to be made ahead of a full rollout.
Training and support will be provided to the cohort by the SME, along with navigation guides within the course and guidance on how to register for events and take part in peer discussions via the forum.
Following any adjustments and fixes to the learning experience, learners from the cohort will receive a welcome email, inviting them to join the full course. Alongside this a full welcome campaign will be launched, to attract more learners.
Learning Marketing
SEO & Blog ContentDASH's website will need to be optimised, to ensure it appears for keywords and search terms. To drive organic growth to the course site, related blog articles will be written and published on the site on a regular basis.
Webinars & Live Q&ASME to host a series of webinars to explore the course, example workshops and have live Q&A sessions. The majority of these will be online, to enable a wide reach.
To ensure this course reaches as many families in need as possible and attracts learners, a targeted marketing strategy is essential. Since this is a new offering for DASH, we will experiement with different marketing approaches, track their effectiveness and refine our plan based on the results.
SEO & Blog Content
Webinars & Live Q&As
Social mediaA social media campaign will be created around the launch of the course, with testimonials from learners and professionals to provide 'social proof' of it's effectiveness. Depending on budget this could be opened up to paid campaign.
Sucess StoriesSeveral 'Case Studies' with families that have taken the course will be created. These will provide 'social proof' and relatability. The case studies will be available on the DASH website.
Referral partnershipsReach out to organisations such as the NHS and health professionals asking them to recommend the course.Leaflets, posters and social media graphics will be produced to support this strand of marketing.
Lead magnets & Free resourcesProduce a number of microlearning assets, such as videos, infographics, downloadable guides, using content from the course. Offer these via DASH's Social media channels and website.
Targeted email campaignsA series of emails will be sent inviting existing DASH newsletter subscribers to try the course.In addition every time a new subscribers signs up to the DASH newsletter, they will be drip-feed information about the course, through the 'course email series'.
Social Media & Community Engagement
Targeted Email Campaigns
Referral Partnerships
Lead Magnets & Free Resources
Success Stories & Testimonials
*All images on this slide were sourced from Pexels via Genially - no reference information available
Engagement Tactics
Beyond the marketing of the course, keeping learners engaged throughout will be key to its success. To achieve this carefully chosen engagement tactics will be used. Here are some of the tactics that were considered and purpose behind the ones that will be used.
Social Learning
Sharing experiences - Learners will be able to share their journey with others through the online forum and via the workshop sessions. This will allow learners the chance to form connections with others and learn from each other.
Nudging
Nudging
Timely reminders & notifications - Will be used sparingly to re-engage learners. Personalised recommendations - In Module 1 (the core module), a short activation quiz will recommend the most relevant 'spoke' modules based on learners' answers, ensuring they receive the most useful content first. Social proof - Quotes from previous learners will be used at various points throughout the course to show how others have gained from the content. CTAs - Call to Action (CTA) buttons will be used at the end of modules to prompt the learners to explore additional resources, to deepen their learning.
Timely reminders & notifications - Will be used sparingly to re-engage learners. Personalised recommendations - In Module 1 (the core module), a short activation quiz will recommend the most relevant 'spoke' modules based on learners' answers, ensuring they receive the most useful content first. Social proof - Quotes from previous learners will be used at various points throughout the course to show how others have gained from the content. CTAs - Call to Action (CTA) buttons will be used at the end of modules to prompt the learners to explore additional resources, to deepen their learning.
Gamification
Progress tracking - Will be used to keep the learners informed and invested.
+ Unsuitable Engagement tactics
P3 Rollout: Reflective Commentary
Choosing the Learning Platform This was one of the trickiest parts of the project for me, as I had no previous knowledge of Learning Management Systems or similar, so it required a lot of research. I selected the LearnDash LMS because of the cost-efficiency for DASH, which seemed very important in terms of the course actually being viable for the company. At this kind of late stage I realised that using the built-in course builder might’ve been a better choice than Rise, as it could reduce reliance on additional plugins, such as Tin Canny, simplifying the setup. If I continue with the course development I plan to fully test the course builder's ability to meet content delivery and reporting needs. Staff Planning and Resources With only one staff member available, I defined clear roles to simplify onboarding for any future team members. This approach makes it easier if more people come onboard to help with the course at a later date.
P3 Rollout: Reflective Commentary
Learning Marketing The learning marketing exercise made me think about lots of ideas for ways the course could be marketed, as well as possible funding options. I organised these ideas into categories, such as email campaigns, social media and referral partnerships. Engagement Tactics When exploring engagement tactics I realised that many ‘Gamification’ techniques would be unsuitable due to the course’s behavioural focus and mix of learner preference towards digital learning, but progress tracking could be used to motivate and guide learners. Nudging stood out as a key engagement tactic, helping learners build consistent learning habits. I explored how learning analytics could drive effective, timely reminders. Final Thoughts on Phase 3 Rollout This phase forced me to better understand learning platform capabilities and whilst I know more about these, I would still seek further technical advice on the best platform and system to use before committing to one.
Evaluation Plan
Goal Based
This section explores how we assess the impact of the learning experience, the effectiveness of our design process, and the overall user experience, particularly in terms of accessibility and inclusion. The three evaluation categories on this slide provide a structured approach to understanding both the success of the course, for the business and learners and opportunities for improvement to the process.
Process Based
Outcomes Based
Evaluation Plan
Chosen model: Kirkpatrick's Four Levels This model is best suited as it evaluates learning, engagement and behaviour change (real-world impact). Whilst the 'Results' level may not return reliable data, the other levels provide a strong foundation for a comprehensive evaluation.
Level 4: Results
Level 3: Impact
Level2: Learning
Level 1: Reaction
+ Other EVALuation Models
Image adapted from: The Kirkpatrick Evaluation Model: How to measure training effectiveness, n.d.
Evaluation Plan
To evaluate the learner response to the course, a Level 1 Reaction data checklist will be used. This checklist gathers feedback on engagement, content relevance, usability, and overall satisfaction through post-course surveys and quick post-module polls. Insights from this data will guide improvements to learning engagement and experience. Example action plans that would be created using the data collected are shown here:
L1 Analytics Checklist
Action Plan: Engagement
Action Plan: Experience
Plan templates adapted from Digital Learning Institute (2020-2023)
User Experience (UX) Evaluation
Evaluation will follow the UCDL Honeycomb Model (University of Waterloo, 2022) using a modified version of the UCDL checklist (Digital Learning Institute, 2022). This checklist ensures that text, images, elements, behavioural and reflective design, communication, connections, and community-building are all considered. During the Development phase, the Instructional Designer will review the checklist to ensure the learning experience aligns with the intended design before implementation. In the Evaluation phase, the checklist will be used again to assess the course’s effectiveness and identify areas for improvement based on learner feedback.
Useful
Desirable
Useable
Valuable
Accessible
Findable
Credible
Image adapted from: User Experience Design for Learning, n.d
UCDL Plan: Checklist
Text
Reflective Design
Images
Communication & Connections
Elements
Building a Community
Behavioural Design
Checklist adapted from Digital Learning Institute (2020-2023)
UDL Plan
Engagement
Each Universal Design for Learning (UDL) principle is broken down into key focus areas, each with specific goals and recommendations. These serve as a checklist for evaluating the course’s alignment with UDL, adapted from the UDL Checklist provided by DLI (Digital Learning Institute, 2022). During the Development phase, the Instructional Designer will use the checklist to ensure the course design incorporates UDL principles before implementation. In the Evaluation phase, the checklist will be reviewed again to assess the course’s accessibility and inclusivity, making adjustments based on insights from data collected and considering the learners' needs.
Sustaining Effort & Persistence
Sustaining Interest
Self-Regulation
Representation
Language & Other Expressions
Comprehension
Perception
Action & Expression
Expression & Communications
Executive Functions
Physical Action
Templates adapted from Digital Learning Institute (2020-2023)
Learning Analytics Approach
To evaluate the effectiveness of the learning experience, a 5-step learning analytics approach will be taken, as outlined in the DLI course. This method integrates both qualitative and quantitative data from diverse sources, ensuring a comprehensive understanding of learner progress and engagement. This approach supports continuous improvement and informes future decision-making.
Source
Monitor
Data
Insights
Action
Stakeholder Analysis
Analysing the key stakeholders, what their motivators are, the data they need, how they will receive it and when, provides a checklist of the type of data that will need to be collated, analysed and sent out.
DASH Managing Director/SME
DASH Managing Director/SME
Instructional Designer
Partner Organisations
DASH Directors
Learners
The data and insights that are provided to many of these stakeholders will be presented in a 'Data Storytelling' method. This will bring the data to life by using relatable insights, anecdotes and learner quotes. For Directors, Partner Organisations and Learners this method will work well in helping them understand the benefits and real-life impact of the course.
P3 Evaluation: Reflective Commentary
The evaluation phase reminded me of how crucial it is to feed this into all phases of a project, continuously monitoring and reflecting on decisions and the process itself and coming back to the learner personas and business need as a way of validating decisions. Evaluation Plan I explored the three evaluation categories - goal-based, process-based, and outcomes-based, which helped me consider the different types of evaluation needed and their purpose, something I hadn’t deeply considered before. Kirkpatrick’s Four Levels of Evaluation took this a step further, providing a clear structure for my evaluation plan. It was reassuring to learn that Level 4 results can be harder to measure, but building strong evidence at Levels 1 to 3 helps reinforce the credibility of Level 4 outcomes. Creating the example action plans highlighted to me how crucial good data is to informing future design and development decisions.
P3 Evaluation: Reflective Commentary
UXDL Using the UCDL Honeycomb model provided a useful and comprehensive way to check all aspects of accessibility and user experience design. This seems like an incredibly useful tool to use, along with checklists. Final thoughts on Phase 3: Evaluation Finally analysing the types of insights different stakeholders would need made me think about how best the data could be collated, analysed, then repackaged and sent out. It made me think more about whether the platform supports easy collation of data and how the possible use of AI might help automate some of the process.
References
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- Digital Learning Institute. (2020 - 2023). Digital Learning Design Principles eBook [Course handout]. Design for Digital Learning.
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- Digital Learning Institute. (2020 - 2023). Level 1 Checklist [Course handout]. Design for Digital Learning.
- Digital Learning Institute. (2020 - 2023). What are Mayer’s 12 principles of multimedia learning?. Design for Digital Learning.Retrieved October 4, 2024, from https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning
- Digital Learning Institute. (2020 - 2023). Persona Template [Course handout]. Design for Digital Learning.
- Digital Learning Institute. (2020 - 2023). Roll Out Plan [Course handout]. Design for Digital Learning.
- Digital Learning Institute. (2020 - 2023). UCDL Honeycomb Model Checklist [Course handout]. Design for Digital Learning.
- Dirksen, J. (2016). Design for How People Learn.
- FabrikaPhoto (year unknown). Portrait of a middle-aged man against blue background in studio [Digital Photograph]. Envato Elements. https://elements.envato.com/portrait-of-a-middle-aged-man-against-blue-backgro-SXXTZ9M
- Jones, R. (2023). About. Retrieved September 21, 2024, from https://dashmhwb.co.uk/#about
- LearnDash. (n.d). LearnDash LMS Pricing & Features. Retrieved from https://www.learndash.com/learndash-lms/
- Lucidchart. (n.d). The Kirkpatrick Evaluation Model: How to measure training effectiveness. Retrieved January 11. 2025, from https://www.lucidchart.com/blog/how-to-use-the-kirkpatrick-evaluation-model
- oneinchpunchphotos (year unknown). Beautiful mature senior woman at home [Digital Photograph]. Envato Elements. https://elements.envato.com/beautiful-mature-senior-woman-at-home-PFMLQJ6
- Pexels. (2025). Stock images. Retrieved from https://www.pexels.com via Genially
- Rido81 (year unknown). Portrait of happy African woman smiling [Digital Photograph]. Envato Elements. https://elements.envato.com/portrait-of-happy-african-woman-smiling-ZFMZCSC
- University of Waterloo. (n.d). User Experience Design for Learning (UXDL). Retrieved January 28, 2025, from https://cms.cel.uwaterloo.ca/honeycomb/index.aspx
Rollout Plan
Module 3
Unique Ref #:
mod4.l1.3
Block Title:
5 Benefits of a Growth Mindset
Content: Provide learners with more context as to why a growth mindset is benefical
Block Type(s):
Heading + Note + Flashcard Grid
Block Purpose:
On-screen Text:
Video / Audio Script:
5 Benefits of a Growth Mindset Tap on the cards below to reveal more information [Card Front] 1. Fewer behavioural problems [Card Back] A growth mindset helps individuals see challenges as learning opportunities, leading to better emotional regulation and fewer disruptive behaviours. It promotes persistence and reduces frustration. [Card Front] 2. Reduced feeling of ‘burnout’ [Card Back] Viewing setbacks as part of the learning process helps prevent burnout. With a growth mindset, individuals stay motivated and resilient, avoiding the exhaustion that comes from feeling overwhelmed. [Card Front] 3. Fewer psychological problems (depression, anxiety, etc) [Card Back] A growth mindset reduces depression and anxiety by reframing failures as growth opportunities, not personal shortcomings. This healthier self-view decreases feelings of inadequacy and stress. [Card Front] 4. Positive effects on motivation and academic achievement [Card Back] Believing that effort leads to improvement boosts motivation and engagement, leading to better academic or work performance. A growth mindset drives people to keep pushing towards their goals. [Card Front] 5. More creative and persistent approaches to solving problems [Card Back] With a growth mindset, individuals approach challenges with flexibility, persistence, and creativity. They are more likely to experiment with different strategies and solutions, leading to better outcomes.
None
Interactions:
Graphic Design:
- Learners can tap the cards to reveal further details.
- Default Rise layout
- Use flashcard-2-row-bg.png
Example Action Plan: Engagement
Unique Ref #:
mod4.l1.6
Block Title:
Mindset Challenge
Assement & Feedback: To test learners understanding of a key concept from the lesson and provide feedback and encouragement
Block Type(s):
Heading + Multiple Choice
Block Purpose:
On-screen Text:
Video / Audio Script:
Mindset Challenge Which statement best describes the key difference between a fixed mindset and a growth mindset? A) Growth mindset is about being positive all the time, while fixed mindset is about being negative. B) A fixed mindset means you always succeed, while a growth mindset means you always fail first. C) People with a growth mindset believe abilities can improve with effort, while those with a fixed mindset believe abilities are unchangeable. D) People with a fixed mindset enjoy learning challenges more than those with a growth mindset. Incorrect response: Not quite, but great effort! Remember, a growth mindset is all about believing abilities can improve with practice. Correct response: Spot on! You’ve captured how mindset shapes learning and growth!
None
Interactions:
Graphic Design:
- Learners can select one of the multiple choice options, then tap submit to check if they are correct.
- Learners are provided instand feeback
- Learners can re-answer the question
- Results are recorded but do not count towards the overall course completion
- Default Rise Multiple Choice block
Unique Ref #:
mod4.l1.5
Block Title:
Reflection point
Practice: To initiate the learner to reflect on their child's mindset and perhaps add this to their reflection journal.
