Professional Diploma In Digital Learning Design
Part 1 Macro Design Course Title – Seismic Acquisition Katie Homer
START
Certification and Project Overview
I am delighted to introduce my project, completed as part of my certification from the Digital Learning Institute, a programme accredited by the University of Glasgow, where I achieved a Distinction with a total of 97/100 marks. You can view the full rubric below. This project showcases a macro-level course design to micro-level lesson development using the ADDIE model. It provides an insight into my abilities to create innovative digital learning experiences by integrating technology and pedagogy effectively.
Assessment Feedback
Contents
Evaluation - Part 4
Micro Design - Part 2
Macro Design - Part 1
Implementation - Part 3
Evaluation Plan
Scope
Introduction
Rollout Plan
UXDL Evaluation
Wireframe
The 'WHO' of Learning
Staff
UDL Evaluation
Screen Plan
The 'WHY' of Learning
Resources
Learning Analytics
Storyboard
The 'WHAT' of Learning
Launch Plan
Summary
Prototype
The 'HOW' of Learning
Engagement Methods
References
References
References
References
Introduction
"Seismic acquisition is an essential process in the oil and gas industry, requiring skilled professionals to generate and analyze seismic data. This data is vital for mapping subsurface geological formations and identifying potential hydrocarbon reservoirs. A thorough understanding of seismic acquisition techniques allows geophysicists to make informed decisions, minimizing exploration risks and enhancing resource management." (Ikelle & Amundsen, 2005, p. 15).
This project is a carefully designed learning solution for a leading global provider of geoscience technology. Renowned for its innovative tools and methodologies, the company enhances the understanding and management of subsurface resources. As a recognised industry leader, it offers an extensive portfolio of data, products, services, and solutions to support sectors such as oil and gas.
The ‘WHO’ of Learning
Who?
The learners are primarily graduates with backgrounds in science and mathematics who are entering the seismic acquisition sector.It's not exclusively limited to this demographic. Additionally, the course is open to other employees within the company who have a basic understanding of geology, that will benefit from interdisciplinary knowledge. This includes teams involved in data processing and seismic sales. By offering this opportunity, the company aims to foster a culture of continuous learning and development and collaboration across teams.
Personas for the Seismic Acquisition Course
Click on the markers below to view details about each demographic.
Persona Analysis
Commentary
The ‘WHY’ of Learning
Why?
Why is this course essential? Hover over the labels below to find out.
The Business Need
The Business Problem
Write a great subtitle here
Can Training Help?
The Learning Gap
Overall Outcome
Learning Outcomes and Bloom’s Taxonomy
Hover on the labels below to view the learning outcomes for the Seismic Acquisition course.
Learning Outcome 5
Learning Outcome 1
Write a great subtitle here
Learning Outcome 6
Learning Outcome 2
Learning Outcome 7
Learning Outcome 3
Learning Outcome 8
Learning Outcome 4
Bloom’s Taxonomy
Each learning outcome is planned and written using Bloom’s taxonomy to adopt a learner-centered approach. This methodology facilitates the systematic organisation of learning activities, targeting various cognitive skills and fostering deeper comprehension and critical thinking. Recognising the foundational nature of the course and existing learning gaps, I sequenced the outcomes in ascending order, employing action verbs that progress from lower to higher-order thinking skills. This cognitive hierarchy ranges from basic memorisation to building the learner's foundational knowledge to creating new concepts based on previously acquired information (Centre for Teaching Excellence, n.d.).
Commentary
View example
HOTS
Improving Learning Outcomes with the SMART Framework
Click on the image below to view the 8 learning outcomes structured using the SMART framework on Miro.
HOTS
What is SMART?
Commentary
The ‘WHAT’ of Learning
The programme consists of 8 modules and takes 8 weeks to complete.
Course Structure
Seismic Reflection Fundamentals
The Seismic Acquisition Process
Signal and Noise
Amplitude and Polarity of Seismic Source Reflections
The course consists of eight modules. Each module will include core learning content throughout. The modules have been categorised into groups: seismic reflection fundamentals, land seismic, marine seismic, and designing a seismic survey.
Land Seismic
Vibrators
Geophones
Toolkit
Marine Seismic
Seismic Airgun Sources
Streamers
Designing a Seismic Survey
Designing a Seismic Survey
Seismic Acquisition Learning Pathway
Click on the image below to view the modular framework on Miro.
The Learning Pathway
Commentary
The ‘HOW’ of Learning
The Flow Model
Module
Module
Module
Module
Module
Module
Module
Module
Linear FlowI have chosen a linear flow because it provides a clear, structured path from start to finish. This will ensure that the learners do not miss any critical content and that their progress can be easily tracked. A linear flow is the best solution for the modules because the learners are beginners to seismic acquisition; this flow will build foundational knowledge systematically.
The course will be delivered in an asynchronous mode, so the duration depends on the learner. An estimated duration will be provided to the learner as a guideline. The goal is to ensure that each module does not exceed approximately 30 minutes.
Duration
Learning Flow, Topics & Core Topics
Building Blocks & Formats
Content
Activities
- Multimedia eLearning
- Infographics
- Instructional videos
- Animated videos
- Quiz
- Discussion forums
- Q&A feature
- Games/Simulations
- Checklists
Assessment & Feedback
- Different locations: Learners from various time zones.
- Shift patterns: Varying work schedules.
- Learners can dedicate more time to sections they find difficult and move quickly through those they find easier.
- No travel or instructor costs.
- Can scale the training to other partners/learners immediately.
Fully online: digital asynchronous
There will be a mid-course exam after Module 4 and a final exam after Module 8.Week 1: Learners are advised to complete one module per week but have an eight-week timeframe to complete all modules.
Assessment Strategy
MODULE 1
The Seismic Acquisition Process
Click the buttons below in ascending order.
