frontline workers CONTENT STRATEGY PRESENTATION

CONTENT

STRATEGYFOR FRONTLINE WORKER USE CASE

INDEX

COMPONENTS TO CONSIDER IN ACONTENT STRATEGY

TRAINING

NEEDS ANALYSIS

ROLES/ RESPONSIBILITIES

CAPACITY

CONTENT CURATION

CONTENT SOURCING

CONTENT QUALITY

CONTENT TYPES

NEEDS ANALYSIS

What is the learning problem the Learning Passport is trying to solve?

What LEARNING needs TO IMPROVE?

What BEHAVIOR NEEDS TO CHANGE?

WHAT DO WE WANT LEARNERS TO FEEL AND DO?

Who is your learner What do they need to be successful? Who are your stakeholders What is the issue they are trying to solve? How can we help the learner achieve the skills and competencies the stakeholders need from the learner to perform the job well?

What are the strong frontline workers doing well?

What are frontline workers not doing well?

How is performance success of frontline workers defined and measured?

What are the biggest challenges that frontline workers face?

Where does the performance problem occur?

How big is the performance problem in measurable terms? What are some key insights?

Is the platform meant to train and onboard new frontline workers?

What job aids do workers need readily available to quickly refer to in an emergency?

What skills do workers need to practice to complete their duties?

What do workers need to be certified in to perform their roles?

CONTENT TYPES

WHAT TO CONSIDER BEFORE SELECTING CONTENT AND E-LEARNING FIRMS

How old are the people the frontline workers (learners) are helping?

Age(s): families, women and young children, orphans, adolescents, young mothers and infants, adults, teachers

Type of education

Continuing education, career and technical education, certifications, formal education, tertiary

WHERE IS LEARNING HAPPENING?

MODLITY: ONLINE/MOBILE DISBURSED LOCATIONS FULLY ASYNCHRONOUS SELF PACED or BLENCED?

WHo are all your Stakeholders and beneficiaries?

LEARNERS/workers • facilitators • UNIVERSITIES • MINISTRY OF HEALTH DONORS • OTHER REGULATORY BODIES • WORKFORCE AGENCIES • TECH SUPPORT

LANGUAGES

MOTHER TONGUELANGUAGE OF INSTRUCTIONS LANGUAGES FOR PEOPLE ON THE MOVE

Includes Health & Mental Health

Content subject CATEGORIES

*Use country and industry subject/TOPICnomenclature

Adult/workforce training

GLobal library taxonomy

CONSIDER LEVEL OF BENEFICIARY

CONSIDER ORGANIZATION BY SUBJECT

Grouping categories by what user group the health training is for or use user groups

CONSIDER SUBJECT + LEVEL

LEARNING PATHS

Depending on the amount of content you may choose category names that include both subject and level

Group large numbers of courses together by grade or subject.

CATEGORY NAMING EXAMPLES AND COURSE CARD THUMBNAIL DESIGN

CONTENT SOURCING

WHERE AND HOW TO GET CONTENT

Put in a content research and training Request: https://ee.kobotoolbox.org/x/lerclCws

MOU vs TOR

For content sharing/in kind donation

For content creation procurement

OER RESOURCES

FILL OUT A CONTENT REQUEST FORM.

WE HAVE LISTS OF REPOSITORIES FROM NGO AND HUMANITARIAN FOCUSED ORGANIZATIONS THAT OFFER HEALTH RELATED COURSES AND GUIDANCE FOR FRONT LINE WORKERS

To request any OER content either from our Global library partners, Agora, Yoma, Team4Tech and out vast network fill out a content research request form. Exciting update: Next month Cable Green from Creative Commons will come to present on the topic of Open Educational Resources and include updates related to AI enhanced materials. Stay tuned.

UNV VOLUNTEERS

SHORT TERM PROJECTS

Volunteers can be recruited from the UNV platform and can be used for a variety of digital learning content needs like translation, animation, design, editing, adaptation, content evaluation and course development.

Roles & Responsibilities

• Sourcing/finding content
• Evaluating content
• Embedding, standardization/nomenclature
• Approving content
• Uploading content

GaP ANALYSIS

• What needs to be digitized?
• What needs to be improved/adapted?
• What needs to be designed from scratch?
• What open educational materials are needed to fill in the gaps?

Potential Content session

CONTENT PROCESS

DETERMINE THE NEXT STEPS

NEEDS ANAYLSIS

TRAINING BEGINS

STRATEGY

SOURCING

Analyze any data and insights and create a priority list for content.

Outline development, curation and digitization priorities.

Upskill, train, teach.

Write down a plan.

Training Resources

ONGOING AND EVOLVING

DIGITAL PEDAGOGY & BLENDED LEARNING

CONSULTATIONS

Need help finding content or want 1:1 strategy and training sessions?

Guidance and courses are available to support. and can be translated easily. Need something created for a virtual or in person teacher training?

VOLUNTEER MANAGEMENT

WEBINARS/WORKSHOPS

Want software tutorials or digital teacher training on pedagogy or ed tech tools?

Content can be built or adapted through paid and free instructoinal design resources.Review our process on Miro & Trello!

CONTENT STRATEGY

A critical step to plan for and sustain digital learning.

Develop a taxonomy structure (curation standards)

Identify content partners

Recommended steps for setting a content strategy.

Platform usability and engagement

Plan for Global & Local Content

Submit a content research request

Iterate as needed. Remove content that no longer serves the current context.

THANK YOU!

diperid@unicef.org

Dr Dawn DiPeri, Global Content Lead, Learning Passport, UNICEF NYHQ

Learning DesignerDigital Pedagogy/Blended Learning Expert

• Who/what department will be responsible for training teachers?
• ​Who/what department is responsible for curriculum alignment and lesson planning?

• ​Who/what department or firm is responsible for content development / e-learning creation?

• ​Who /what department is in charge of learning management administration and help desk functions? ​Who/what departments are responsible for reviewing and evaluating content?​Who/what departments are responsible for approving content?

• ​Who/what departments are responsible for determining content specification standards and quality criteria?

Improve the interface and user experience by creating attractive course cards and course descriptions with easy to find materials. Add a course catalogue to make searching easier to navigate for young people. Make content accessible offline and mobile-friendly, considering the connectivity challenges in many regions. It is recommended to create a review and monitoring process as part of the content strategy, evaluating what content is working, and what principles will be used to adapt it/remove it from the platform.

Strategic partnerships for content enhancement •Collaborate with recognized industry leaders and educational institutions, to create content that is not only engaging and educational but is inclusive for all learners and attracts the youth. •Given the analyzed gaps and available funding evaluate the way forward. E.g.,​: 1.If strong content gaps have been found and funding is available there is the possibility of creating an LTA to find an instructional designer/firm that would be able to create and/or adapt existing content. 2.Develop partnerships strategy that could leverage local content providers.

Global to local relevance • Review the Global Content Library and decide what content is relevant and aligned to needs. • Meet with the HQ Content Lead to share learning needs analysis the local taxonomy, and the Wishlist for the content, and identification of the gaps to be filled and content to be localized/adapted. Ensure content is inclusive and addresses the diverse needs of learners in different contexts.

1.Meeting with HQ Content Lead to establish the core activities for the content strategy and plan a clean UX platform. 2.Conducting listening sessions with the youth and teachers to evaluate interest areas. 3.Conduct listening sessions and analyze prior learning data along with regulatory bodies/stakeholders to evaluate content needs and priorities. 4.Analyze the outcomes of the listening sessions and organize a wishlist in a taxonomy with content themes/categories/subjects.