Block Type(s):
Text on Image
Block Purpose:
On-screen Text:
Video / Audio Script:
Reflection point: In your journal, describe a time your child showed a growth or fixed mindset.
None
Interactions:
Graphic Design:
- None (learners might separately open their journal)
- Use mod4-reflection-point.png
Unique Ref #:
mod4.intro.4
Block Title:
Your Module Toolkit
Block Type(s):
Para with heading + Attachment
Block Purpose:
Toolkit to support: Provides a downloadable toolkit for the module
On-screen Text:
Video / Audio Script:
Your Module Toolkit This module toolkit contains all the information within this module, along with extra resources and links. It can be downloaded for access offline or printed.
None
Interactions:
Graphic Design:
- Learners tap the attachment block to download the toolkit (mod4-toolkit.pdf)
Design Guidelines
Fonts
Heading
Poppins Bold 42px
Sub Heading (and callouts)
Poppins Bold 32px
Body
Poppins Regular 18px
Primary Colours
White #FFFFFF
Black #000000
Green #C4D28B
Secondary Colours
Blue #8EE1F0
Red #EF8F94
Yellow #FFCB80
Illustration style
Unique Ref #:
mod4.l2.1
Block Title:
Tips for developing a Growth Mindset
Content: To provide some practical tips to learners & re-establish connection with an expert
Block Type(s):
Heading + Video + Accordion + Statement
Block Purpose:
On-screen Text:
Video / Audio Script:
Tips for developing a Growth Mindset Video Transcript [Provide download to transcript] "Hi, I’m Rob Jones. Helping your child build a growth mindset is one of the best ways to support their learning and confidence. Here are three simple ways you can encourage that mindset every day." [Tip 1: Praise Effort, Not Just Results] "First, focus on effort over outcomes. When your child works hard on something, even if they struggle, praise their persistence. Say things like, 'I’m proud of how you kept trying!' This helps them see that progress comes from effort." [Tip 2: Reframe Mistakes as Learning Opportunities] "Next, talk about mistakes as part of learning. When they slip up, encourage them with, 'What can we learn from this?' or 'Let’s figure it out together!' This helps them understand that mistakes are stepping stones, not stop signs." [Tip 3: Celebrate Progress and Small Wins] "Finally, celebrate progress, not just perfection. Notice their improvements, no matter how small. Try, 'Look how far you’ve come!' This keeps them motivated and helps them enjoy the learning journey." "By focusing on effort, embracing mistakes, and celebrating progress, you’re helping your child develop a mindset that will support them for life!"
"Hi, I’m Rob Jones. Helping your child build a growth mindset is one of the best ways to support their learning and confidence. Here are three simple ways you can encourage that mindset every day."[Tip 1: Praise Effort, Not Just Results]"First, focus on effort over outcomes. When your child works hard on something, even if they struggle, praise their persistence. Say things like, 'I’m proud of how you kept trying!' This helps them see that progress comes from effort."[Tip 2: Reframe Mistakes as Learning Opportunities]"Next, talk about mistakes as part of learning. When they slip up, encourage them with, 'What can we learn from this?' or 'Let’s figure it out together!' This helps them understand that mistakes are stepping stones, not stop signs."[Tip 3: Celebrate Progress and Small Wins]"Finally, celebrate progress, not just perfection. Notice their improvements, no matter how small. Try, 'Look how far you’ve come!' This keeps them motivated and helps them enjoy the learning journey.""By focusing on effort, embracing mistakes, and celebrating progress, you’re helping your child develop a mindset that will support them for life!"
Interactions:
Graphic Design:
- Video to include English language Closed Captions (mod4-l2-tips-video-cc.vtt)
- Underneath the video add an 'Accordion block' with the Video Transcript and downloadable file (mod4-l2-tips-video-transcript.pdf)
- Video to be shot of Rob Jones. Mid-shot. Against greenscreen backdrop. Background to be added in edit (video-bg-white-1.jpg)
- Tips to be added to video in Poppins Bold font, to the right of Rob.
Layout example:
Unsuitable engagement tactics
Gamification
Rewards & Badges - Extrinsic rewards like badges feel inappropriate for the content of this course. Leaderboards - Learners will not be completing challenges that they can be scored against. This also feels misaligned with the content and purpose of this course.
Delivery Considerations
Flexibility in how and when learners access the learning experience is important for all three personas, due to time constraints, location and instability with internet access. An asynchronous course would allow the learners to work through the learning when it suits them. An element of in-person training is important to 2 out 3 learners. Incorporating social learning with features such as forums and ongoing live Q&As might help provide extra emotional support and create a sense of connection with other parents and carers. This has the added benefits of providing a valuable connection to a professional, helping to validate the course and allow DASH to directly track the effectiveness and gain feedback on the course.
Text
Question
Improvements
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?
Is it a 'Motivation Gap'?
Are learners motivated to change?
Yes, the learner personas identify that there is a strong motivation to learn all they can to support their child. The important thing will be to gain buy-in from learners by clearly showing them the outcomes of the course.
The answer is no, there doesn't appear to be a motivation gap.
Images
Question
Improvements
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?
Sustaining Effort & Persistence
Module 5 - Improving school engagement and addressing attendance challenges
Purpose of Module:This module examines the causes and impact of Emotionally Based School Avoidance (EBSA), including its links to anxiety and co-occurring conditions. Learners will explore strategies to improve school engagement, build healthy routines, and create a supportive learning environment. The module also provides guidance on developing and implementing an EBSA support plan. Learning Objectives for Module: 1: Assess the impact of Emotionally Based School Avoidance (EBSA) on children's engagement with learning. 2: Apply practical strategies to support children experiencing EBSA and encourage learning participation. 3: Evaluate the effectiveness of strategies in improving children’s engagement with school activities.
Unique Ref #:
mod4.intro.1
Block Title:
What to expect in this module
Block Type(s):
Video + Accordion
Block Purpose:
Hook: Welcome learner, set expectations, connection to expert
On-screen Text:
Video Script:
What to expect in this module Video Transcript: [Download link for transcript] Rob Jones: Welcome to Module 4: Developing a Growth Mindset. In this module, you’ll discover how to support your child in developing a growth mindset, helping them embrace challenges and see effort as the path to success. You’ll explore ways to redirect their motivation towards positive behaviours that last, beyond rewards or praise. You’ll also learn how to build your child’s grit and resilience, so they can bounce back from set backs and keep going, even when things get tough. Through interactive scenarios, expert tips, and reflection activities, you’ll gain practical strategies you can apply every day. By the end, you’ll bring it all together with a personalised 3-month action plan to support your child’s growth and confidence. Let’s get started, because with the right support, your child can develop the mindset and resilience they need to thrive.
Welcome to Module 4: Developing a Growth Mindset. In this module, you’ll discover how to support your child in developing a growth mindset, helping them embrace challenges and see effort as the path to success. You’ll explore ways to redirect their motivation towards positive behaviours that last, beyond rewards or praise. You’ll also learn how to build your child’s grit and resilience, so they can bounce back from set backs and keep going, even when things get tough. Through interactive scenarios, expert tips, and reflection activities, you’ll gain practical strategies you can apply every day. By the end, you’ll bring it all together with a personalised 3-month action plan to support your child’s growth and confidence. Let’s get started, because with the right support, your child can develop the mindset and resilience they need to thrive.
Interactions:
Graphic Design:
- Video to include English language Closed Captions (mod4-intro-video-cc.vtt)
- Underneath the video add an 'Accordion block' with the Video Transcript and downloadable file (mod4-intro-video-transcript.pdf)
- Video to be shot of Rob Jones. Mid-shot. Against greenscreen backdrop.
- Background to be added in edit (video-bg-white-1.jpg)
- Key points to be added to video in Poppins Bold font, to the left of Rob.
Layout example:
Module 5
Module 3 - Setting clear boundaries for healthy relationships and behaviour
Purpose of Module:This module explores the role of boundaries in building healthy relationships. Learners will identify personal and interpersonal boundaries, develop effective communication strategies, and apply techniques for enforcing and maintaining them. The module also addresses common challenges in boundary setting and encourages personal reflection. Learning Objectives for Module: 1: Identify boundaries that contribute to building healthy relationships. 2: Communicate boundaries clearly and assertively in different contexts. 3: Demonstrate strategies for maintaining boundaries to encourage positive behaviour in others.
Unique Ref #:
mod4.l2.3.1
Block Title:
Choose to Encourage
Practice: Engage learners in exploring the responses they think would encourage a growth mindset and those that might not
Block Type(s):
Heading + Image & Text + Flashcard Grid
Block Purpose:
On-screen Text:
Video / Audio Script:
Choose to Encourage The way we respond to challenges and setbacks can shape how others see their own abilities. In the following three scenarios, you'll step into real-life situations where a child is facing a moment of pride, self-doubt or frustration. Your task? Choose the response that will help them develop a growth mindset - one that embraces effort, learning, and resilience. Read the conversation and tap on the reaction (A or B) you think is most likely to encourage a growth mindset. Scenario 1: Building a bridge [Child] "Dad, look! I finished building this bridge all by myself." Reaction A: “Wow! That bridge looks amazing! You did such a great job making it strong and tall. You're really good at building things!” [Result A] Praising the achievement - This type of praise focuses on the finished product, which can lead to a fixed mindset. The child may start associating success with talent, seeking praise for outcomes rather than effort. Reaction B: "Wow! I can see you put a lot of thought into making that bridge strong and balanced. I noticed how carefully you placed each block, and it looks like your hard work really paid off. How did you decide where to put each piece?" [Result B] Praising the process and effort - This response can help build a growth mindset by highlighting effort and problem-solving. The child learns to value hard work, embrace challenges, and believe abilities can grow with dedication.
None
Interactions:
Graphic Design:
- Learners can read the child's comment then flip either (or both) of the responses immediately below.
- Use scenario-bridge-character.png
Is it a 'Knowledge Gap'?
Do learners have all the information they need and they know what to do with it?
Learners have some exisiting knowledge about how the brain works, how emotions are formed and why we exhibit certain behaviours. The majority of learners lack an in-depth, scientific understanding of the various triggers associated with behaviours. They have identified that they lack knowledge on how to support their child, what methods they can use to prevent unwanted behaviours.
The answer is yes, there is a knowledge gap for the learners.
Module 1 - How the world influences our brain, emotions and behaviour
Purpose of Module:This is an introductory module into how the brain processes thoughts and emotions. This module forms the foundational knowledge on which the other modules build. Learning Objectives for Module: 1: Recognise the link between thoughts, emotions, and behaviours in managing emotions, anxiety, and escalation responses. 2: Apply methods for managing emotions and anxiety in a variety of scenarios. 3: Demonstrate techniques for de-escalating emotionally charged situations.
Applying the ABCD Model
Here is an example of how the ABCD Model (Digital Learning Institute, 2020-23. P12) could be applied to a learning outcome. This method was not chosen to write the learning outcomes mainly because I am more familiar with the SMART model. Learning outcome: By the end of the course, you will be able to explain and implement approaches to support children affected by Adverse Childhood Experiences (ACEs) and trauma, considering their impact on the brain, emotions, and behaviour. Actor/Audience: The ‘you’ refers to the learners, who are expected to achieve the outcome. Behaviour(s): The learner will explain and implement approaches to support children with EBSA. Condition: The learning occurs within the course. Degree: Success is demonstrated by the learner's ability to effectively support children and improve their engagement with learning.
Asynchronous Modalities
✅ eLearning Multimedia Resources - ensure a variety of delivery methods for different learners. ✅ Games & Simulations - Short, simple games that offer a more interactive and entertaining way to learn. ✅ Scenarios & storytelling - allow learners to role play techniques. ✅ Quizzes - Short form quizzes to check recall for certain content. ✅ Short video clips - provide content learners can consume in small chunks. ✅ Infographics - Quick-reference visuals that simplify complex concepts. ✅ Interactive Resources - Downloadable resources for offline learning and reflection. ✅ Microlearning - Short, focused lessons that reinforce key concepts over time. ✅ Videos - longer videos may be used to show experts discussing relevant topics in more detail.
Unique Ref #:
mod4.intro.5
Block Title:
Can you relate?
Block Type(s):
Para with Heading + Checkbox list + Statement
Block Purpose:
Activate: To activate learners by attempting to relate to their needs
On-screen Text:
Video / Audio Script:
Can you relate? Let’s check this module is right for you. Can you relate to any of the following thoughts? My child gives up on things easily My child gets frustrated when things don’t go their way. My child avoids trying new things for fear of failure My child struggles to bounce back after set backs My child compares themselves to others and feels like they’re not good enough My child often says, “I can’t do it” before even trying Did you check a box - or more than one? If so, this module is for you.
None
Interactions:
Graphic Design:
- Learners are able to tick multiple options in the checkbox list
Unique Ref #:
mod4.l2.3.3
Block Title:
Choose to Encourage
Practice: Engage learners in exploring the responses they think would encourage a growth mindset and those that might not
Block Type(s):
Heading + Image & Text + Flashcard Grid
Block Purpose:
On-screen Text:
Video / Audio Script:
Choose to Encourage The way we respond to challenges and setbacks can shape how others see their own abilities. In the following three scenarios, you'll step into real-life situations where a child is facing a moment of pride, self-doubt or frustration. Your task? Choose the response that will help them develop a growth mindset - one that embraces effort, learning, and resilience. Read the conversation and tap on the reaction (A or B) you think is most likely to encourage a growth mindset. Scenario 1: Building a bridge [Child] "Dad, look! I finished building this bridge all by myself." Reaction A: “Wow! That bridge looks amazing! You did such a great job making it strong and tall. You're really good at building things!” [Result A] Praising the achievement - This type of praise focuses on the finished product, which can lead to a fixed mindset. The child may start associating success with talent, seeking praise for outcomes rather than effort. Reaction B: "Wow! I can see you put a lot of thought into making that bridge strong and balanced. I noticed how carefully you placed each block, and it looks like your hard work really paid off. How did you decide where to put each piece?" [Result B] Praising the process and effort - This response can help build a growth mindset by highlighting effort and problem-solving. The child learns to value hard work, embrace challenges, and believe abilities can grow with dedication.
None
Interactions:
Graphic Design:
- Learners can read the child's comment then flip either (or both) of the responses immediately below.