1. Mode of Delivery
2. Building Blocks & Formats
3. Learning Flow & Topics
4. Duration
5. Assessment Strategy
Commentary
MODULE 1
The Seismic Acquisition Process
Click on the markers below to discover more about the content and activities.
Topic 1: Positioning
Summary of the module
Introduction to the module
Content
Activities
Topic 2: Sensors
Topic 3: Source
Topic 4: Recording
Activities
Content
Activities
Activities
Content
Activities
Content
Activities
Content
End of module quiz
Toolkit
Commentary
References
- Boogaard, K. (2023, January 25). How to write SMART goals (with examples). Work Life by Atlassian. https://www.atlassian.com/blog/productivity/how-to-write-smart-goals
- CAST. (2024). Universal Design for Learning guidelines version 3.0. http://udlguidelines.cast.org
- Centre for Teaching Excellence. (n.d.). Bloom’s taxonomy. University of Waterloo. https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/planning-courses-and-assignments/course-design/blooms-taxonomy
- Kurt, S. (2022, October 17). Gagne’s nine events of instruction. Education Library. https://educationlibrary.org/gagnes-nine-events-of-instruction
- Ikelle, L., & Amundsen, L. (2005). Introduction to petroleum seismology. Society of Exploration Geophysicists.
- LearnUpon. (n.d.). Synchronous Learning vs. Asynchronous Learning. LearnUpon Blog. https://www.learnupon.com/blog/synchronous-learning-asynchronous-learning
- Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press.
References - Images
- Adobe Stock. (n.d.). Portrait of young 35-year-old woman wearing brown eyeglasses and jacket, arms crossed [Photograph]. Adobe Stock. https://stock.adobe.com/uk/images/portrait-of-yong-35-year-old-woman-wearing-brown-eyeglasses-and-jacket-arms-crossed/128773690
- Adobe Stock. (n.d.). Studio shot of freckled young woman with red hair bun narrowing her eyes with pleasure, smiling gladly into camera, posing against blank concrete wall [Photograph]. Adobe Stock. https://stock.adobe.com/uk/images/studio-shot-of-freckled-young-woman-with-red-hair-bun-narrowing-her-eyes-with-pleasure-smiling-gladly-into-camera-posing-against-blank-concrete-wall-emotions-lifesyle-and-happiness-concept/160361284
- Adobe Stock. (n.d.). Young Caucasian student man isolated on blue background [Photograph]. Adobe Stock. https://stock.adobe.com/uk/images/young-caucasian-student-man-isolated-on-blue-background/417458226
- Growth Engineering. (2024). What can Bloom's taxonomy tell us about online learning? [Image]. Growth Engineering. https://www.growthengineering.co.uk/what-can-blooms-taxonomy-tell-us-about-online-learning
Part 2 – Micro Design
Module 1 - The Seismic Acusition Process
Scope
MODULE 1
Scope
Summary
Source
Module 1: The Seismic Acquisition Process – Multimedia Microlearning
3.1 Onshore source 3.2 Source type 3.3 Offshore source
2.1 Sensor layout 2.2 Sensors onshore 2.3 Geophones 2.4 Sensors offshore
1.1 Positioning phase 1.2 Permitting onshore 1.3 Positioning onshore 1.4 Positioning offshore
4.1 Recording 4.2 Recording onshore 4.3 Recording offshore
Introduction
Positioning
Sensors
Recording
Final Quiz
Toolkit
The toolkit will function as an independent module.
Target Audience
Learning Outcomes
Wireframe
MODULE 1
Wireframe
Hover on the labels to reveal the purpose of each screen.
Screen 1
Topic 3 - Source
Screen 9.1
Topic 2 - Sensors
Screen 8.1
Topic 1 - Positioning
Screen 7.1
Hook
Screen 1
Topic 4 - Recording
Screen 10.1
Screen 7.2
Screen 7.2
Screen 7.2
Screen 7.2
Screen 2
Topic 3 - Practice
Screen 9.2
Topic 2 - Practice
Screen 8.2
Objectives
Screen 2
Topic 1 - Practice
Screen 7.2
Topic 4 - Practice
Screen 10.2
Screen 7.2
Screen 7.2
Screen 7.2
Screen 7.2
Screen 3
Topic 3 - Summary
Screen 9.3
Navigation & Toolkit
Screen 3
Topic 1 - Summary
Screen 7.3
Topic 2- Summary
Screen 8.3
Topic 4- Summary
Screen 10.3
Screen 7.2
Screen 7.2
Screen 7.2
Screen 7.2
Screen 4
Activation
Screen 4
ModuleSummary
Screen 11
Screen 5
Pre-training
Screen 12
Assessment
Screen 5
Transition
Screen 6
Next Steps
Screen 13
Screen 6
Screen Plan
MODULE 1
Screen Plan
Icons Guide
Click on the markers to reveal the Screen Plan for each screen.
Screen 1
Topic 4:Recording
Hook
Topic 1: Positioning
Topic 3: Source
Topic 2:Sensors
Screen 7.2
Screen 7.2
Screen 7.2
Screen 7.2
Screen 2
Topic 1: Practice
Topic 4: Practice
Objectives
Topic 3: Practice
Topic 2: Practice
Screen 7.2
Screen 7.2
Screen 7.2
Screen 7.2
Screen 3
Topic 4:Summary
Navigation & Toolkit
Topic 1: Summary
Topic 2: Summary
Topic 3: Summary
Screen 7.2
Screen 7.2
Screen 7.2
Screen 4
Module Summary
Activation
Screen 7.2
Assessment
Pre-training
Screen 5
Screen 7.2
Next Steps
Transition
Screen 7.2
Screen 6
Storyboard
MODULE 1
Storyboard Introduction
Visual StoryboardI have utilised Articulate Storyline to build mock-ups and reference functionalities. The storyboard includes the following:
- Guidance notes to developers.
- A full script for the on-screen text.
- A full voiceover script.
- Images and videos are provided.