- Use scenario-bridge-character.png
Unique Ref #:
mod4.l2.3.2
Block Title:
Choose to Encourage
Practice: Engage learners in exploring the responses they think would encourage a growth mindset and those that might not
Block Type(s):
Heading + Image & Text + Flashcard Grid
Block Purpose:
On-screen Text:
Video / Audio Script:
Choose to Encourage The way we respond to challenges and setbacks can shape how others see their own abilities. In the following three scenarios, you'll step into real-life situations where a child is facing a moment of pride, self-doubt or frustration. Your task? Choose the response that will help them develop a growth mindset - one that embraces effort, learning, and resilience. Read the conversation and tap on the reaction (A or B) you think is most likely to encourage a growth mindset. Scenario 1: Building a bridge [Child] "Dad, look! I finished building this bridge all by myself." Reaction A: “Wow! That bridge looks amazing! You did such a great job making it strong and tall. You're really good at building things!” [Result A] Praising the achievement - This type of praise focuses on the finished product, which can lead to a fixed mindset. The child may start associating success with talent, seeking praise for outcomes rather than effort. Reaction B: "Wow! I can see you put a lot of thought into making that bridge strong and balanced. I noticed how carefully you placed each block, and it looks like your hard work really paid off. How did you decide where to put each piece?" [Result B] Praising the process and effort - This response can help build a growth mindset by highlighting effort and problem-solving. The child learns to value hard work, embrace challenges, and believe abilities can grow with dedication.
None
Interactions:
Graphic Design:
- Learners can read the child's comment then flip either (or both) of the responses immediately below.
- Use scenario-bridge-character.png
Module 6 - Techniques for regulating behaviour in challenging situations
Purpose of Module:This module focuses on strategies for managing behaviour and emotional regulation in high-stress situations. Learners will identify triggers and warning signs, explore de-escalation techniques, and apply mindfulness and relaxation strategies. The module also covers the development and evaluation of behaviour regulation plans to support long-term well-being. Learning Objectives for Module: 1: Recognise strategies for managing behavioural challenges and mental well-being. 2: Adapt behavioural strategies based on personal reflection and real-life situations. 3: Apply relevant strategies in real-world scenarios to support children's mental health and behaviour.
Module 1
Sustaining Interest
Perception
Expression & Communications
Insights
Insights will be included in a monthly and quarterly report. These reports will build a picture of learner preferences, habits, results, behaviours and highlight any blockages.
Module 2
Is it a 'Communications Gap'?
Are learners being provided incorrect or conflicting information that's leading to them being unable to support or put skills into practice?
The learner personas don't seem to suggest that learners have received poor information, but it is likely they feel overwhelmed with the amount of information and ideas available.
The answer is yes, there might be a slight communications gap to address.
Technical Considerations
Whilst some learners are completely comfortable using technology for learning, for others it may be a new experience. With mixed abilities and confidence levels in mind there will be optional support and guidance that can be easily switched off. Course navigation will be intuitive, using familiar cues, hierarchy and structured layouts. The course design will follow design principles such as CRAP (Contrast, Repetition, Alignment, and Proximity) to enhance usability and ensure a smooth learning experience. The course will have a responsive layout, in order to adapt to different device sizes. The marketing of the course will look to address any fears, uncertainties and reservations about digital learning.
Self-Regulation
Unique Ref #:
mod4.intro.2
Block Title:
Learning Outcomes
Block Type(s):
Heading + Num List + Audio
Block Purpose:
Outline the learning outcomes for module 4
On-screen Text:
Video / Audio Script:
Learning Outcomes In this module you will... - Construct a plan on how to develop a growth mindset and GRIT.
- Use theories on motivation to list ways to redirect motivation towards more positive behaviours.
- Explain how you can help build resilience.
Tap to listen to the learning outcomes for this module
In this module you will...Construct a plan on how to develop a growth mindset and GRIT.Use theories on motivation to list ways to redirect motivation towards more positive behaviours.Explain how you can help build resilience.
Interactions:
Graphic Design:
- Audio player underneath on-screen-text to play (mod4-learning-outcomes-audio.mp3)
Purpose of Learning Personas
Learner Personas provide a short background of the learner, their needs, challenges, motivations, preferences and any barriers they might have to learning. For this project our learners are parents and caregivers of children who may have challenging behavioural and/or mental health needs. These learners range in terms of demographic, socio-economic circumstances and background knowledge. With this in mind three personas were created to ensure a wide representation.
Reflective Design
Question
Improvements
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?
Executive Functions
Is it an 'Environment Gap'?
Is the Learners' environment setup to allow them to succeed?
For some learners with large families and smaller homes, the environment is likely to be working against them. With this in mind the methods and practical suggestions made in this course must consider a wide range of environments they might be applied in. For example the activity might suggest going outside for a long walk. Here we should offer alternatives that provide a similar outcome for the learner.
The answer is yes, there is likely to be an environment gap for some learners.
Content Considerations
This course will provide adaptable, relatable, and concise content that learners can easily fit around their daily lives. The tone will be empathetic and supportive, with scientific concepts backed by strong references to ensure authenticity. Given the sensitive nature of the material, content will be clear, unambiguous, and handled with care. While some learners may have prior knowledge of mindset and well-being, most will be encountering these concepts for the first time. A focus on inclusivity and accessibility will ensure all learners can engage with the course effectively and achieve the learning outcomes.
Unique Ref #:
mod4.intro.3
Block Title:
How to navigate the module
Block Type(s):
Heading + Image & Text x3
Block Purpose:
Navigation to support: Explains how to progress through the module and key interactions
On-screen Text:
Video / Audio Script:
Work through the 4 sections There are 4 sections to this module. 1. Mindsets 2. Motivation 3. Grit & Resilience 4. Applying Mindset, Motivation, Grit & Resilience Each section has two lessons, that should take around 5 minutes each to complete. Menu displays progress Tapping on the menu button in the top left corner of the screen will display the sections and lessons within them. Your progress updates automatically. A Glossary of terms and the Module Toolkit can also be accessed from the menu at any time. Closed Captions & Transcripts All videos have the option to turn on Closed Captions (CC). There are also text transcripts available to read or download. These can be accessed by tapping the 'Transcript' button immediately below a video.
None
Interactions:
Graphic Design:
Layout example:
- For each of the three navigation paragraphs use the corresponding gif images (mod4-nav-sections.gif, mod4-nav-menu.gif, mod4-nav-video.gif)
- For the background use (nav-section-header.png, nav-section-1.png, nav-section-2.png, nav-section-3.png)
Unique Ref #:
mod4.l1.2
Block Title:
A Tale of Two Mindsets
Block Type(s):
Heading + Image x2
Block Purpose:
Content: To expand on the differences between 2 mindsets
On-screen Text:
Video / Audio Script:
A Tale of Two Mindsets Use infographic, add the following as alt text: Image shows two brains (one blue, one green). The blue brain looks at the green and thinks "What's the point, I'll never be as good as them." The green brain is happy and thinking "I'm getting better at this!". There is a column under the blue brain that has the title, Fixed Mindset. This lists the following: Fears failure, Resists effort, Ignores feedback, Defeated by set backs, Avoids challenges. There is another column under the green brain that reads, Growth Mindset. Listed under this are, Embraces failure, Values effort, Seeks feedback, Overcomes set backs and Embraces challenges Image shows a diagram with a Fixed Mindset to the left and a Growth Mindset to the right. At the top of the diagram are the words 'Child receives a low mark on test'. This leads to the fixed mindset interpreting this to mean 'I'm rubbish at this. There's no point', then decreases effort, keeps getting low marks and becomes disengaged from learning, this leads to reinforcing the fixed mindset. On the growth mindset side, the interpretation is 'I haven't worked this out yet. I need to work harder or try a new approach'. Leading to an increased effort, marks improving and engagement increasing, this leads to reinforcing the growth mindset.
None
Interactions:
Graphic Design:
- Allow learners to zoom in on image
- Use mod4-infographic-tale-of-two-mindsets.png - it may be necessary to crop image into two for alt text purposes
Infographic:
Synchronous Modalities
✅ Online Workshop - provides learners with access to ongoing expert support. ✅ Webinar - gives learners a space to connect with other learners and build connections.
Stakeholder: Partner Organisations (Schools / Healthcare Professionals)
Motivators:
- Ensuring learners benefit
- Understanding real-world application
- Demonstrating collaboration success
Data Needed:
Frequency:
Delivery Method:
Assessment & Feedback Considerations
A formal assessment testing the learner’s knowledge would not be appropriate for this course, given the needs identified. Instead, assessment will be formative, embedded within the course through quizzes and activities, and a summative assessment will take the form of a project-based reflection. This will allow learners to consider their knowledge growth, any changes to their perspective on behaviour and mental well-being and provide the space to assess and adapt methods from the course. To support this, I will design a baseline self-assessment at the start of the course, providing learners with a personal reference point for reflection. Throughout the training, smaller prompts will encourage ongoing reflection, culminating in a final piece where learners will assess their progress, insights gained and identify the methods they will apply.
Unique Ref #:
mod4.l2.5
Block Title:
Mindset Challenge
Assement & Feedback: To test learners understanding of a key concept from the lesson and provide feedback and encouragement
Block Type(s):
Heading + Multiple Choice
Block Purpose:
On-screen Text:
Video / Audio Script:
Mindset Challenge Your child is upset after losing a game. What are the best responses? Choose two. A) “Winning isn’t everything. Don’t worry about it.” B) “Losing is part of learning. What could you try next time?” C) “You’ll win if you try harder next time.” D) “Maybe this game just isn’t your thing.” E) “Everyone loses sometimes. Want to talk about it?” Incorrect Feedback: Not quite. Focus on effort, learning, and emotional support. Correct Feedback: Correct! This encourages problem-solving and persistence and reflecting on feelings can help build resilience.
None
Interactions:
Graphic Design:
- Learners can select one or more of the multiple choice options, then tap submit to check if they are correct.
- Learners are provided instant feeback
- Learners can re-answer the question
- Results are recorded but do not count towards the overall course completion
- Default Rise Multiple Choice block
- Use flashcard-2-row-bg.png
Module 2 - Understanding Adverse Childhood Experiences & Trauma
Purpose of Module:This module explores Adverse Childhood Experiences (ACEs) and trauma, examining their impact on brain development and emotional well-being. It provides practical strategies for supporting children affected by ACEs and trauma, equipping learners with effective approaches to build resilience. The module concludes by highlighting the connection between ACEs, trauma, and neurodivergence, deepening understanding of their interrelated effects. Learning Objectives for Module: 1: Explain the impact of Adverse Childhood Experiences (ACEs) and trauma on the brain, emotions, and behaviour. 2: Implement approaches for supporting children affected by ACEs and trauma in a supportive environment. 3: Identify key factors to consider when developing strategies to help children affected by ACEs.
Stakeholder: Instructional Designer
Motivators:
- Improving learning experience
- Identifying design gaps
- Insuring accessibility and usability
Data Needed:
- Course analytics
- Learner behaviour
- Qualitative feedback
- Support requests
Frequency:
Delivery Method:
Data
The Level 1 Checklist and Action Plan will be used to present data to DASH and it's partners. Data will be anonymised where necessary, for GDPR compliance.
Comprehension
Outcomes Based Evaluation
Outcomes based evaluation is about using both engagement and experience data to understand how effective the learning was. For this course we have the following data available: - Lesson and Module completion rates - Quiz & Activity results (measured but not marked) - Assignment data - Surveys on the experience of the course - Interviews on behaviour change (6+ months after course) - Forum interactions - Facilitator feedback from live sessions - Course sign ups - School avoidance statistics (from participating schools)
Source
Data will be sourced from the following places:- LearnDash LMS
- EventBrite
- bbPress
- DASH Website (Course landing page)
- Social Media Channels (Instagram & Facebook)
Level 3: Behaviour
Assignment follow ups conducted 6 months after a learner has completed the course will be used to measure if plans were implemented. Facilitator feedback from online and face-to-face sessions will be used to gain insights on observed behaviour change. Self-reflection journals will be used to measure any change in learner's behaviour. As mentioned in Level 2, data won't be automatically available, as the self-reflection journals are personal, however, reflection themes will be used in follow-up interviews. The data collected at this level will help form insights around learner behaviours and how these may have changed, as a result of the course.
Less suitable evaluation models
Elements
Question
Improvements
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?
Post-Rollout Plan
Is it a 'Skills Gap'?
"Is it reasonable to say someone can be proficient without practice?" (Dirksen, 2016, p.7)
Some of the learners identified ways they've tried to help their child, but have been unsuccessful. Practising methods they are either familiar or unfamiliar with in a safe environment should help the learners become more able to put these methods into action in their real-lives.
The answer is yes, there is a skills gap. Learners will benefit from practising skills such as 'active listening'.
Process Based Evaluation
Process based evaluation is carried out on each phase of the project. These are the types of questions I would look to ask about each phase: Analysis:- How well did our research/data collection methods capture the needs of the learners?
- Were there assumptions made about the learners that need further validation?
- Did we identify the correct learning gaps? How can we refine our approach?
Design: - How clearly defined were our learning objectives?
- What improvements could be made to the working relationship between the ID and SME?
- How well did the learning mode, modalities and structure support learners?
Development:- Was Articulate Rise the most appropriate tool for developing the course?
- Were there any inefficiencies or bottlenecks in the content creation process?
- How well did the final product maintain consistency with the original design vision (storyboards)?
Implementation- Did the LMS (LearnDash) meet expectations for tracking, social learning and event management?
- Were there technical issues that affected the learner experience?
- How smoothly was the rollout process and how well did we support learners?
Level 1 Analytics Checklist
Unique Ref #:
mod4.l2.4
Block Title:
Reflection point
Practice: To initiate the learner to reflect what phrases they will try to use with their child.
Block Type(s):
Text on Image
Block Purpose:
On-screen Text:
Video / Audio Script:
Reflection point: Think of a phrase you might use to promote growth mindset
None
Interactions:
Graphic Design:
- None (learners might separately open their journal)
- Use mod4-reflection-point.png
Level 2: Learning
Quiz and activity results within lessons will measure the understanding of key concepts. Assignment submissions via the platform will be used to evaluate the application of learning - have learners applied key concepts to their plans. Self-reflection journals will be used to measure any change in learner's confidence and understanding. This data won't be automatically available, as the self-reflection journals are personal, however, reflection themes will be used in surveys and follow-up interviews. The data collected at this level will help form insights into how effective the course is at meeting the learning objectives and filling the learning gaps.
Level 4: Results
Learner testimonials will be gathered by reaching out to learners 6+ months after course completion to assess real-world impact. School avoidance statistics from referring schools will be used to track whether there is a decrease in adsenteeism among children whose parents have completed the course. Reduction in reported challenges from healthcare professionals referring patients to the course will be used to track whether parents feel better equipped to support their child's well-being (providing a certain level of data can be shared). Course sign ups will be used to measure how many families are accessing support, helping to assess the course's overall reach and engagement. The data collected at this level will help form insights around whether the course has led to meeting the business' needs.
Communication & Connections
Question
Improvements
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?
Module 4
Considerations with using LearnDash
- Setup & integration required – LearnDash, Tin Canny, and bbPress will need to be added and the course configured. This will potentially be a longer process than using a traditional LMS and will be an up-front, external cost for DASH, as their technical support is provided by an external company.
- Tracking method selection – Initially there will be basic tracking set up (lesson completion), if more detailed learner data is required (completion times, quiz scores, etc) then further set up will be required.
- User management – Learners may need multiple logins to access the course in LearnDash and to register for webinars via EventBrite.