- Mockups and design considerations:
- Branding elements, font specifications: sizes, colours and alignments, triggers/buttons, theme colours.
- Navigation instructions.
- Notes for accessibility.
Screen 1
Screen 2
Screen 3
Screen 4
Screen 5
Screen 6
MODULE 1
Storyboard
Developer Notes
Click on the markers to reveal the Storyboard for each screen.
Screen 1
Hook
Topic 4: Recording
Topic 1: Positioning
Topic 2: Sensors
Topic 3: Source
Screen 10.1
Screen 7.1
Screen 8.1
Screen 9.1
10.1
Screen 1
7.1
8.1
9.1
Screen 2
Screen 7.2
Objectives
Screen 2
Screen 3
Navigation & Toolkit
Topic 4: Practice
Topic 1: Practice
Topic 2: Practice
Topic 3: Practice
Topic 1: Practice
Topic 1: Practice
Screen 10.2
Screen 7.2
Screen 8.2
Screen 9.2
Screen 3
Screen 7.2
Screen 7.2
Screen 7.2
Screen 7.2
Screen 4
Topic 4: Summary
Topic 1: Summary
Activation
Topic 2: Summary
Topic 3: Summary
Screen 4
Screen 10.3
Screen 7.3
Screen 8.3
Screen 9.3
Module Summary
Pre-training
Screen 5
Screen 11
Screen 7.2
Screen 5
Assessment
Q1
12
Transition
Screen 12
Screen 7.2
Screen 6
Screen 6
Next Steps
Screen 13
Screen 7.2
The learner will engage with the content using multimedia:
- Animations and audio.
- Text with illustrations working through step-by-step processes and methods.
- Videos will be used to demonstrate complex concepts and processes.
- Infographics and audio will be used to navigate the course.
- Links will be shared to toolkits to supplement the learning experience, including e-books, transcripts, and glossaries.
- Interactive PDFs and editable downloadable resources.
Demographic information and behavioural characteristics:
The learners range in age from 25 to 32 and are located worldwide. All learners have access to a computer with a strong internet connection. Due to heavy workloads and social activities, time constraints are a common issue. This can be addressed by offering sufficient time to complete the course and providing self-paced learning options. Learners can take the course during working hours in the office or outside office hours, with compensation for any extra time spent. Additionally, employees can access the office outside standard working hours if they encounter difficulties studying at home.
Support needs, motivations, and drivers: The learners have varying levels of online learning experience; some are new, while others are experienced. To support all learners, especially those with basic geology knowledge or limited English proficiency, the course will include straightforward navigation, short chunks of information, detailed glossaries, decoded mathematical formulas and localised language. Closed captions and transcripts will aid those with hearing impairments, while screen reader compatibility and multiple engagement options will be used to support the visually impaired learners. Offering alternative ways of presenting information, not only for accessibility but also to enhance clarity and understanding for all learners (CAST, 2024). The learners have shared goals of personal development and career advancement. To support these goals, networking opportunities and problem-solving activities will be provided. Upon completion, learners will receive a certificate showing their participation and achievements. Some learners take the course voluntarily, while others are advised to do so. Nudging features like congratulatory emails for milestones will be used to boost motivation. Monitoring will track login frequency, engagement levels, and completion rates to keep learners motivated and on track.
Preferences:
The learners prefer structured multimedia materials, such as videos, interactive modules, simulations, and audio. To meet these preferences, an e-authoring tool supporting multimedia is essential. Additionally, some learners prefer academic reading and have longer commutes, so compatibility across devices and access to downloadable e-books and additional resources are necessary. The learners prefer modern, engaging imagery over outdated textbook diagrams. They also value relevant content, detailed summaries, and recaps to aid in retaining complex information.
Approach I opted for the bottom-up approach to create the modular framework since I had prior knowledge of the content and topics. I reviewed the content and topics and packaged the content into specific modules. How does the course structure enhance the effectiveness of the program? The scaffolded structure ensures that each module builds on the previous one, guiding learners through increasing the complexity of tasks as they progress through the course. This approach prevents cognitive overload and allows learners to thoroughly understand each concept before moving to the next one. Grouping the modules into categories helped organise them into a coherent order. The order of the modules aligns with the order in which the seismic acquisition process is typically conducted, ensuring a logical progression. How does the course structure enhance learner and client effectiveness? The content is divided into short units, so the learner is less overwhelmed and more engaged. Shorter, focused units will maintain the learner's interest and motivation throughout the course. This structure will also facilitate adding updates and improvements and adapting it for clients, ensuring the material remains current and relevant without overhauling the entire course. Course content: The course content will be developed by industry experts within the company. The associated topics were developed through consultations with the SME.
Personas in focus:
Sarah Williams serves as the primary target persona, embodying the aspiring trainees venturing into the seismic acquisition field. Additionally, Chris and Anna stand as secondary and tertiary personas, respectively. While the course isn't mandatory for individuals outside the seismic acquisition domain, it may be recommended for their professional development. The course will provide valuable insights, skills, and networking opportunities to enhance their professional development and career prospects in related fields. By including individuals from different disciplines, it can provide a richer, more engaging learning experience that better prepares learners for success. It can contribute to bringing diverse perspectives, insights, and expertise to the learning environment, enhancing the overall effectiveness of the course.
Challenges:
While some learners feel that e-learning lacks the interpersonal qualities of classroom learning and desire, live, real-time feedback, logistical constraints such as different time zones and limited organisational resources prevent us from offering this type of facilitation. Instead, the course will incorporate forums, Q&A features with industry experts, peer-to-peer collaboration, and social media integration to encourage interaction among participants. Recognising that all learners use Microsoft Office and LinkedIn, these resources will be leveraged for peer-to-peer interaction, fostering engagement and collaboration within the learning community.
How has analysing personas enhanced my current practice?
Analysing personas has been instrumental in identifying the target audience and aligning course content with their specific needs. Initially, I developed personas independently due to a lack of input from the subject matter expert (SME), resulting in inaccuracies stemming from the absence of real data or industry expertise. Upon consultation with the SME, it became evident that my initial personas were overly broad. This realisation prompted the need for a prerequisite or introductory module to make the course accessible to participants without a geology background. While secondary personas were not deemed essential, this process highlighted the importance of ensuring learners possess a basic understanding of geology, particularly if transitioning from mathematics or sales backgrounds.
The Six Levelsof Bloom's Taxonomy
Activity icons for use in Screen Plan
Function icons for use in Screen Plan
The Six Levels of Bloom's Taxonomy
HOTS
LOTS
Figure 1. Modified image of Bloom's Taxonomy. Adapted from Growth Engineering, 2024.
Step 1: Imagery and text (home page)
Provide a brief overview of the module using on-screen text. Use a background image that complements the writing and showcases the main aspect covered in the module. The overview will give learners a quick module outline before diving in. Step 2: Instructional Video
- The instructor warmly welcomes learners to the course.
- Introduces the module’s purpose and provides an overview of the learning outcome.
- Explains the significance of understanding the seismic acquisition process and its practical benefits in the learner's professional role.
- Provides an outline of the module's structure, highlighting:
- Interactive content
- Engaging activities
- Access to supporting resources
- Learning Communities
- Q&A sessions with industry experts
- Assessment through quizzes and exams
Start
The Six Levelsof Bloom's Taxonomy
Developer Notes
Version No.1
Activities will test the learners' understanding of the topics, provide feedback, and identify areas that need improvement:
- Learners will be asked to solve a problem and take a quiz.
- Learners will be asked to click on the correct image of the equipment required onshore and offshore.
- Learners will be asked to select the correct footage showing content from the layout or the positioning team.
- Learners will be asked to play a game:
- They can correctly arrange the order of the acquisition process.
- Checklists will be used to ensure completeness and accuracy
- After each module, a formative quiz will reinforce learning and provide immediate feedback:
- Questions with multiple responses, multiple choice, true or false, and type the correct answer.
Approach:
Eight learning outcomes correspond to each module, and each outcome will be achieved by the end of its respective module. Aligning the modules and outcomes in this manner enhances the coherence and effectiveness of the course by ensuring that each module directly contributes to achieving specific learning outcomes. I opted for the bottom-up approach to write the learning outcomes since I had prior knowledge of the modules and topics. How has utilising Bloom’s Taxonomy enhanced my current practice? Bloom's Taxonomy framework has been instrumental in developing learning outcomes. This has allowed me to design better curricula that target critical thinking rather than providing a passive learning experience. It has also assisted me in selecting suitable learning activities to achieve each outcome.
Stat
Navigation: Voiceover, on-screen text, and imagery
Voiceover explains how to progress through the module complemented by synchronised navigation icons and labels. This will include:
- Next and previous buttons.
- Accessibility: Zoom modes.
- Full-screen
- Menu and glossary.
- Audio and play/pause button.
- Close captions and replay functions.
- Exit button – to the main dashboard
The imagery on the screen will guide learners through the various functions while the audio explains their purpose and usage.
Toolkit: Voiceover The voiceover informs learners that a toolkit will be available upon completing the module.
- It explains that the toolkit includes links to resources such as glossaries, transcripts, checklists, recommended readings, and further suggestions for deeper exploration.
- Highlights: An eBook will be provided at the end of the module, eliminating the need for note-taking.
Stat
On-screen text. The OST will guide learners on how to navigate the topic
- The four topics and the end-of-module quiz will be displayed on the screen.
On-screen text will be used as buttons to navigate to the next section. After completing each section, the learner returns here, and the previous button changes to 'visited' to indicate completion. This feature is designed to keep the learner on track with each milestone.
Stat
Voiceover, on-screen text, imagery and a drag-and-drop activity. The voiceover will guide the learner in completing a drag-and-drop activity.
- The drag-and-drop activity will test the learner on what they already know about the acquisition process.
- Detailed feedback on each dropped element will be provided immediately to help learners grasp the topic immediately.
Imagery and on-screen text will be used to match the drag-and-drop elements.
How has utilising the SMART framework enhanced my current practice? Utilising the SMART framework has ensured the relevance of the outcomes. When I finished writing the "specific" section for Learning Outcome 8, I realised the need to rename the module. Initially, I had planned for the final module to be titled "Designing a Marine Survey." However, renaming it "Designing a Seismic Survey" made more sense, encompassing both land and marine surveys. This change aligns better with the learners' needs and prior learning outcomes. After using the action verb "choose" for learning outcome 8, I revised the topics in the final module and identified what needs to be done and by whom.
The learning pathwayThe learning journey is broken down into 8 modules, with each module having 3-4 units of core learning and a formative quiz. There will be an 8-week timeframe allocated for completion to mitigate any barriers that learners may face when completing the course within their work schedules. After completing Module 4, there will be a midterm assessment. This ensures that learners have a solid understanding of the fundamentals before advancing to the later topics. After completing the assessment, personalised messages and emails will be sent to congratulate learners on their progress and highlight their achievements. Polls will also be included to gather feedback and maintain engagement.
Please scroll through the document below to review the final feedback for this project. You can view the assessor's commentary on this project in the 'Achieved' row.
SMART
The acronym SMART stands for Specific, Measurable, Achievable, Relevant, and Time-bound goals. Establishing the SMART criteria for your goal ensures that your objectives are realistic and can be achieved within a specific timeframe. This method removes ambiguity and assumptions, provides a clear schedule, and simplifies monitoring progress and identifying overlooked benchmarks (Boogaard, 2023).
Activities will provide insights and monitor the learner's progress:
- Learners will complete an online questionnaire before accessing the content.
- Learners will be tested on their existing knowledge of the content:
- Learners will engage in drag-and-drop activities, such as matching, sequencing, labelling, sorting, and classifying.