- Decentralised analytics – Reporting will be spread across LearnDash LMS, the forum, and event management tools.
- Customisation - Course content, lesson structure and navigation would need to be customised in Rise, before the course is integrated into LearnDash.
- Security - Steps will need to be taken to ensure the course and learner details are secure and GDPR compliant. Along with checks on the privacy settings for learner forums.
Module 6
Pre-Rollout Plan
Advantages of using LearnDash
- Cost effective – Whilst there is an initial setup cost for LearnDash and the other plug-ins, this approach avoids the per-user pricing model typically seen with other LMS platforms. This means we can have a large number of learners enrolled in the course without significantly increasing costs. This is a major consideration for DASH, as the course will be free for all learners and access to the course will be open for a long duration, to allow learners plenty of time to complete it.
- Scalable – Can support a large number of learners over a long period.
- Integrated with WordPress – Uses a platform the company (and it's technical support) is already familiar with.
- Customisable – Flexibility to choose the most suitable solutions for tracking, forums, and events.
Is it a 'Habit Gap'?
Are learner's existing habits causing them to revert to the ways they've always dealt with unwanted behaviours?
It's very possible that even if learners have the knowledge, skills and motivation they are finding it difficult to change their habits, especially in moments of high-stress. This is harder to understand from the learner personas, as people often don't recognise, remember or want to admit that their habits might be part of the problem.
The answer is yes, it's likely that learners have a habit gap.
Language & Other Expressions
Level 1: Reaction
Automatic online surveys at the end of each module will collect feedback on the clarity of content, how engaging it was and how relevant it was to learners.Completion rates and times for lessons and modules will be collected in the platform. These will measure participation. Forum interactions within the platform will be used to assess engagement and participation. Discussion topics will be added for particular topics and for general feedback. The combination of data collected will help form insights around how engaging the learning experience is for learners.
Unique Ref #:
mod4.l1.4
Block Title:
Match the Mindset
Practice: To engage learner in actively distinguishing between words that can lead to a fixed & growth mindset
Block Type(s):
Heading + Note + Sorting Activity
Block Purpose:
On-screen Text:
Video / Audio Script:
Match the Mindset On the cards below are common things we might say to children. Can you match the responses that might lead to a more fixed or growth mindset? Tap and hold to drag a sentence tile to either the 'Fixed Mindset' or 'Growth Mindset' brain. Release to drop the tile again. *This activity is currently not accessible, however the contents is available to download here. [provide link] Statement 1: “You're so smart!” [Fixed] Statement 2: "You worked really hard on that!" [Growth] Statement 3: "Maybe this just isn’t your thing." [Fixed] Statement 4: "Mistakes help you learn and improve." [Growth] Statement 5: "You're either good at something or you're not." [Fixed] Statement 6: "Let’s figure out what you can try differently next time." [Growth] Statement 7: "If it’s too hard, don’t worry about it." [Fixed] Statement 8: "Challenges help your brain grow stronger." [Growth] Sorting category 1: Fixed Mindset Sorting category 2: Growth Mindset
None
Interactions:
Graphic Design:
- Learners can drag the cards to either the Fixed or Growth Mindsets, release and repeat until all cards are gone.
- Learners are able to replay the activity.
- Use mod4-sorting-mindsets-bg.png
Stakeholder: DASH Directors
Motivators:
- Measuring success
- Evaluating scalability
- Ensuring compliance with funder expectations
Data Needed:
- Impact of learning
- Financial sustainability data
Frequency:
Delivery Method:
Stakeholder: DASH Managing Director/SME
Motivators:
- Aligning learning with DASH’s mission
- Demonstrating impact
- Refining content based on feedback
Data Needed:
- Learner engagement metrics
- Qualitative feedback
- Content effectiveness
- Success stories
Frequency:
Delivery Method:
Example Action Plan: Experience
Technical resources needed:
- Articulate Rise
- WordPress
- LearnDash
- Tin Canny Plug-in
- LearnDash Notifications Plug-in
- bbPress Plug-in
- EventBrite Plug-in
- Zoom
Stakeholder: Learners
Motivators:
- Tracking progress
- Receiving feedback
- Knowing the course is effective
Data Needed:
- Personal progress tracking
- Assignment result
- Case Studies
Frequency:
Delivery Method:
- LMS Dashboard
- End of course feedback
- Social media/landing page
Social Modalities
✅ Discussion Forum - gives learners a place to connect with others and ask questions. ✅ Blog - a space for learners to gain deeper insights into topics that are relevant to them.
Behavioural Design
Question
Improvements
Did you design and develop a learning experience that is easy to navigate?
Is it easy to access all materials?
Action
The insight reports will be used as a way to recruit new partner organisations, learners and for possible fundraising. Data insights will be fed back into learner personas and eventually into future course iterations.
Features Needed for Learning Platform
- Content Management - Content for the course will be fairly fixed, without needing regular updates. These would have to be made in Articulate Rise and a new SCORM package uploaded to LearnDash.
- Communication Tools - Email notifications will be sent to learners at various points in the learning journey. LearnDash Notifications plug-in allows triggers to be set up and emails sent.
- Assessment & Feedback - Admins to review, assign grades and add feedback within the learning dashboard. LearnDash LMS supports file upload for assignment submissions, grade assigning and feedback.
- Platform Customisation - Brand elements will be added to the platform (colours, fonts), course page layout to be customised. The WordPress course page can be customised with CSS and layouts can be customised within LearnDash.
- Learner Analytics - Lesson/Module completition data, Activity results, Learning duration and other data that will build a 'Digital Body Language' of the learners. LearnDash LMS will report this data (via the Tin Canny plug-in).
- Social Learning - Forums and peer discussions will be accessible to learners. The free bbPress plug-in for WordPress allows the set up of forums and discussion boards. *Further investigation will be needed into privacy settings
- Event & Webinar Management - Online workshops and webinars will need to be scheduled and managed. This is currently run through EventBrite. The EventBrite plug-in will enable the integration of booking forms into the course page.
Unique Ref #:
mod4.l2.2
Block Title:
The Power of Your Words
Content: To provide a tips sheet that give learners simple swap outs for language they might use everyday
Block Type(s):
Para with Heading + Table
Block Purpose:
On-screen Text:
Video / Audio Script:
The Power of Your Words The statements below show how you can turn outcome-focused praise into process-focused praise. Instead of saying... "You're so smart!" “I can’t do this.” “That’s wrong.” “You’re a natural at this!” “Don’t worry, it’s easy.” “You failed.” Say this... "You worked really hard on that!" “I can’t do this yet, but I’ll keep trying.” “Let’s figure out what didn’t work.” “It’s great how you’ve practiced to improve!” “This might be tricky, but you can do it!” “What can you learn from this experience?”
None
Interactions:
Graphic Design:
- Layout using a two column table with light green table headers
Physical Action
Building a Community
Question
Improvements
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?
Have you been nudging learners who haven't completed modules?
Have you been acting on queries, feedback, on the course/programme?
Have you been encouraging participation in workshops?
Goal Based Evaluation
When carrying out the goal based evaluation we will look to understand if the course has met the business need identified in the Analysis phase. DASH Business Need: To provide accessible support, training and education to families who have a child experiencing behavioural or mental health problems. Measure of success: Within 6 months of completing the course, 80% of learners will identify a noticeable improvement in their child’s behaviour, equated to the strategies they followed from the course. How we will measure this success metric: - Summative assignment from learners - 80% of learners complete the assignment.
- Feedback from drop-in sessions with DASH - 80% of learners identify a noticeable improvement in their child's behaviour.
- Data from referral partners, such as reduction rates in school avoidance.
- Impact survey sent after 6 months - 80% of learners returning the survey, identify a noticeable improvement in their child's behaviour.
Module 4 - Developing a growth mindset, Grit, motivation & resilience
Purpose of Module:This module introduces key psychological concepts that influence personal growth and perseverance. Learners will explore mindset, motivation, Resilience and Grit (Growth, Resilience, Instinct and Tenacity), gaining practical strategies to develop these traits in themselves and others. The module provides guidance on developing a growth mindset, redirecting motivation, and strengthening resilience. Learning Objectives for Module: 1: Construct a plan on how to help develop a growth mindset and ‘Grit’. 2: Use theories on motivation to list ways to redirect motivation towards more positive behaviours. 3: Explain how to help build resilience.
Unique Ref #:
mod4.l1.1
Block Title:
What is Mindset?
Block Type(s):
Heading + Video + Accordion + Statement
Block Purpose:
Content: To introduce the overall concept of mindset
On-screen Text:
Video / Audio Script:
What is a mindset? Simply put, it's how we think about our abilities and potential. There are two main types of mindsets: a fixed mindset and a growth mindset. A fixed mindset believes that talents and abilities are set in stone. This makes a fixed mindset avoid challenges and feel stuck when things get tough. But a growth mindset sees challenges as opportunities to learn and improve. It believes effort leads to growth! Switching to a growth mindset can help us face challenges, learn from mistakes, and unlock our full potential. [Statement] Mindset is how we might think about our abilities and potential
[Word 'Mindset?' pops on screen] What is a mindset? [Mindset Character appears looking deep in thought] Simply put, it's how we think about our abilities and potential. [Words 'Ability' and 'Potential' replace the word 'Mindset?' with a pop] There are two main types of mindsets: a fixed mindset and a growth mindset. [Words pop off, fixed and growth brain images float on screen] A fixed mindset believes that talents and abilities are set in stone. [zoom in on fixed mindset, wriggling and looking stuck] This makes a fixed mindset avoid challenges and feel stuck when things get tough. [Zoom in on growth mindset, pulsing and looking generall upbeat] But a growth mindset sees challenges as opportunities to learn and improve. [Growth mindset to grow a little] It believes effort leads to growth! [Pan back down to the growth mindset character, their expression changing from puzzled to happy] Switching to a growth mindset can help us face challenges, learn from mistakes, and unlock our full potential.
Interactions:
Graphic Design:
- Video to include English language Closed Captions (mod4-l1-mindset-video-cc.vtt)
- Underneath the video add an 'Accordion block' with the Video Transcript and downloadable file (mod4-l1-mindset-video-transcript.pdf)
- Animated video to include the growth mindset character (char-growth-mindset.png), the blue fixed mindset image (fixed-mindset-brain.png) and the green growth mindset image (growth-mindset-brain.png)
Layout example:
Data Source for Learning Personas
A web page ‘Supporting Beyond Behaviours Project’ was created on the DASH website. The page gives a broad overview of the type of support and knowledge learners might gain from the project, with a form used to collect learner’s interest, needs, background information, learning preferences and other key information. At the date of creating the Learner Personas 24 people had completed the form. This data was analysed to create the Learner Personas.
Monitor
Data will be monitored on a weekly basis by the SME at DASH, to track trends in engagement and learner behaviour. This weekly tracking will be done through the LMS Dashboard.
Carol Wilkins PD Digital Learning Design Project
Carol Wilkins
Created on February 10, 2025
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Transcript
PD Digital Learning Design
Assignment Title: DASH Supporting Beyond Behaviours
By: Carol Wilkins
START
Contents
Part Three
Part One
Part Two
Rollout & Evaluation Plan
LX Design Plan
Micro Design & Development
Introduction
Scope
Rollout Platform & Planning
Step 1: The 'Who' of Learning
Launch Plan
Wireframe
Learning Marketing
Step 2: The 'Why' of Learning
Storyboard
Engagement Tactics
Step 3: The 'What' of Learning
Prototype
P3 (Rollout): Reflective Commentary
Step 4: The 'How' of Learning
P2: Reflective Commentary
Evaluation Plan
P1: Reflective Commentary
UX Evaluation
UDL Plan
Learning Analytics
Stakeholder Analysis
P3 (Evaluation): Reflective Commentary
References
Part One:
LX Design Plan
Introduction
For the duration of my assessment I will be working with DASH, a wellbeing, mental health and behaviour support CIC. The aim is to develop a learning solution that compliments the 1:1 work that DASH specialises in. The project is entitled ‘DASH - Supporting Beyond Behaviours’. “We [DASH] support and educate individuals, professionals and family members with skills to recognise, understand, support and manage their own needs, as well as those they support, educate and care for.” (Jones, R., 2023)
Who are the learners?
+ DATA SOURCe
+ Purpose
Persona templates adapted from: Digital Learning Institute (2020-2023)
What are the Design Considerations?
Assessment & Feedback
Technical
Content
Delivery
Why does the business need this?
Problem: DASH has one practitioner who delivers in-person training and support to schools, parents, caregivers and young people. This is predominantly delivered on a 1:1 basis, with occasional group training. The training is costly, time intensive and relies heavily on schools and other organisations connecting the practitioner with a family, or parents and caregivers being able to attend sessions.
Need: To provide accessible support, training and education to all families who have a child experiencing behavioural or mental health problems.
Measure of success: DASH has suggested that a measure of success for them will be that within 6 months of completing the course, 70% of learners will identify a noticeable improvement in their child’s behaviour, equated to the strategies they followed from the course. Possible ways to measure this success metric:
Identifying the Learning Gap
In identifying the learning gap, I applied the six gaps framework outlined by Dirksen (2016) in 'Design for How People Learn'. This approach enabled me to more deeply understand the types of gaps. I then mapped these insights to Bloom’s taxonomy (Anderson et al., 2001, as cited in Digital Learning Institute, 2020-23, p. 13) to ensure a structured progression from lower- to higher-order thinking.
Knowledge Gap
Motivation Gap
Environment Gap
Skills Gap
Habit Gap
Communication Gap
Identifying the Learning Gap
Learners will begin at Levels 1 and 2 of Bloom’s taxonomy, focusing on recalling and understanding well-being concepts and mental health issues. The course will guide them through scenario-based activities to reach Levels 4 and 5, where they will apply strategies, evaluate outcomes, and adapt approaches to their child's emotional and behavioural needs. Ongoing social learning, Q&A sessions, and workshops will encourage reflection, exploration of outcomes, and refinement of strategies based on experience and insight.
Where learners are now
Where we want them to be
Learning gap
Evaluate
Create
Remember
Apply
Understand
Analyse
Bloom's taxonomy diagram adapted from Digital Learning Institute (2020-2023)
Writing the Learning Outcomes
The following learning outcomes are written for the learner to understand how the learning solution will benefit them. They align with the goal of guiding learners from broad awareness of well-being concepts to a deeper, applied understanding of emotions and behaviour, and fulfilling the learning gap identified. These have been written using the SMART format, discussed on the next slide.
Applying the SMART Model
Here is an example of how the SMART Model (Digital Learning Institute, 2020-23. P12) has been applied to a learning outcome. The SMART model was chosen as this it clearly ... Learning outcome: By the end of the course, you will be able to demonstrate and integrate strategies for developing mindset, motivation, grit, and resilience in yourself and others. Specific: It defines the skills (Demonstrate & Integrate) and the focus areas (Mindset, Motivation, Grit & Resilience) Measurable: Success will be measured through practical application, as well as self-reflection. Achievable: The outcome is realistic within the scope of the course. Relevant: It aligns with purpose of the course and the needs of the learners. Time-bound: It specifies that the learners will achieve this by the end of the course.