- There will be a recap of previous learning at the start of Topic 1, in Modules 2-8.
Building Blocks: I have sequenced the first topic activity, then content, followed by an activity as it's a strategic approach. This method firstly engages the learner, then provides them with essential knowledge, and finally reinforces this knowledge through practice (Kurt, 2022). The final topic is followed by a formative quiz aligned with the learning outcomes and objectives of the module. This short quiz will focus on the key concepts, provide immediate feedback, and help retain the information through repetition.
Stat
On-screen text (OST), VO and imagery
Outline the learning objectives for the module. By the end of the module, the learner will be able to:
- Illustrate the principles of seismic reflection surveying.
- Describe the equipment and processes involved in seismic acquisition, both onshore and offshore.
- Identify the roles and responsibilities of the teams involved in the acquisition process.
Mode of delivery:
I have chosen asynchronous learning to prioritise the learners' needs. It removes the constraints of fixed schedules and physical locations, allowing the learners to engage with the course at their convenience and from any location (LearnUpon, n.d.).
Formats:
Based on the learners' preferences and needs, multimedia emerges as the most suitable format for learning seismic acquisition. This is because of its ability to cater to different learning styles, increase engagement and motivation, and provide flexibility and accessibility. Multimedia is an essential format for learning seismic acquisition due to the complex and technical nature of the subject. It requires a variety of media, such as the use of animations and simulations, because seismic waves, subsurface structures, and survey techniques are abstract and difficult to visualise. An additional toolkit will be included to supplement the learning experience. The course will be hosted on an LMS system suitable for storing and managing course content, incorporating multimedia elements, and tracking and reporting functionalities. The use of multimedia extends beyond delivering information; it also guides the learner on processing the content effectively. This involves directing attention, organising information mentally, and linking it to existing knowledge (Mayer, 2009, p. 35).
Assessment: By incorporating a midterm and final exam, the learner can balance their workload, preventing them from facing a single high-stakes exam at the end of the course. It allows for a more manageable assessment experience. The results from graded exams can also provide important data on the effectiveness of the course design. This information can be used to adjust and make improvements in future iterations of the course. Challenges: Integrating a diverse range of formats into the learning experience was challenging, particularly due to the company's limited resources for facilitating assignments. The learners' desires for mentors could only be met with a Q&A feature because there are limited instructors. I had to prioritise fully online, despite learners' preferences for classroom environments. To address this, peer-to-peer collaboration was implemented instead.
Draft - DLI Project
Katie
Created on February 13, 2025
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Transcript
Professional Diploma In Digital Learning Design
Part 1 Macro Design Course Title – Seismic Acquisition Katie Homer
START
Certification and Project Overview
I am delighted to introduce my project, completed as part of my certification from the Digital Learning Institute, a programme accredited by the University of Glasgow, where I achieved a Distinction with a total of 97/100 marks. You can view the full rubric below. This project showcases a macro-level course design to micro-level lesson development using the ADDIE model. It provides an insight into my abilities to create innovative digital learning experiences by integrating technology and pedagogy effectively.
Assessment Feedback
Contents
Evaluation - Part 4
Micro Design - Part 2
Macro Design - Part 1
Implementation - Part 3
Evaluation Plan
Scope
Introduction
Rollout Plan
UXDL Evaluation
Wireframe
The 'WHO' of Learning
Staff
UDL Evaluation
Screen Plan
The 'WHY' of Learning
Resources
Learning Analytics
Storyboard
The 'WHAT' of Learning
Launch Plan
Summary
Prototype
The 'HOW' of Learning
Engagement Methods
References
References
References
References
Introduction
"Seismic acquisition is an essential process in the oil and gas industry, requiring skilled professionals to generate and analyze seismic data. This data is vital for mapping subsurface geological formations and identifying potential hydrocarbon reservoirs. A thorough understanding of seismic acquisition techniques allows geophysicists to make informed decisions, minimizing exploration risks and enhancing resource management." (Ikelle & Amundsen, 2005, p. 15).
This project is a carefully designed learning solution for a leading global provider of geoscience technology. Renowned for its innovative tools and methodologies, the company enhances the understanding and management of subsurface resources. As a recognised industry leader, it offers an extensive portfolio of data, products, services, and solutions to support sectors such as oil and gas.
The ‘WHO’ of Learning
Who?
The learners are primarily graduates with backgrounds in science and mathematics who are entering the seismic acquisition sector.It's not exclusively limited to this demographic. Additionally, the course is open to other employees within the company who have a basic understanding of geology, that will benefit from interdisciplinary knowledge. This includes teams involved in data processing and seismic sales. By offering this opportunity, the company aims to foster a culture of continuous learning and development and collaboration across teams.
Personas for the Seismic Acquisition Course
Click on the markers below to view details about each demographic.
Persona Analysis
Commentary
The ‘WHY’ of Learning
Why?
Why is this course essential? Hover over the labels below to find out.
The Business Need
The Business Problem
Write a great subtitle here
Can Training Help?
The Learning Gap
Overall Outcome
Learning Outcomes and Bloom’s Taxonomy
Hover on the labels below to view the learning outcomes for the Seismic Acquisition course.
Learning Outcome 5
Learning Outcome 1
Write a great subtitle here
Learning Outcome 6
Learning Outcome 2
Learning Outcome 7
Learning Outcome 3
Learning Outcome 8
Learning Outcome 4
Bloom’s Taxonomy
Each learning outcome is planned and written using Bloom’s taxonomy to adopt a learner-centered approach. This methodology facilitates the systematic organisation of learning activities, targeting various cognitive skills and fostering deeper comprehension and critical thinking. Recognising the foundational nature of the course and existing learning gaps, I sequenced the outcomes in ascending order, employing action verbs that progress from lower to higher-order thinking skills. This cognitive hierarchy ranges from basic memorisation to building the learner's foundational knowledge to creating new concepts based on previously acquired information (Centre for Teaching Excellence, n.d.).
Commentary
View example
HOTS
Improving Learning Outcomes with the SMART Framework
Click on the image below to view the 8 learning outcomes structured using the SMART framework on Miro.
HOTS
What is SMART?
Commentary
The ‘WHAT’ of Learning
The programme consists of 8 modules and takes 8 weeks to complete.
Course Structure
Seismic Reflection Fundamentals
The Seismic Acquisition Process
Signal and Noise
Amplitude and Polarity of Seismic Source Reflections
The course consists of eight modules. Each module will include core learning content throughout. The modules have been categorised into groups: seismic reflection fundamentals, land seismic, marine seismic, and designing a seismic survey.
Land Seismic
Vibrators
Geophones
Toolkit
Marine Seismic
Seismic Airgun Sources
Streamers
Designing a Seismic Survey
Designing a Seismic Survey
Seismic Acquisition Learning Pathway
Click on the image below to view the modular framework on Miro.
The Learning Pathway
Commentary
The ‘HOW’ of Learning
The Flow Model
Module
Module
Module
Module
Module
Module
Module
Module
Linear FlowI have chosen a linear flow because it provides a clear, structured path from start to finish. This will ensure that the learners do not miss any critical content and that their progress can be easily tracked. A linear flow is the best solution for the modules because the learners are beginners to seismic acquisition; this flow will build foundational knowledge systematically.
The course will be delivered in an asynchronous mode, so the duration depends on the learner. An estimated duration will be provided to the learner as a guideline. The goal is to ensure that each module does not exceed approximately 30 minutes.
Duration
Learning Flow, Topics & Core Topics
Building Blocks & Formats
Content
Activities
Assessment & Feedback
Fully online: digital asynchronous
There will be a mid-course exam after Module 4 and a final exam after Module 8.Week 1: Learners are advised to complete one module per week but have an eight-week timeframe to complete all modules.
Assessment Strategy
MODULE 1
The Seismic Acquisition Process
Click the buttons below in ascending order.
1. Mode of Delivery
2. Building Blocks & Formats
3. Learning Flow & Topics
4. Duration
5. Assessment Strategy
Commentary
MODULE 1
The Seismic Acquisition Process
Click on the markers below to discover more about the content and activities.
Topic 1: Positioning
Summary of the module
Introduction to the module
Content
Activities
Topic 2: Sensors
Topic 3: Source
Topic 4: Recording
Activities
Content
Activities
Activities
Content
Activities
Content
Activities
Content
End of module quiz
Toolkit
Commentary
References
References - Images
Part 2 – Micro Design
Module 1 - The Seismic Acusition Process
Scope
MODULE 1
Scope
Summary
Source
Module 1: The Seismic Acquisition Process – Multimedia Microlearning
3.1 Onshore source 3.2 Source type 3.3 Offshore source
2.1 Sensor layout 2.2 Sensors onshore 2.3 Geophones 2.4 Sensors offshore
1.1 Positioning phase 1.2 Permitting onshore 1.3 Positioning onshore 1.4 Positioning offshore
4.1 Recording 4.2 Recording onshore 4.3 Recording offshore
Introduction
Positioning
Sensors
Recording
Final Quiz
Toolkit
The toolkit will function as an independent module.
Target Audience
Learning Outcomes
Wireframe
MODULE 1
Wireframe
Hover on the labels to reveal the purpose of each screen.
Screen 1
Topic 3 - Source
Screen 9.1
Topic 2 - Sensors
Screen 8.1
Topic 1 - Positioning
Screen 7.1
Hook
Screen 1
Topic 4 - Recording
Screen 10.1
Screen 7.2
Screen 7.2
Screen 7.2
Screen 7.2
Screen 2
Topic 3 - Practice
Screen 9.2
Topic 2 - Practice
Screen 8.2
Objectives
Screen 2
Topic 1 - Practice
Screen 7.2
Topic 4 - Practice
Screen 10.2
Screen 7.2
Screen 7.2
Screen 7.2
Screen 7.2
Screen 3
Topic 3 - Summary
Screen 9.3
Navigation & Toolkit
Screen 3
Topic 1 - Summary
Screen 7.3
Topic 2- Summary
Screen 8.3
Topic 4- Summary
Screen 10.3
Screen 7.2
Screen 7.2
Screen 7.2
Screen 7.2
Screen 4
Activation
Screen 4
ModuleSummary
Screen 11
Screen 5
Pre-training
Screen 12
Assessment
Screen 5
Transition
Screen 6
Next Steps
Screen 13
Screen 6
Screen Plan
MODULE 1
Screen Plan
Icons Guide
Click on the markers to reveal the Screen Plan for each screen.
Screen 1
Topic 4:Recording
Hook
Topic 1: Positioning
Topic 3: Source
Topic 2:Sensors
Screen 7.2
Screen 7.2
Screen 7.2
Screen 7.2
Screen 2
Topic 1: Practice
Topic 4: Practice
Objectives
Topic 3: Practice
Topic 2: Practice
Screen 7.2
Screen 7.2
Screen 7.2
Screen 7.2
Screen 3
Topic 4:Summary
Navigation & Toolkit
Topic 1: Summary
Topic 2: Summary
Topic 3: Summary
Screen 7.2
Screen 7.2
Screen 7.2
Screen 4
Module Summary
Activation
Screen 7.2
Assessment
Pre-training
Screen 5
Screen 7.2
Next Steps
Transition
Screen 7.2
Screen 6
Storyboard
MODULE 1
Storyboard Introduction
Visual StoryboardI have utilised Articulate Storyline to build mock-ups and reference functionalities. The storyboard includes the following:
Screen 1
Screen 2
Screen 3
Screen 4
Screen 5
Screen 6
MODULE 1
Storyboard
Developer Notes
Click on the markers to reveal the Storyboard for each screen.