+ EXAMPLE OF THE ABCD MOdel
Macro Framework
Although this is a new digital learning course, the SME had previously delivered the content through presentations. After reviewing these presentations, an Instructional Design Workshop was held with the SME. In the workshop content was organised into logical groupings to form topics, then grouped again to form modules. We made sure that the modules aligned and built towards the desired learning outcomes. As part of this exercise content that was more global to the course experience, such as general resources and feedback forms, was grouped separately. The course structure was developed using a bottom-up approach, as the existing content provided a solid foundation. Relevant material was selected based on learner personas and redundant content was streamlined into a single version.
Image shows the sorting exercise from the workshop.
Macro Framework
The course will be split up into six modules. Module 1 will be an introduction into how the brain processes emotions and behaviours, to give learners a base knowledge. The five other modules will focus on specific subjects that are associated with behaviour and mental health. This follows the agreed groupings decided in the Instructional Design Workshop.
Module 1
How the world influences our brain, emotions and behaviours
Learning Outcome 1
Module 2
Understanding Adverse Childhood Experiences & Trauma
Learning Outcome 2
Module 3
Setting clear boundaries for healthy relationships and behaviour
Learning Outcome 3
Module 5
Module 6
Improving school engagement and addressing attendance challenges
Techniques for regulating behaviour in challenging situations
Learning Outcome 5
Learning Outcome 6
Module 4
Developing a growth mindset, Grit, motivation & resilience
Learning Outcome 4
Module Framework
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
Topic 1: Understanding Adverse Childhood Experiences (ACEs)& Trauma
Topic 1: Understanding Emotionally Based School Avoidance (EBSA)
Topic 1: Behaviour regulation techniques
Topic 1: Thoughts, emotions and behaviours
Topic 1: Understanding mindsets
Topic 1: The role of boundaries in relationships
Topic 2: Identifying boundaries
Topic 2: Identifying and defining emotions
Topic 2: Understanding triggers & warning signs
Topic 2: Helping develop a Growth Mindset
Topic 2: The brain, emotions & anxiety cycle in EBSA
Topic 2: How ACEs and Trauma affect brain development
Topic 3: Understanding anxiety
Topic 3: How to communicate boundaries effectively
Topic 3: De-escalation techniques in high-stress situations
Topic 3: Understanding Motivation
Topic 3: Co-occurring conditions and EBSA
Topic 3: Long term effects of ACEs & Trauma
Topic 4: Redirecting motivation towards positive behaviours
Topic 4: Brain chemistry and emotions
Topic 4: Strategies for enforcing and maintaining boundaries
Topic 4: Building positive behaviour patterns
Topic 4: Improving school engagement
Topic 4: Supporting children affected by ACEs or Trauma
Topic 5: Managing escalation and de-escalation
Topic 5: Understanding Resilience & Grit
Topic 5: Navigating challenges in boundary setting
Topic 5: Mindfulness & relaxation techniques
Topic 5: Building a healthy mindset & routine
Topic 5: Preventing & reducing the impact of ACEs & Trauma
Topic 6: Helping Children Build Resilience & Grit
Topic 6: Creating a de-escalation & emotional management plan
Topic 6: Creating a behaviour regulation plan
Topic 6: Reflecting on personal boundaries
Topic 6: Managing school anxiety
Topic 7: Integrating Mindset, Motivation, Resilience & Grit
Topic 6: Connecting ACEs, Trauma & Neurodivergence
Topic 7: Creating a Boundary Action Plan
Topic 7: Creating an EBSA support plan
Topic 7: Creating a Plan to Support a Child with ACEs or Trauma
Topic 8: Creating an Action Plan
Mode of Delivery
Given the limited and unpredictable availability of learners, along with their preference for live sessions and support, the best mode of delivery for this course is an Enriched Virtual Model - blended learning. Learners can engage with the core content online at their own pace (digital asynchronous), supplemented by occasional scheduled live sessions (online or in-person) to reinforce learning. These live sessions will focus on applying concepts to real-life scenarios, allowing learners to adapt activities and methods as needed.
Modalities of Learning
Asynchronous Modalities
The key content of the course will be self-paced (asynchronous) and accessible online, ensuring flexibility for learners. Scheduled workshops or live sessions will provide opportunities for social learning, deeper engagement, and professional guidance. Additional interactive elements such as forums, live Q&A sessions, and community spaces will build a sense of connection and provide emotional support.
Synchronous Modalities
Social Modalities
Assessment Techniques
Assessment will be primarily formative and unmarked, using interactive activities, scenarios, and quizzes to reinforce learning continuously, without the pressure of grades. This supports ongoing improvement and immediate feedback. A summative assessment will take the form of a practical application-based project at the end of optional modules, rather than a traditional graded exam, as this aligns better with the learners’ needs and focuses on real-world skills.
Assessment Brief: Growth Mindset 3-Month Action Plan In this assignment, you will apply what you’ve learned about growth mindset, resilience, and motivation to create a 3-month action plan tailored to support your child’s development. Your plan should outline how you will use the strategies, methods, and practices covered in the module to encourage your child’s progress, build their resilience, and nurture a positive mindset. Focus on practical, achievable steps and explain how you will track progress and adapt your approach over time.
Example concept for an Assessment Brief
Mapping the Learning Flow
A Core and Spoke learning structure will be applied to this course. Module 1 serves as the Core, providing essential knowledge on brain function, emotional regulation, and general strategies for managing emotions and anxiety.Once completed, learners can select the next most relevant module for their needs. Modules 2 - 6, the Spokes, are independent of each other allowing flexibility. Taking modules in a specific order or finishing every module isn’t necessary to complete the course. This model was chosen because of the varied needs of learners. Some learners may only need to access information on trauma, whilst others might benefit from information on School Avoidance and Growth Mindset.
Spoke
Spoke
Core
Spoke
Spoke
Spoke
Core and Spoke diagram adapted from Digital Learning Institute (2020-2023)
Learning Flow
Choosing formats
The course will be built using the following blocks, to cater to different learning styles and promote engagement through varied content formats.
Assessment & Feedback blocks
Facilitation blocks
Content blocks
Activity blocks
Multimedia eLearning
Scenarios
Self -Reflection Log
Webinar Sessions
Explainer Videos
Mind Mapping
Quizzes
Online Workshops
Infographics
Short-form games
Assignments
Interactive PDFs
Blog
Discussion Forum
Learning Pathway
Each module will consist of a combination of blocks. Tap on the modules to see how each pathway flows.
Module 1
How the world influences our brain, emotions and behaviours
Learning Outcome 1
Module 2
Understanding Adverse Childhood Experiences & Trauma
Learning Outcome 2
Module 3
Setting clear boundaries for healthy relationships and behaviour
Learning Outcome 3
Module 5
Module 6
Improving school engagement and addressing attendance challenges
Techniques for regulating behaviour in challenging situations
Learning Outcome 5
Learning Outcome 6
Module 4
Developing a growth mindset, Grit, motivation & resilience
Learning Outcome 4
P1 Analysis: Reflective Commentary
Understanding the Learners Developing learner personas was crucial for understanding the real-life challenges and preferences of the audience. It clarified their need for social learning and engaging content like scenario-based activities and short-form videos. Additionally, it surfaced essential features such as guidance, tech support, and targeted marketing strategies. In future projects, I would expand data collection for broader representation and conduct learner interviews for deeper insights. Writing the Learning Outcomes Investigating the business need highlighted the benefits of digital delivery for reaching a wider audience. Mapping personas and business needs to Bloom’s Taxonomy helped me identify learning gaps and frame outcomes effectively. I chose the SMART framework for writing outcomes due to its familiarity, though I included an ABCD example for comparison. This process helped me align teaching strategies, activities, and assessments with clear goals. At this stage I also found it helpful to explore the types of learning gaps that might exist, as outlined by Dirksen (2016) in ‘Design for How People Learn’. This prompted me to delve deeper into each type of gap and considerations to make going forward.
P1 Analysis: Reflective Commentary
SME Relationship and Course Structuring A bottom-up approach was chosen for structuring the content for the course, respecting the SME’s content structure while ensuring everything builds towards fulfilling the learning outcomes. Close collaboration with the SME helped me simplify complex content for better learner engagement. The Instructional Design workshop was invaluable, it helped us to restructure the course around learning outcomes and streamline content without losing subject matter expertise. Structuring the Content I opted for an Enriched Virtual Model of blended learning, balancing asynchronous delivery with opportunities for periodic online and in-person sessions with the SME. Reviewing the Learner personas prompted me to move away from a linear format for the learning pathway and instead adopt a 'Core and Spoke' model. I felt this best allows learners the freedom to explore the content that’s most important to them.
P1 Analysis: Reflective Commentary
Assessment choices I wondered for a while about the type of assessment that would be suitable for the learners, as this isn’t a typical compliance or training course. My initial thought was to not have any assessment, but as I discussed this with the SME we realised that having the learners complete short ‘Action Plan’ assignments would be incredibly beneficial to them in actually applying the knowledge and skills they gain from the course. Final Thoughts on Phase 1 This phase gave me a clear understanding of the learners, business needs, and gap I was looking to fill with the course. It helped me establish a good relationship with the SME and a clearer idea of the best structure and content for learners.
Part Two:
Micro Design & Development
Scope
1: Design considerations
2: Learning Outcomes
The learning personas are parents and carers who are looking for ways to understand and support their children with their mental health, neurological and/or behavioural challenges. Key design considerations to keep in mind for these learners are:
By the end of Module 4 learners will be able to: 1: Construct a plan on how to help develop a growth mindset and ‘Grit’. 2: Use theories on motivation to list ways to redirect motivation towards more positive behaviours. 3: Explain how to help build resilience.
Scoping Template adapted from Digital Learning Institute (2020-2023)
Scope
3: Topics
4: Sections & Topics
Introduction to Module 4 Section 1 - Mindsets Understanding mindsets Helping develop a Growth Mindset Section 2 - Redirecting Motivation Understanding different types of motivationRedirecting motivation towards positive behaviour Section 3 - Developing Grit & Resilience Understanding Grit & Resilience Helping children build Grit & Resilience Section 4 - Applying Mindset, Motivation, Grit and Resilience Integrating Mindset, Motivation, Grit and Resilience Creating a 3-Month Action Plan for your child Module 4 Summary Takeaways Self Reflection Next Steps
Wireframe
Storyboard
+ Library of ASSets
+ Design Guidelines
Storyboard template adapted from Digital Learning Institute (2020-2023)
Prototype
P2 Design & Dev: Reflective Commentary
I really enjoyed this phase of the project, continually referring to the previous phase to guide decisions like which development platform to use. Gagne’s learning events helped me structure the experience, from a welcome video to hook learners in and a relatable question to activate them in the content. Reflection became a recurring feature of the course, encouraging learners to reflect on both their learning journey and how they will apply the knowledge they gain. Applying Learning and Design Principles Mayer’s multimedia principles guided my approach to designing the layout and content for lessons. I ensured that relevant information was clear and accessible. I used CRAP design principles to maintain consistency, employing high contrast and pastel colors for clarity and visual interest. To prevent cognitive overload, I divided content into smaller chunks, using flip cards and infographics to vary the delivery method.
P2 Design & Dev: Reflective Commentary
Tool Choices and Development Initially I explored designing the prototype using Articulate Storyline, however after playing around with the course I realised that the content wouldn’t be responsive enough and so opted to create it in Rise instead. I did feel a little limited in terms of the layout and design of certain activities. For example I was unable to use the scenario block in Rise, as the characters are very limited and I didn’t want to use an adult character. To get around this I used a combination of image and text block with two flip cards immediately underneath. This allows learners to explore both responses and as it’s not a graded interaction it isn't important to register a ‘correct’ or ‘incorrect’ response. Key Learnings from Phase 2: Storyboards are essential for maintaining design flow and consistency. Keeping the learners’ needs front of mind makes decision-making easier. Tool selection should consider both design needs and responsiveness and there is often a tradeoff needed.
Part Three:
Rollout & Evaluation Plan
Rollout: Choosing a Learning Platform
To deliver the course in a cost-effective and scalable way, it will be hosted on DASH’s existing WordPress site using the LearnDash LMS with the Tin Canny plug-in for SCORM/xAPI tracking. The Articulate Rise course will be exported as a SCORM package and imported via Tin Canny, enabling detailed learner progress tracking within LearnDash. This approach avoids the need for a separate hosted LMS subscription whilst still offering robust reporting. Additional tools will be integrated to provide social interaction (forums) and event management (webinars and workshops).
Features
Advantages
Considerations
Tech Needed
Rollout: Staff & Planning
DASH Mental Health has one practioner, who has been the SME throughout this project. Technical set up will be handled by an external website development team (Ext Tech Team), with close input from the Instructional Designer. With a limited team the SME and ID will take on several different roles and responsibilities:
Pre-Rollout Plan
Rollout Plan
Post-Rollout Plan
Plan templates adapted from Digital Learning Institute (2020-2023)
Launch Plan
Training & Support
Final Rollout
Soft Launch
A cohort of 10-20 individuals will participate in a pilot test of the course on the LMS. They will be recruited and supported by the SME, provided with a test plan and asked for feedback on the course. Course data will be analysed by the SME and ID. The purpose of a soft launch is to test the full learning experience, reveal any previously undiscovered issues and allow for improvements and fixes to be made ahead of a full rollout.
Training and support will be provided to the cohort by the SME, along with navigation guides within the course and guidance on how to register for events and take part in peer discussions via the forum.
Following any adjustments and fixes to the learning experience, learners from the cohort will receive a welcome email, inviting them to join the full course. Alongside this a full welcome campaign will be launched, to attract more learners.
Learning Marketing
SEO & Blog ContentDASH's website will need to be optimised, to ensure it appears for keywords and search terms. To drive organic growth to the course site, related blog articles will be written and published on the site on a regular basis.
Webinars & Live Q&ASME to host a series of webinars to explore the course, example workshops and have live Q&A sessions. The majority of these will be online, to enable a wide reach.
To ensure this course reaches as many families in need as possible and attracts learners, a targeted marketing strategy is essential. Since this is a new offering for DASH, we will experiement with different marketing approaches, track their effectiveness and refine our plan based on the results.
SEO & Blog Content
Webinars & Live Q&As
Social mediaA social media campaign will be created around the launch of the course, with testimonials from learners and professionals to provide 'social proof' of it's effectiveness. Depending on budget this could be opened up to paid campaign.
Sucess StoriesSeveral 'Case Studies' with families that have taken the course will be created. These will provide 'social proof' and relatability. The case studies will be available on the DASH website.
Referral partnershipsReach out to organisations such as the NHS and health professionals asking them to recommend the course.Leaflets, posters and social media graphics will be produced to support this strand of marketing.
Lead magnets & Free resourcesProduce a number of microlearning assets, such as videos, infographics, downloadable guides, using content from the course. Offer these via DASH's Social media channels and website.