Screen 1
Hook
Topic 4: Recording
Topic 1: Positioning
Topic 2: Sensors
Topic 3: Source
Screen 10.1
Screen 7.1
Screen 8.1
Screen 9.1
10.1
Screen 1
7.1
8.1
9.1
Screen 2
Screen 7.2
Objectives
Screen 2
Screen 3
Navigation & Toolkit
Topic 4: Practice
Topic 1: Practice
Topic 2: Practice
Topic 3: Practice
Topic 1: Practice
Topic 1: Practice
Screen 10.2
Screen 7.2
Screen 8.2
Screen 9.2
Screen 3
Screen 7.2
Screen 7.2
Screen 7.2
Screen 7.2
Screen 4
Topic 4: Summary
Topic 1: Summary
Activation
Topic 2: Summary
Topic 3: Summary
Screen 4
Screen 10.3
Screen 7.3
Screen 8.3
Screen 9.3
Module Summary
Pre-training
Screen 5
Screen 11
Screen 7.2
Screen 5
Assessment
Q1
12
Transition
Screen 12
Screen 7.2
Screen 6
Screen 6
Next Steps
Screen 13
Screen 7.2
The learner will engage with the content using multimedia:
Demographic information and behavioural characteristics: The learners range in age from 25 to 32 and are located worldwide. All learners have access to a computer with a strong internet connection. Due to heavy workloads and social activities, time constraints are a common issue. This can be addressed by offering sufficient time to complete the course and providing self-paced learning options. Learners can take the course during working hours in the office or outside office hours, with compensation for any extra time spent. Additionally, employees can access the office outside standard working hours if they encounter difficulties studying at home. Support needs, motivations, and drivers: The learners have varying levels of online learning experience; some are new, while others are experienced. To support all learners, especially those with basic geology knowledge or limited English proficiency, the course will include straightforward navigation, short chunks of information, detailed glossaries, decoded mathematical formulas and localised language. Closed captions and transcripts will aid those with hearing impairments, while screen reader compatibility and multiple engagement options will be used to support the visually impaired learners. Offering alternative ways of presenting information, not only for accessibility but also to enhance clarity and understanding for all learners (CAST, 2024). The learners have shared goals of personal development and career advancement. To support these goals, networking opportunities and problem-solving activities will be provided. Upon completion, learners will receive a certificate showing their participation and achievements. Some learners take the course voluntarily, while others are advised to do so. Nudging features like congratulatory emails for milestones will be used to boost motivation. Monitoring will track login frequency, engagement levels, and completion rates to keep learners motivated and on track. Preferences: The learners prefer structured multimedia materials, such as videos, interactive modules, simulations, and audio. To meet these preferences, an e-authoring tool supporting multimedia is essential. Additionally, some learners prefer academic reading and have longer commutes, so compatibility across devices and access to downloadable e-books and additional resources are necessary. The learners prefer modern, engaging imagery over outdated textbook diagrams. They also value relevant content, detailed summaries, and recaps to aid in retaining complex information.
Approach I opted for the bottom-up approach to create the modular framework since I had prior knowledge of the content and topics. I reviewed the content and topics and packaged the content into specific modules. How does the course structure enhance the effectiveness of the program? The scaffolded structure ensures that each module builds on the previous one, guiding learners through increasing the complexity of tasks as they progress through the course. This approach prevents cognitive overload and allows learners to thoroughly understand each concept before moving to the next one. Grouping the modules into categories helped organise them into a coherent order. The order of the modules aligns with the order in which the seismic acquisition process is typically conducted, ensuring a logical progression. How does the course structure enhance learner and client effectiveness? The content is divided into short units, so the learner is less overwhelmed and more engaged. Shorter, focused units will maintain the learner's interest and motivation throughout the course. This structure will also facilitate adding updates and improvements and adapting it for clients, ensuring the material remains current and relevant without overhauling the entire course. Course content: The course content will be developed by industry experts within the company. The associated topics were developed through consultations with the SME.
Personas in focus: Sarah Williams serves as the primary target persona, embodying the aspiring trainees venturing into the seismic acquisition field. Additionally, Chris and Anna stand as secondary and tertiary personas, respectively. While the course isn't mandatory for individuals outside the seismic acquisition domain, it may be recommended for their professional development. The course will provide valuable insights, skills, and networking opportunities to enhance their professional development and career prospects in related fields. By including individuals from different disciplines, it can provide a richer, more engaging learning experience that better prepares learners for success. It can contribute to bringing diverse perspectives, insights, and expertise to the learning environment, enhancing the overall effectiveness of the course. Challenges: While some learners feel that e-learning lacks the interpersonal qualities of classroom learning and desire, live, real-time feedback, logistical constraints such as different time zones and limited organisational resources prevent us from offering this type of facilitation. Instead, the course will incorporate forums, Q&A features with industry experts, peer-to-peer collaboration, and social media integration to encourage interaction among participants. Recognising that all learners use Microsoft Office and LinkedIn, these resources will be leveraged for peer-to-peer interaction, fostering engagement and collaboration within the learning community. How has analysing personas enhanced my current practice? Analysing personas has been instrumental in identifying the target audience and aligning course content with their specific needs. Initially, I developed personas independently due to a lack of input from the subject matter expert (SME), resulting in inaccuracies stemming from the absence of real data or industry expertise. Upon consultation with the SME, it became evident that my initial personas were overly broad. This realisation prompted the need for a prerequisite or introductory module to make the course accessible to participants without a geology background. While secondary personas were not deemed essential, this process highlighted the importance of ensuring learners possess a basic understanding of geology, particularly if transitioning from mathematics or sales backgrounds.
The Six Levelsof Bloom's Taxonomy
Activity icons for use in Screen Plan
Function icons for use in Screen Plan
The Six Levels of Bloom's Taxonomy
HOTS
LOTS
Figure 1. Modified image of Bloom's Taxonomy. Adapted from Growth Engineering, 2024.
Step 1: Imagery and text (home page) Provide a brief overview of the module using on-screen text. Use a background image that complements the writing and showcases the main aspect covered in the module. The overview will give learners a quick module outline before diving in. Step 2: Instructional Video
Start
The Six Levelsof Bloom's Taxonomy
Developer Notes
Version No.1
Activities will test the learners' understanding of the topics, provide feedback, and identify areas that need improvement:
Approach: Eight learning outcomes correspond to each module, and each outcome will be achieved by the end of its respective module. Aligning the modules and outcomes in this manner enhances the coherence and effectiveness of the course by ensuring that each module directly contributes to achieving specific learning outcomes. I opted for the bottom-up approach to write the learning outcomes since I had prior knowledge of the modules and topics. How has utilising Bloom’s Taxonomy enhanced my current practice? Bloom's Taxonomy framework has been instrumental in developing learning outcomes. This has allowed me to design better curricula that target critical thinking rather than providing a passive learning experience. It has also assisted me in selecting suitable learning activities to achieve each outcome.
Stat
Navigation: Voiceover, on-screen text, and imagery Voiceover explains how to progress through the module complemented by synchronised navigation icons and labels. This will include:
- Next and previous buttons.
- Accessibility: Zoom modes.
- Full-screen
- Menu and glossary.
- Audio and play/pause button.
- Close captions and replay functions.
- Exit button – to the main dashboard
The imagery on the screen will guide learners through the various functions while the audio explains their purpose and usage. Toolkit: Voiceover The voiceover informs learners that a toolkit will be available upon completing the module.Stat
On-screen text. The OST will guide learners on how to navigate the topic
- The four topics and the end-of-module quiz will be displayed on the screen.
On-screen text will be used as buttons to navigate to the next section. After completing each section, the learner returns here, and the previous button changes to 'visited' to indicate completion. This feature is designed to keep the learner on track with each milestone.Stat
Voiceover, on-screen text, imagery and a drag-and-drop activity. The voiceover will guide the learner in completing a drag-and-drop activity.
- The drag-and-drop activity will test the learner on what they already know about the acquisition process.
- Detailed feedback on each dropped element will be provided immediately to help learners grasp the topic immediately.
Imagery and on-screen text will be used to match the drag-and-drop elements.How has utilising the SMART framework enhanced my current practice? Utilising the SMART framework has ensured the relevance of the outcomes. When I finished writing the "specific" section for Learning Outcome 8, I realised the need to rename the module. Initially, I had planned for the final module to be titled "Designing a Marine Survey." However, renaming it "Designing a Seismic Survey" made more sense, encompassing both land and marine surveys. This change aligns better with the learners' needs and prior learning outcomes. After using the action verb "choose" for learning outcome 8, I revised the topics in the final module and identified what needs to be done and by whom.
The learning pathwayThe learning journey is broken down into 8 modules, with each module having 3-4 units of core learning and a formative quiz. There will be an 8-week timeframe allocated for completion to mitigate any barriers that learners may face when completing the course within their work schedules. After completing Module 4, there will be a midterm assessment. This ensures that learners have a solid understanding of the fundamentals before advancing to the later topics. After completing the assessment, personalised messages and emails will be sent to congratulate learners on their progress and highlight their achievements. Polls will also be included to gather feedback and maintain engagement.
Please scroll through the document below to review the final feedback for this project. You can view the assessor's commentary on this project in the 'Achieved' row.
SMART
The acronym SMART stands for Specific, Measurable, Achievable, Relevant, and Time-bound goals. Establishing the SMART criteria for your goal ensures that your objectives are realistic and can be achieved within a specific timeframe. This method removes ambiguity and assumptions, provides a clear schedule, and simplifies monitoring progress and identifying overlooked benchmarks (Boogaard, 2023).
Activities will provide insights and monitor the learner's progress:
Building Blocks: I have sequenced the first topic activity, then content, followed by an activity as it's a strategic approach. This method firstly engages the learner, then provides them with essential knowledge, and finally reinforces this knowledge through practice (Kurt, 2022). The final topic is followed by a formative quiz aligned with the learning outcomes and objectives of the module. This short quiz will focus on the key concepts, provide immediate feedback, and help retain the information through repetition.
Stat
On-screen text (OST), VO and imagery Outline the learning objectives for the module. By the end of the module, the learner will be able to:
Mode of delivery: I have chosen asynchronous learning to prioritise the learners' needs. It removes the constraints of fixed schedules and physical locations, allowing the learners to engage with the course at their convenience and from any location (LearnUpon, n.d.). Formats: Based on the learners' preferences and needs, multimedia emerges as the most suitable format for learning seismic acquisition. This is because of its ability to cater to different learning styles, increase engagement and motivation, and provide flexibility and accessibility. Multimedia is an essential format for learning seismic acquisition due to the complex and technical nature of the subject. It requires a variety of media, such as the use of animations and simulations, because seismic waves, subsurface structures, and survey techniques are abstract and difficult to visualise. An additional toolkit will be included to supplement the learning experience. The course will be hosted on an LMS system suitable for storing and managing course content, incorporating multimedia elements, and tracking and reporting functionalities. The use of multimedia extends beyond delivering information; it also guides the learner on processing the content effectively. This involves directing attention, organising information mentally, and linking it to existing knowledge (Mayer, 2009, p. 35). Assessment: By incorporating a midterm and final exam, the learner can balance their workload, preventing them from facing a single high-stakes exam at the end of the course. It allows for a more manageable assessment experience. The results from graded exams can also provide important data on the effectiveness of the course design. This information can be used to adjust and make improvements in future iterations of the course. Challenges: Integrating a diverse range of formats into the learning experience was challenging, particularly due to the company's limited resources for facilitating assignments. The learners' desires for mentors could only be met with a Q&A feature because there are limited instructors. I had to prioritise fully online, despite learners' preferences for classroom environments. To address this, peer-to-peer collaboration was implemented instead.