Targeted email campaignsA series of emails will be sent inviting existing DASH newsletter subscribers to try the course.In addition every time a new subscribers signs up to the DASH newsletter, they will be drip-feed information about the course, through the 'course email series'.
Social Media & Community Engagement
Targeted Email Campaigns
Referral Partnerships
Lead Magnets & Free Resources
Success Stories & Testimonials
*All images on this slide were sourced from Pexels via Genially - no reference information available
Engagement Tactics
Beyond the marketing of the course, keeping learners engaged throughout will be key to its success. To achieve this carefully chosen engagement tactics will be used. Here are some of the tactics that were considered and purpose behind the ones that will be used.
Social Learning
Sharing experiences - Learners will be able to share their journey with others through the online forum and via the workshop sessions. This will allow learners the chance to form connections with others and learn from each other.
Nudging
Nudging
Timely reminders & notifications - Will be used sparingly to re-engage learners. Personalised recommendations - In Module 1 (the core module), a short activation quiz will recommend the most relevant 'spoke' modules based on learners' answers, ensuring they receive the most useful content first. Social proof - Quotes from previous learners will be used at various points throughout the course to show how others have gained from the content. CTAs - Call to Action (CTA) buttons will be used at the end of modules to prompt the learners to explore additional resources, to deepen their learning.
Timely reminders & notifications - Will be used sparingly to re-engage learners. Personalised recommendations - In Module 1 (the core module), a short activation quiz will recommend the most relevant 'spoke' modules based on learners' answers, ensuring they receive the most useful content first. Social proof - Quotes from previous learners will be used at various points throughout the course to show how others have gained from the content. CTAs - Call to Action (CTA) buttons will be used at the end of modules to prompt the learners to explore additional resources, to deepen their learning.
Gamification
Progress tracking - Will be used to keep the learners informed and invested.
+ Unsuitable Engagement tactics
P3 Rollout: Reflective Commentary
Choosing the Learning Platform This was one of the trickiest parts of the project for me, as I had no previous knowledge of Learning Management Systems or similar, so it required a lot of research. I selected the LearnDash LMS because of the cost-efficiency for DASH, which seemed very important in terms of the course actually being viable for the company. At this kind of late stage I realised that using the built-in course builder might’ve been a better choice than Rise, as it could reduce reliance on additional plugins, such as Tin Canny, simplifying the setup. If I continue with the course development I plan to fully test the course builder's ability to meet content delivery and reporting needs. Staff Planning and Resources With only one staff member available, I defined clear roles to simplify onboarding for any future team members. This approach makes it easier if more people come onboard to help with the course at a later date.
P3 Rollout: Reflective Commentary
Learning Marketing The learning marketing exercise made me think about lots of ideas for ways the course could be marketed, as well as possible funding options. I organised these ideas into categories, such as email campaigns, social media and referral partnerships. Engagement Tactics When exploring engagement tactics I realised that many ‘Gamification’ techniques would be unsuitable due to the course’s behavioural focus and mix of learner preference towards digital learning, but progress tracking could be used to motivate and guide learners. Nudging stood out as a key engagement tactic, helping learners build consistent learning habits. I explored how learning analytics could drive effective, timely reminders. Final Thoughts on Phase 3 Rollout This phase forced me to better understand learning platform capabilities and whilst I know more about these, I would still seek further technical advice on the best platform and system to use before committing to one.
Evaluation Plan
Goal Based
This section explores how we assess the impact of the learning experience, the effectiveness of our design process, and the overall user experience, particularly in terms of accessibility and inclusion. The three evaluation categories on this slide provide a structured approach to understanding both the success of the course, for the business and learners and opportunities for improvement to the process.
Process Based
Outcomes Based
Evaluation Plan
Chosen model: Kirkpatrick's Four Levels This model is best suited as it evaluates learning, engagement and behaviour change (real-world impact). Whilst the 'Results' level may not return reliable data, the other levels provide a strong foundation for a comprehensive evaluation.
Level 4: Results
Level 3: Impact
Level2: Learning
Level 1: Reaction
+ Other EVALuation Models
Image adapted from: The Kirkpatrick Evaluation Model: How to measure training effectiveness, n.d.
Evaluation Plan
To evaluate the learner response to the course, a Level 1 Reaction data checklist will be used. This checklist gathers feedback on engagement, content relevance, usability, and overall satisfaction through post-course surveys and quick post-module polls. Insights from this data will guide improvements to learning engagement and experience. Example action plans that would be created using the data collected are shown here:
L1 Analytics Checklist
Action Plan: Engagement
Action Plan: Experience
Plan templates adapted from Digital Learning Institute (2020-2023)
User Experience (UX) Evaluation
Evaluation will follow the UCDL Honeycomb Model (University of Waterloo, 2022) using a modified version of the UCDL checklist (Digital Learning Institute, 2022). This checklist ensures that text, images, elements, behavioural and reflective design, communication, connections, and community-building are all considered. During the Development phase, the Instructional Designer will review the checklist to ensure the learning experience aligns with the intended design before implementation. In the Evaluation phase, the checklist will be used again to assess the course’s effectiveness and identify areas for improvement based on learner feedback.
Useful
Desirable
Useable
Valuable
Accessible
Findable
Credible
Image adapted from: User Experience Design for Learning, n.d
UCDL Plan: Checklist
Text
Reflective Design
Images
Communication & Connections
Elements
Building a Community
Behavioural Design
Checklist adapted from Digital Learning Institute (2020-2023)
UDL Plan
Engagement
Each Universal Design for Learning (UDL) principle is broken down into key focus areas, each with specific goals and recommendations. These serve as a checklist for evaluating the course’s alignment with UDL, adapted from the UDL Checklist provided by DLI (Digital Learning Institute, 2022). During the Development phase, the Instructional Designer will use the checklist to ensure the course design incorporates UDL principles before implementation. In the Evaluation phase, the checklist will be reviewed again to assess the course’s accessibility and inclusivity, making adjustments based on insights from data collected and considering the learners' needs.
Sustaining Effort & Persistence
Sustaining Interest
Self-Regulation
Representation
Language & Other Expressions
Comprehension
Perception
Action & Expression
Expression & Communications
Executive Functions
Physical Action
Templates adapted from Digital Learning Institute (2020-2023)
Learning Analytics Approach
To evaluate the effectiveness of the learning experience, a 5-step learning analytics approach will be taken, as outlined in the DLI course. This method integrates both qualitative and quantitative data from diverse sources, ensuring a comprehensive understanding of learner progress and engagement. This approach supports continuous improvement and informes future decision-making.
Source
Monitor
Data
Insights
Action
Stakeholder Analysis
Analysing the key stakeholders, what their motivators are, the data they need, how they will receive it and when, provides a checklist of the type of data that will need to be collated, analysed and sent out.
DASH Managing Director/SME
DASH Managing Director/SME
Instructional Designer
Partner Organisations
DASH Directors
Learners
The data and insights that are provided to many of these stakeholders will be presented in a 'Data Storytelling' method. This will bring the data to life by using relatable insights, anecdotes and learner quotes. For Directors, Partner Organisations and Learners this method will work well in helping them understand the benefits and real-life impact of the course.
P3 Evaluation: Reflective Commentary
The evaluation phase reminded me of how crucial it is to feed this into all phases of a project, continuously monitoring and reflecting on decisions and the process itself and coming back to the learner personas and business need as a way of validating decisions. Evaluation Plan I explored the three evaluation categories - goal-based, process-based, and outcomes-based, which helped me consider the different types of evaluation needed and their purpose, something I hadn’t deeply considered before. Kirkpatrick’s Four Levels of Evaluation took this a step further, providing a clear structure for my evaluation plan. It was reassuring to learn that Level 4 results can be harder to measure, but building strong evidence at Levels 1 to 3 helps reinforce the credibility of Level 4 outcomes. Creating the example action plans highlighted to me how crucial good data is to informing future design and development decisions.
P3 Evaluation: Reflective Commentary
UXDL Using the UCDL Honeycomb model provided a useful and comprehensive way to check all aspects of accessibility and user experience design. This seems like an incredibly useful tool to use, along with checklists. Final thoughts on Phase 3: Evaluation Finally analysing the types of insights different stakeholders would need made me think about how best the data could be collated, analysed, then repackaged and sent out. It made me think more about whether the platform supports easy collation of data and how the possible use of AI might help automate some of the process.
References
Rollout Plan
Module 3
Unique Ref #:
mod4.l1.3
Block Title:
5 Benefits of a Growth Mindset
Content: Provide learners with more context as to why a growth mindset is benefical
Block Type(s):
Heading + Note + Flashcard Grid
Block Purpose:
On-screen Text:
Video / Audio Script:
5 Benefits of a Growth Mindset Tap on the cards below to reveal more information [Card Front] 1. Fewer behavioural problems [Card Back] A growth mindset helps individuals see challenges as learning opportunities, leading to better emotional regulation and fewer disruptive behaviours. It promotes persistence and reduces frustration. [Card Front] 2. Reduced feeling of ‘burnout’ [Card Back] Viewing setbacks as part of the learning process helps prevent burnout. With a growth mindset, individuals stay motivated and resilient, avoiding the exhaustion that comes from feeling overwhelmed. [Card Front] 3. Fewer psychological problems (depression, anxiety, etc) [Card Back] A growth mindset reduces depression and anxiety by reframing failures as growth opportunities, not personal shortcomings. This healthier self-view decreases feelings of inadequacy and stress. [Card Front] 4. Positive effects on motivation and academic achievement [Card Back] Believing that effort leads to improvement boosts motivation and engagement, leading to better academic or work performance. A growth mindset drives people to keep pushing towards their goals. [Card Front] 5. More creative and persistent approaches to solving problems [Card Back] With a growth mindset, individuals approach challenges with flexibility, persistence, and creativity. They are more likely to experiment with different strategies and solutions, leading to better outcomes.
None
Interactions:
Graphic Design:
Example Action Plan: Engagement
Unique Ref #:
mod4.l1.6
Block Title:
Mindset Challenge
Assement & Feedback: To test learners understanding of a key concept from the lesson and provide feedback and encouragement
Block Type(s):
Heading + Multiple Choice
Block Purpose:
On-screen Text:
Video / Audio Script:
Mindset Challenge Which statement best describes the key difference between a fixed mindset and a growth mindset? A) Growth mindset is about being positive all the time, while fixed mindset is about being negative. B) A fixed mindset means you always succeed, while a growth mindset means you always fail first. C) People with a growth mindset believe abilities can improve with effort, while those with a fixed mindset believe abilities are unchangeable. D) People with a fixed mindset enjoy learning challenges more than those with a growth mindset. Incorrect response: Not quite, but great effort! Remember, a growth mindset is all about believing abilities can improve with practice. Correct response: Spot on! You’ve captured how mindset shapes learning and growth!
None
Interactions:
Graphic Design:
Unique Ref #:
mod4.l1.5
Block Title:
Reflection point
Practice: To initiate the learner to reflect on their child's mindset and perhaps add this to their reflection journal.
Block Type(s):
Text on Image
Block Purpose:
On-screen Text:
Video / Audio Script:
Reflection point: In your journal, describe a time your child showed a growth or fixed mindset.
None
Interactions:
Graphic Design:
Unique Ref #:
mod4.intro.4
Block Title:
Your Module Toolkit
Block Type(s):
Para with heading + Attachment
Block Purpose:
Toolkit to support: Provides a downloadable toolkit for the module
On-screen Text:
Video / Audio Script:
Your Module Toolkit This module toolkit contains all the information within this module, along with extra resources and links. It can be downloaded for access offline or printed.
None
Interactions:
Graphic Design:
Design Guidelines
Fonts
Heading
Poppins Bold 42px
Sub Heading (and callouts)
Poppins Bold 32px
Body
Poppins Regular 18px
Primary Colours
White #FFFFFF
Black #000000
Green #C4D28B
Secondary Colours
Blue #8EE1F0
Red #EF8F94
Yellow #FFCB80
Illustration style
Unique Ref #:
mod4.l2.1
Block Title:
Tips for developing a Growth Mindset
Content: To provide some practical tips to learners & re-establish connection with an expert
Block Type(s):
Heading + Video + Accordion + Statement
Block Purpose:
On-screen Text:
Video / Audio Script:
Tips for developing a Growth Mindset Video Transcript [Provide download to transcript] "Hi, I’m Rob Jones. Helping your child build a growth mindset is one of the best ways to support their learning and confidence. Here are three simple ways you can encourage that mindset every day." [Tip 1: Praise Effort, Not Just Results] "First, focus on effort over outcomes. When your child works hard on something, even if they struggle, praise their persistence. Say things like, 'I’m proud of how you kept trying!' This helps them see that progress comes from effort." [Tip 2: Reframe Mistakes as Learning Opportunities] "Next, talk about mistakes as part of learning. When they slip up, encourage them with, 'What can we learn from this?' or 'Let’s figure it out together!' This helps them understand that mistakes are stepping stones, not stop signs." [Tip 3: Celebrate Progress and Small Wins] "Finally, celebrate progress, not just perfection. Notice their improvements, no matter how small. Try, 'Look how far you’ve come!' This keeps them motivated and helps them enjoy the learning journey." "By focusing on effort, embracing mistakes, and celebrating progress, you’re helping your child develop a mindset that will support them for life!"
"Hi, I’m Rob Jones. Helping your child build a growth mindset is one of the best ways to support their learning and confidence. Here are three simple ways you can encourage that mindset every day."[Tip 1: Praise Effort, Not Just Results]"First, focus on effort over outcomes. When your child works hard on something, even if they struggle, praise their persistence. Say things like, 'I’m proud of how you kept trying!' This helps them see that progress comes from effort."[Tip 2: Reframe Mistakes as Learning Opportunities]"Next, talk about mistakes as part of learning. When they slip up, encourage them with, 'What can we learn from this?' or 'Let’s figure it out together!' This helps them understand that mistakes are stepping stones, not stop signs."[Tip 3: Celebrate Progress and Small Wins]"Finally, celebrate progress, not just perfection. Notice their improvements, no matter how small. Try, 'Look how far you’ve come!' This keeps them motivated and helps them enjoy the learning journey.""By focusing on effort, embracing mistakes, and celebrating progress, you’re helping your child develop a mindset that will support them for life!"
Interactions:
Graphic Design:
Layout example:
Unsuitable engagement tactics
Gamification
Rewards & Badges - Extrinsic rewards like badges feel inappropriate for the content of this course. Leaderboards - Learners will not be completing challenges that they can be scored against. This also feels misaligned with the content and purpose of this course.
Delivery Considerations
Flexibility in how and when learners access the learning experience is important for all three personas, due to time constraints, location and instability with internet access. An asynchronous course would allow the learners to work through the learning when it suits them. An element of in-person training is important to 2 out 3 learners. Incorporating social learning with features such as forums and ongoing live Q&As might help provide extra emotional support and create a sense of connection with other parents and carers. This has the added benefits of providing a valuable connection to a professional, helping to validate the course and allow DASH to directly track the effectiveness and gain feedback on the course.
Text
Question
Improvements
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?
Is it a 'Motivation Gap'?
Are learners motivated to change?
Yes, the learner personas identify that there is a strong motivation to learn all they can to support their child. The important thing will be to gain buy-in from learners by clearly showing them the outcomes of the course.
The answer is no, there doesn't appear to be a motivation gap.
Images
Question
Improvements
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?
Sustaining Effort & Persistence
Module 5 - Improving school engagement and addressing attendance challenges
Purpose of Module:This module examines the causes and impact of Emotionally Based School Avoidance (EBSA), including its links to anxiety and co-occurring conditions. Learners will explore strategies to improve school engagement, build healthy routines, and create a supportive learning environment. The module also provides guidance on developing and implementing an EBSA support plan. Learning Objectives for Module: 1: Assess the impact of Emotionally Based School Avoidance (EBSA) on children's engagement with learning. 2: Apply practical strategies to support children experiencing EBSA and encourage learning participation. 3: Evaluate the effectiveness of strategies in improving children’s engagement with school activities.
Unique Ref #:
mod4.intro.1
Block Title:
What to expect in this module
Block Type(s):
Video + Accordion
Block Purpose:
Hook: Welcome learner, set expectations, connection to expert
On-screen Text:
Video Script:
What to expect in this module Video Transcript: [Download link for transcript] Rob Jones: Welcome to Module 4: Developing a Growth Mindset. In this module, you’ll discover how to support your child in developing a growth mindset, helping them embrace challenges and see effort as the path to success. You’ll explore ways to redirect their motivation towards positive behaviours that last, beyond rewards or praise. You’ll also learn how to build your child’s grit and resilience, so they can bounce back from set backs and keep going, even when things get tough. Through interactive scenarios, expert tips, and reflection activities, you’ll gain practical strategies you can apply every day. By the end, you’ll bring it all together with a personalised 3-month action plan to support your child’s growth and confidence. Let’s get started, because with the right support, your child can develop the mindset and resilience they need to thrive.
Welcome to Module 4: Developing a Growth Mindset. In this module, you’ll discover how to support your child in developing a growth mindset, helping them embrace challenges and see effort as the path to success. You’ll explore ways to redirect their motivation towards positive behaviours that last, beyond rewards or praise. You’ll also learn how to build your child’s grit and resilience, so they can bounce back from set backs and keep going, even when things get tough. Through interactive scenarios, expert tips, and reflection activities, you’ll gain practical strategies you can apply every day. By the end, you’ll bring it all together with a personalised 3-month action plan to support your child’s growth and confidence. Let’s get started, because with the right support, your child can develop the mindset and resilience they need to thrive.
Interactions:
Graphic Design:
Layout example:
Module 5
Module 3 - Setting clear boundaries for healthy relationships and behaviour
Purpose of Module:This module explores the role of boundaries in building healthy relationships. Learners will identify personal and interpersonal boundaries, develop effective communication strategies, and apply techniques for enforcing and maintaining them. The module also addresses common challenges in boundary setting and encourages personal reflection. Learning Objectives for Module: 1: Identify boundaries that contribute to building healthy relationships. 2: Communicate boundaries clearly and assertively in different contexts. 3: Demonstrate strategies for maintaining boundaries to encourage positive behaviour in others.
Unique Ref #:
mod4.l2.3.1
Block Title:
Choose to Encourage
Practice: Engage learners in exploring the responses they think would encourage a growth mindset and those that might not
Block Type(s):
Heading + Image & Text + Flashcard Grid
Block Purpose:
On-screen Text:
Video / Audio Script:
Choose to Encourage The way we respond to challenges and setbacks can shape how others see their own abilities. In the following three scenarios, you'll step into real-life situations where a child is facing a moment of pride, self-doubt or frustration. Your task? Choose the response that will help them develop a growth mindset - one that embraces effort, learning, and resilience. Read the conversation and tap on the reaction (A or B) you think is most likely to encourage a growth mindset. Scenario 1: Building a bridge [Child] "Dad, look! I finished building this bridge all by myself." Reaction A: “Wow! That bridge looks amazing! You did such a great job making it strong and tall. You're really good at building things!” [Result A] Praising the achievement - This type of praise focuses on the finished product, which can lead to a fixed mindset. The child may start associating success with talent, seeking praise for outcomes rather than effort. Reaction B: "Wow! I can see you put a lot of thought into making that bridge strong and balanced. I noticed how carefully you placed each block, and it looks like your hard work really paid off. How did you decide where to put each piece?" [Result B] Praising the process and effort - This response can help build a growth mindset by highlighting effort and problem-solving. The child learns to value hard work, embrace challenges, and believe abilities can grow with dedication.
None
Interactions:
Graphic Design:
Is it a 'Knowledge Gap'?
Do learners have all the information they need and they know what to do with it?
Learners have some exisiting knowledge about how the brain works, how emotions are formed and why we exhibit certain behaviours. The majority of learners lack an in-depth, scientific understanding of the various triggers associated with behaviours. They have identified that they lack knowledge on how to support their child, what methods they can use to prevent unwanted behaviours.
The answer is yes, there is a knowledge gap for the learners.
Module 1 - How the world influences our brain, emotions and behaviour
Purpose of Module:This is an introductory module into how the brain processes thoughts and emotions. This module forms the foundational knowledge on which the other modules build. Learning Objectives for Module: 1: Recognise the link between thoughts, emotions, and behaviours in managing emotions, anxiety, and escalation responses. 2: Apply methods for managing emotions and anxiety in a variety of scenarios. 3: Demonstrate techniques for de-escalating emotionally charged situations.
Applying the ABCD Model
Here is an example of how the ABCD Model (Digital Learning Institute, 2020-23. P12) could be applied to a learning outcome. This method was not chosen to write the learning outcomes mainly because I am more familiar with the SMART model. Learning outcome: By the end of the course, you will be able to explain and implement approaches to support children affected by Adverse Childhood Experiences (ACEs) and trauma, considering their impact on the brain, emotions, and behaviour. Actor/Audience: The ‘you’ refers to the learners, who are expected to achieve the outcome. Behaviour(s): The learner will explain and implement approaches to support children with EBSA. Condition: The learning occurs within the course. Degree: Success is demonstrated by the learner's ability to effectively support children and improve their engagement with learning.
Asynchronous Modalities
✅ eLearning Multimedia Resources - ensure a variety of delivery methods for different learners. ✅ Games & Simulations - Short, simple games that offer a more interactive and entertaining way to learn. ✅ Scenarios & storytelling - allow learners to role play techniques. ✅ Quizzes - Short form quizzes to check recall for certain content. ✅ Short video clips - provide content learners can consume in small chunks. ✅ Infographics - Quick-reference visuals that simplify complex concepts. ✅ Interactive Resources - Downloadable resources for offline learning and reflection. ✅ Microlearning - Short, focused lessons that reinforce key concepts over time. ✅ Videos - longer videos may be used to show experts discussing relevant topics in more detail.
Unique Ref #:
mod4.intro.5
Block Title:
Can you relate?
Block Type(s):
Para with Heading + Checkbox list + Statement
Block Purpose:
Activate: To activate learners by attempting to relate to their needs
On-screen Text:
Video / Audio Script:
Can you relate? Let’s check this module is right for you. Can you relate to any of the following thoughts? My child gives up on things easily My child gets frustrated when things don’t go their way. My child avoids trying new things for fear of failure My child struggles to bounce back after set backs My child compares themselves to others and feels like they’re not good enough My child often says, “I can’t do it” before even trying Did you check a box - or more than one? If so, this module is for you.
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mod4.l2.3.3
Block Title:
Choose to Encourage
Practice: Engage learners in exploring the responses they think would encourage a growth mindset and those that might not
Block Type(s):
Heading + Image & Text + Flashcard Grid
Block Purpose:
On-screen Text:
Video / Audio Script:
Choose to Encourage The way we respond to challenges and setbacks can shape how others see their own abilities. In the following three scenarios, you'll step into real-life situations where a child is facing a moment of pride, self-doubt or frustration. Your task? Choose the response that will help them develop a growth mindset - one that embraces effort, learning, and resilience. Read the conversation and tap on the reaction (A or B) you think is most likely to encourage a growth mindset. Scenario 1: Building a bridge [Child] "Dad, look! I finished building this bridge all by myself." Reaction A: “Wow! That bridge looks amazing! You did such a great job making it strong and tall. You're really good at building things!” [Result A] Praising the achievement - This type of praise focuses on the finished product, which can lead to a fixed mindset. The child may start associating success with talent, seeking praise for outcomes rather than effort. Reaction B: "Wow! I can see you put a lot of thought into making that bridge strong and balanced. I noticed how carefully you placed each block, and it looks like your hard work really paid off. How did you decide where to put each piece?" [Result B] Praising the process and effort - This response can help build a growth mindset by highlighting effort and problem-solving. The child learns to value hard work, embrace challenges, and believe abilities can grow with dedication.
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Unique Ref #:
mod4.l2.3.2
Block Title:
Choose to Encourage
Practice: Engage learners in exploring the responses they think would encourage a growth mindset and those that might not
Block Type(s):
Heading + Image & Text + Flashcard Grid
Block Purpose:
On-screen Text:
Video / Audio Script:
Choose to Encourage The way we respond to challenges and setbacks can shape how others see their own abilities. In the following three scenarios, you'll step into real-life situations where a child is facing a moment of pride, self-doubt or frustration. Your task? Choose the response that will help them develop a growth mindset - one that embraces effort, learning, and resilience. Read the conversation and tap on the reaction (A or B) you think is most likely to encourage a growth mindset. Scenario 1: Building a bridge [Child] "Dad, look! I finished building this bridge all by myself." Reaction A: “Wow! That bridge looks amazing! You did such a great job making it strong and tall. You're really good at building things!” [Result A] Praising the achievement - This type of praise focuses on the finished product, which can lead to a fixed mindset. The child may start associating success with talent, seeking praise for outcomes rather than effort. Reaction B: "Wow! I can see you put a lot of thought into making that bridge strong and balanced. I noticed how carefully you placed each block, and it looks like your hard work really paid off. How did you decide where to put each piece?" [Result B] Praising the process and effort - This response can help build a growth mindset by highlighting effort and problem-solving. The child learns to value hard work, embrace challenges, and believe abilities can grow with dedication.
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Module 6 - Techniques for regulating behaviour in challenging situations
Purpose of Module:This module focuses on strategies for managing behaviour and emotional regulation in high-stress situations. Learners will identify triggers and warning signs, explore de-escalation techniques, and apply mindfulness and relaxation strategies. The module also covers the development and evaluation of behaviour regulation plans to support long-term well-being. Learning Objectives for Module: 1: Recognise strategies for managing behavioural challenges and mental well-being. 2: Adapt behavioural strategies based on personal reflection and real-life situations. 3: Apply relevant strategies in real-world scenarios to support children's mental health and behaviour.
Module 1
Sustaining Interest
Perception
Expression & Communications
Insights
Insights will be included in a monthly and quarterly report. These reports will build a picture of learner preferences, habits, results, behaviours and highlight any blockages.
Module 2
Is it a 'Communications Gap'?
Are learners being provided incorrect or conflicting information that's leading to them being unable to support or put skills into practice?
The learner personas don't seem to suggest that learners have received poor information, but it is likely they feel overwhelmed with the amount of information and ideas available.
The answer is yes, there might be a slight communications gap to address.
Technical Considerations
Whilst some learners are completely comfortable using technology for learning, for others it may be a new experience. With mixed abilities and confidence levels in mind there will be optional support and guidance that can be easily switched off. Course navigation will be intuitive, using familiar cues, hierarchy and structured layouts. The course design will follow design principles such as CRAP (Contrast, Repetition, Alignment, and Proximity) to enhance usability and ensure a smooth learning experience. The course will have a responsive layout, in order to adapt to different device sizes. The marketing of the course will look to address any fears, uncertainties and reservations about digital learning.
Self-Regulation
Unique Ref #:
mod4.intro.2
Block Title:
Learning Outcomes
Block Type(s):
Heading + Num List + Audio
Block Purpose:
Outline the learning outcomes for module 4
On-screen Text:
Video / Audio Script:
Learning Outcomes In this module you will...
- Construct a plan on how to develop a growth mindset and GRIT.
- Use theories on motivation to list ways to redirect motivation towards more positive behaviours.
- Explain how you can help build resilience.
Tap to listen to the learning outcomes for this moduleIn this module you will...Construct a plan on how to develop a growth mindset and GRIT.Use theories on motivation to list ways to redirect motivation towards more positive behaviours.Explain how you can help build resilience.
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Purpose of Learning Personas
Learner Personas provide a short background of the learner, their needs, challenges, motivations, preferences and any barriers they might have to learning. For this project our learners are parents and caregivers of children who may have challenging behavioural and/or mental health needs. These learners range in terms of demographic, socio-economic circumstances and background knowledge. With this in mind three personas were created to ensure a wide representation.
Reflective Design
Question
Improvements
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?
Executive Functions
Is it an 'Environment Gap'?
Is the Learners' environment setup to allow them to succeed?
For some learners with large families and smaller homes, the environment is likely to be working against them. With this in mind the methods and practical suggestions made in this course must consider a wide range of environments they might be applied in. For example the activity might suggest going outside for a long walk. Here we should offer alternatives that provide a similar outcome for the learner.
The answer is yes, there is likely to be an environment gap for some learners.
Content Considerations
This course will provide adaptable, relatable, and concise content that learners can easily fit around their daily lives. The tone will be empathetic and supportive, with scientific concepts backed by strong references to ensure authenticity. Given the sensitive nature of the material, content will be clear, unambiguous, and handled with care. While some learners may have prior knowledge of mindset and well-being, most will be encountering these concepts for the first time. A focus on inclusivity and accessibility will ensure all learners can engage with the course effectively and achieve the learning outcomes.
Unique Ref #:
mod4.intro.3
Block Title:
How to navigate the module
Block Type(s):
Heading + Image & Text x3
Block Purpose:
Navigation to support: Explains how to progress through the module and key interactions
On-screen Text:
Video / Audio Script:
Work through the 4 sections There are 4 sections to this module. 1. Mindsets 2. Motivation 3. Grit & Resilience 4. Applying Mindset, Motivation, Grit & Resilience Each section has two lessons, that should take around 5 minutes each to complete. Menu displays progress Tapping on the menu button in the top left corner of the screen will display the sections and lessons within them. Your progress updates automatically. A Glossary of terms and the Module Toolkit can also be accessed from the menu at any time. Closed Captions & Transcripts All videos have the option to turn on Closed Captions (CC). There are also text transcripts available to read or download. These can be accessed by tapping the 'Transcript' button immediately below a video.
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Layout example:
Unique Ref #:
mod4.l1.2
Block Title:
A Tale of Two Mindsets
Block Type(s):
Heading + Image x2
Block Purpose:
Content: To expand on the differences between 2 mindsets
On-screen Text:
Video / Audio Script:
A Tale of Two Mindsets Use infographic, add the following as alt text: Image shows two brains (one blue, one green). The blue brain looks at the green and thinks "What's the point, I'll never be as good as them." The green brain is happy and thinking "I'm getting better at this!". There is a column under the blue brain that has the title, Fixed Mindset. This lists the following: Fears failure, Resists effort, Ignores feedback, Defeated by set backs, Avoids challenges. There is another column under the green brain that reads, Growth Mindset. Listed under this are, Embraces failure, Values effort, Seeks feedback, Overcomes set backs and Embraces challenges Image shows a diagram with a Fixed Mindset to the left and a Growth Mindset to the right. At the top of the diagram are the words 'Child receives a low mark on test'. This leads to the fixed mindset interpreting this to mean 'I'm rubbish at this. There's no point', then decreases effort, keeps getting low marks and becomes disengaged from learning, this leads to reinforcing the fixed mindset. On the growth mindset side, the interpretation is 'I haven't worked this out yet. I need to work harder or try a new approach'. Leading to an increased effort, marks improving and engagement increasing, this leads to reinforcing the growth mindset.
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Infographic:
Synchronous Modalities
✅ Online Workshop - provides learners with access to ongoing expert support. ✅ Webinar - gives learners a space to connect with other learners and build connections.
Stakeholder: Partner Organisations (Schools / Healthcare Professionals)
Motivators:
Data Needed:
Frequency:
Delivery Method:
Assessment & Feedback Considerations
A formal assessment testing the learner’s knowledge would not be appropriate for this course, given the needs identified. Instead, assessment will be formative, embedded within the course through quizzes and activities, and a summative assessment will take the form of a project-based reflection. This will allow learners to consider their knowledge growth, any changes to their perspective on behaviour and mental well-being and provide the space to assess and adapt methods from the course. To support this, I will design a baseline self-assessment at the start of the course, providing learners with a personal reference point for reflection. Throughout the training, smaller prompts will encourage ongoing reflection, culminating in a final piece where learners will assess their progress, insights gained and identify the methods they will apply.
Unique Ref #:
mod4.l2.5
Block Title:
Mindset Challenge
Assement & Feedback: To test learners understanding of a key concept from the lesson and provide feedback and encouragement
Block Type(s):
Heading + Multiple Choice
Block Purpose:
On-screen Text:
Video / Audio Script:
Mindset Challenge Your child is upset after losing a game. What are the best responses? Choose two. A) “Winning isn’t everything. Don’t worry about it.” B) “Losing is part of learning. What could you try next time?” C) “You’ll win if you try harder next time.” D) “Maybe this game just isn’t your thing.” E) “Everyone loses sometimes. Want to talk about it?” Incorrect Feedback: Not quite. Focus on effort, learning, and emotional support. Correct Feedback: Correct! This encourages problem-solving and persistence and reflecting on feelings can help build resilience.
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Module 2 - Understanding Adverse Childhood Experiences & Trauma
Purpose of Module:This module explores Adverse Childhood Experiences (ACEs) and trauma, examining their impact on brain development and emotional well-being. It provides practical strategies for supporting children affected by ACEs and trauma, equipping learners with effective approaches to build resilience. The module concludes by highlighting the connection between ACEs, trauma, and neurodivergence, deepening understanding of their interrelated effects. Learning Objectives for Module: 1: Explain the impact of Adverse Childhood Experiences (ACEs) and trauma on the brain, emotions, and behaviour. 2: Implement approaches for supporting children affected by ACEs and trauma in a supportive environment. 3: Identify key factors to consider when developing strategies to help children affected by ACEs.
Stakeholder: Instructional Designer
Motivators:
Data Needed:
Frequency:
Delivery Method:
Data
The Level 1 Checklist and Action Plan will be used to present data to DASH and it's partners. Data will be anonymised where necessary, for GDPR compliance.
Comprehension
Outcomes Based Evaluation
Outcomes based evaluation is about using both engagement and experience data to understand how effective the learning was. For this course we have the following data available: - Lesson and Module completion rates - Quiz & Activity results (measured but not marked) - Assignment data - Surveys on the experience of the course - Interviews on behaviour change (6+ months after course) - Forum interactions - Facilitator feedback from live sessions - Course sign ups - School avoidance statistics (from participating schools)
Source
Data will be sourced from the following places:- LearnDash LMS
- EventBrite
- bbPress
- DASH Website (Course landing page)
- Social Media Channels (Instagram & Facebook)
Level 3: Behaviour
Assignment follow ups conducted 6 months after a learner has completed the course will be used to measure if plans were implemented. Facilitator feedback from online and face-to-face sessions will be used to gain insights on observed behaviour change. Self-reflection journals will be used to measure any change in learner's behaviour. As mentioned in Level 2, data won't be automatically available, as the self-reflection journals are personal, however, reflection themes will be used in follow-up interviews. The data collected at this level will help form insights around learner behaviours and how these may have changed, as a result of the course.
Less suitable evaluation models
Elements
Question
Improvements
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?
Post-Rollout Plan
Is it a 'Skills Gap'?
"Is it reasonable to say someone can be proficient without practice?" (Dirksen, 2016, p.7)
Some of the learners identified ways they've tried to help their child, but have been unsuccessful. Practising methods they are either familiar or unfamiliar with in a safe environment should help the learners become more able to put these methods into action in their real-lives.
The answer is yes, there is a skills gap. Learners will benefit from practising skills such as 'active listening'.
Process Based Evaluation
Process based evaluation is carried out on each phase of the project. These are the types of questions I would look to ask about each phase: Analysis:- Did the LMS (LearnDash) meet expectations for tracking, social learning and event management?
- Were there technical issues that affected the learner experience?
- How smoothly was the rollout process and how well did we support learners?
- How well did our research/data collection methods capture the needs of the learners?
- Were there assumptions made about the learners that need further validation?
- Did we identify the correct learning gaps? How can we refine our approach?
Design:- How clearly defined were our learning objectives?
- What improvements could be made to the working relationship between the ID and SME?
- How well did the learning mode, modalities and structure support learners?
Development:- Was Articulate Rise the most appropriate tool for developing the course?
- Were there any inefficiencies or bottlenecks in the content creation process?
- How well did the final product maintain consistency with the original design vision (storyboards)?
ImplementationLevel 1 Analytics Checklist
Unique Ref #:
mod4.l2.4
Block Title:
Reflection point
Practice: To initiate the learner to reflect what phrases they will try to use with their child.
Block Type(s):
Text on Image
Block Purpose:
On-screen Text:
Video / Audio Script:
Reflection point: Think of a phrase you might use to promote growth mindset
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Level 2: Learning
Quiz and activity results within lessons will measure the understanding of key concepts. Assignment submissions via the platform will be used to evaluate the application of learning - have learners applied key concepts to their plans. Self-reflection journals will be used to measure any change in learner's confidence and understanding. This data won't be automatically available, as the self-reflection journals are personal, however, reflection themes will be used in surveys and follow-up interviews. The data collected at this level will help form insights into how effective the course is at meeting the learning objectives and filling the learning gaps.
Level 4: Results
Learner testimonials will be gathered by reaching out to learners 6+ months after course completion to assess real-world impact. School avoidance statistics from referring schools will be used to track whether there is a decrease in adsenteeism among children whose parents have completed the course. Reduction in reported challenges from healthcare professionals referring patients to the course will be used to track whether parents feel better equipped to support their child's well-being (providing a certain level of data can be shared). Course sign ups will be used to measure how many families are accessing support, helping to assess the course's overall reach and engagement. The data collected at this level will help form insights around whether the course has led to meeting the business' needs.
Communication & Connections
Question
Improvements
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?
Module 4
Considerations with using LearnDash
Module 6
Pre-Rollout Plan
Advantages of using LearnDash
Is it a 'Habit Gap'?
Are learner's existing habits causing them to revert to the ways they've always dealt with unwanted behaviours?
It's very possible that even if learners have the knowledge, skills and motivation they are finding it difficult to change their habits, especially in moments of high-stress. This is harder to understand from the learner personas, as people often don't recognise, remember or want to admit that their habits might be part of the problem.
The answer is yes, it's likely that learners have a habit gap.
Language & Other Expressions
Level 1: Reaction
Automatic online surveys at the end of each module will collect feedback on the clarity of content, how engaging it was and how relevant it was to learners.Completion rates and times for lessons and modules will be collected in the platform. These will measure participation. Forum interactions within the platform will be used to assess engagement and participation. Discussion topics will be added for particular topics and for general feedback. The combination of data collected will help form insights around how engaging the learning experience is for learners.
Unique Ref #:
mod4.l1.4
Block Title:
Match the Mindset
Practice: To engage learner in actively distinguishing between words that can lead to a fixed & growth mindset
Block Type(s):
Heading + Note + Sorting Activity
Block Purpose:
On-screen Text:
Video / Audio Script:
Match the Mindset On the cards below are common things we might say to children. Can you match the responses that might lead to a more fixed or growth mindset? Tap and hold to drag a sentence tile to either the 'Fixed Mindset' or 'Growth Mindset' brain. Release to drop the tile again. *This activity is currently not accessible, however the contents is available to download here. [provide link] Statement 1: “You're so smart!” [Fixed] Statement 2: "You worked really hard on that!" [Growth] Statement 3: "Maybe this just isn’t your thing." [Fixed] Statement 4: "Mistakes help you learn and improve." [Growth] Statement 5: "You're either good at something or you're not." [Fixed] Statement 6: "Let’s figure out what you can try differently next time." [Growth] Statement 7: "If it’s too hard, don’t worry about it." [Fixed] Statement 8: "Challenges help your brain grow stronger." [Growth] Sorting category 1: Fixed Mindset Sorting category 2: Growth Mindset
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Graphic Design:
Stakeholder: DASH Directors
Motivators:
Data Needed:
Frequency:
Delivery Method:
Stakeholder: DASH Managing Director/SME
Motivators:
Data Needed:
Frequency:
Delivery Method:
Example Action Plan: Experience
Technical resources needed:
Stakeholder: Learners
Motivators:
Data Needed:
Frequency:
Delivery Method:
Social Modalities
✅ Discussion Forum - gives learners a place to connect with others and ask questions. ✅ Blog - a space for learners to gain deeper insights into topics that are relevant to them.
Behavioural Design
Question
Improvements
Did you design and develop a learning experience that is easy to navigate?
Is it easy to access all materials?
Action
The insight reports will be used as a way to recruit new partner organisations, learners and for possible fundraising. Data insights will be fed back into learner personas and eventually into future course iterations.
Features Needed for Learning Platform
Unique Ref #:
mod4.l2.2
Block Title:
The Power of Your Words
Content: To provide a tips sheet that give learners simple swap outs for language they might use everyday
Block Type(s):
Para with Heading + Table
Block Purpose:
On-screen Text:
Video / Audio Script:
The Power of Your Words The statements below show how you can turn outcome-focused praise into process-focused praise. Instead of saying... "You're so smart!" “I can’t do this.” “That’s wrong.” “You’re a natural at this!” “Don’t worry, it’s easy.” “You failed.” Say this... "You worked really hard on that!" “I can’t do this yet, but I’ll keep trying.” “Let’s figure out what didn’t work.” “It’s great how you’ve practiced to improve!” “This might be tricky, but you can do it!” “What can you learn from this experience?”
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Physical Action
Building a Community
Question
Improvements
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?
Have you been nudging learners who haven't completed modules?
Have you been acting on queries, feedback, on the course/programme?
Have you been encouraging participation in workshops?
Goal Based Evaluation
When carrying out the goal based evaluation we will look to understand if the course has met the business need identified in the Analysis phase. DASH Business Need: To provide accessible support, training and education to families who have a child experiencing behavioural or mental health problems. Measure of success: Within 6 months of completing the course, 80% of learners will identify a noticeable improvement in their child’s behaviour, equated to the strategies they followed from the course. How we will measure this success metric:- Summative assignment from learners - 80% of learners complete the assignment.
- Feedback from drop-in sessions with DASH - 80% of learners identify a noticeable improvement in their child's behaviour.
- Data from referral partners, such as reduction rates in school avoidance.
- Impact survey sent after 6 months - 80% of learners returning the survey, identify a noticeable improvement in their child's behaviour.
Module 4 - Developing a growth mindset, Grit, motivation & resilience
Purpose of Module:This module introduces key psychological concepts that influence personal growth and perseverance. Learners will explore mindset, motivation, Resilience and Grit (Growth, Resilience, Instinct and Tenacity), gaining practical strategies to develop these traits in themselves and others. The module provides guidance on developing a growth mindset, redirecting motivation, and strengthening resilience. Learning Objectives for Module: 1: Construct a plan on how to help develop a growth mindset and ‘Grit’. 2: Use theories on motivation to list ways to redirect motivation towards more positive behaviours. 3: Explain how to help build resilience.
Unique Ref #:
mod4.l1.1
Block Title:
What is Mindset?
Block Type(s):
Heading + Video + Accordion + Statement
Block Purpose:
Content: To introduce the overall concept of mindset
On-screen Text:
Video / Audio Script:
What is a mindset? Simply put, it's how we think about our abilities and potential. There are two main types of mindsets: a fixed mindset and a growth mindset. A fixed mindset believes that talents and abilities are set in stone. This makes a fixed mindset avoid challenges and feel stuck when things get tough. But a growth mindset sees challenges as opportunities to learn and improve. It believes effort leads to growth! Switching to a growth mindset can help us face challenges, learn from mistakes, and unlock our full potential. [Statement] Mindset is how we might think about our abilities and potential
[Word 'Mindset?' pops on screen] What is a mindset? [Mindset Character appears looking deep in thought] Simply put, it's how we think about our abilities and potential. [Words 'Ability' and 'Potential' replace the word 'Mindset?' with a pop] There are two main types of mindsets: a fixed mindset and a growth mindset. [Words pop off, fixed and growth brain images float on screen] A fixed mindset believes that talents and abilities are set in stone. [zoom in on fixed mindset, wriggling and looking stuck] This makes a fixed mindset avoid challenges and feel stuck when things get tough. [Zoom in on growth mindset, pulsing and looking generall upbeat] But a growth mindset sees challenges as opportunities to learn and improve. [Growth mindset to grow a little] It believes effort leads to growth! [Pan back down to the growth mindset character, their expression changing from puzzled to happy] Switching to a growth mindset can help us face challenges, learn from mistakes, and unlock our full potential.
Interactions:
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Layout example:
Data Source for Learning Personas
A web page ‘Supporting Beyond Behaviours Project’ was created on the DASH website. The page gives a broad overview of the type of support and knowledge learners might gain from the project, with a form used to collect learner’s interest, needs, background information, learning preferences and other key information. At the date of creating the Learner Personas 24 people had completed the form. This data was analysed to create the Learner Personas.
Monitor
Data will be monitored on a weekly basis by the SME at DASH, to track trends in engagement and learner behaviour. This weekly tracking will be done through the LMS Dashboard.