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Submission 9 May Digital Project

Dr. May Baldwin

Created on March 25, 2025

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Project

Professional Diploma in Digital Learning Design

By Dr. Mayssa Haidar

Mathematics Teacher Identity Development

Go!

Introduction

Click here

Inspiration

Click here

Challenges

Click here

Impact

Click here

How to navigate this project

Digital Learning Design

The project followed these key stages:

ADDIE

I approached the digital learning design project using the ADDIE framework. I chose this framework to ensure a systematic, research-driven, and learner-centric development process.

Part 1

Analysis and Design: Macrodesign

Part 2

Development: Microdesign

‘Design is not just what it looks like or feels like, but how it works.’

Part 3.1

Implemention

Evaluation

Part 3.2

- Steve Jobs, co-founder and former CEO of Apple Inc.

Part 1 Macrodesign

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Introduction

Click on each + button for more info.

Step 1The 'Who'

Step 3The 'What'

Step 4The 'How'

Step 2The 'Why'

The 'WHO'

Personas

+ Analysis

+ Commentary

+ Design considerations

In ‘The Who’ phase, I aimed to identify who the learners are by understanding their learning needs, accessibility requirements, technical proficiency, learning preferences, and motivational drivers.

Click on each + button for more info and hover over the 'Quote'.

Quote

James

Emily

David

Sarah

Career Changer

Early-Career Teacher

Department Head

Experienced Teacher

New to Teaching but skilled in engineering industry

Experienced but seeking growth

Experienced educator in a leadership role

New to Profession

Prefers highly engaging, interactive content

Prefers step-by-step guidance to bridge engineering and teaching

Prefers interactive content with customised pathways

Prefers structured, self-paced learning

Grapples with time constraints

Struggles to find relevant CPD resources

Struggles with workload balance

Feels like an outsider in education

+ Commentary

Learning Outcomes

The 'WHY'

Click on each + button for more info.

3.Purpose of the Course

1.Business Need

Addressing the Need for an Interactive Online Course: Enhancing Teacher Support, Retention, and Student Engagement in Mathematics Education

Learning Gap Analysis: Bridging the Divide Between Current and Desired Competency Levels

+ info

4.Learning Outcomes

2.Learning Gap

Learning Outcomes: Developing clear and effective learning outcomes using Bloom's Taxonomy, the SMART model, and the ABCD structure.

Learning Gap Analysis: Bridging the Divide Between Current and Desired Competency Levels

+ info

Modular Framework

+ Approach

+ Commentary

The 'WHAT'

In this section I address the "what" of learning—what learners will study and what specific topics will be covered to support their professional development.

Click on each + button for more info.

Module 3

Module 1

Module 2

Module 4

Learning Outcomes 3 & 4

Learning Outcome 3

Learning Outcomes 1 & 2

Learning Outcomes 6 & 7

Flow & Building Blocks

+ Approach

+ Commentary

The 'How'

In the ‘How’ phase, I planned the delivery mode, timeline, and course structure, outlining the building blocks and the flow of the online course focused on Mathematics Teacher Identity (MTI) development. Click on each + button for more info.

Content

2. Building Blocks

+ 3. Flow Model & Timeline

+ 1. Delivery Mode

Activity

Assessment

Module 1

Module 2

Module 3

Module 4

Understanding Identity Development

Identifying Factors Influencing MTI

Advancing your MTI Growth

Applying Zone Theory

Learning Outcome 3

Learning Outcomes 1 & 2

Learning Outcomes 6 & 7

Learning Outcomes 3 & 4

Part 2 Microdesign and Development

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Introduction

Click on each + button for more info.

Approach and Commentary

Step 1Design Documents

Step 2Prototype Development

Scoping Document

+ Approach

Mutimedia Learning

Click on each + button for more info.

Module 3

Module 4

Module 1

Module 2

Advancing your MTI Growth

Applying Zone Theory

Understanding Identity Development

Identifying Factors Influencing MTI

This section outlines the scoping phase for Module 1 of the multimedia e-learning course.

Learning Outcomes 6 & 7

Learning Outcomes 3 & 4

Learning Outcome 3

Learning Outcomes 1 & 2

Unlike a traditional scoping document, which organises topics into sections, my approach clusters subtopics into topics to reflect the bottom-up methodology used in designing this course.

This scoping document effectively addresses the Who, Why, and What of the course, ensuring that it meets the needs of the target audience and achieves the intended learning outcomes.

Target Audience

Subtopics

Learning Outcome

Topics

Wireframe

+ Approach

Mutimedia Learning

Click on each + button for more info.

Welcome/Navigation Screen 1

Topic 1: Content

Topic 2: Content

Topic 3: Content

Welcomes learners and Shows them how to navigatecourse

Activity - Screen 10

Screens 9-9.1-9.2-9.3

Screens 7-7.1-7.2-7.3

Screens 8-8.1-8.2-8.3

Engages learner in an interactive pdf including exercises, activities and open ended reflective questions and answers

Mathematics Teacher Identity (MTI)

Hook - Screen 2

Identity and Identity Crisis

Identification and Negotiation

Introduces the topic with an activity

Presents key information about the topic.

Assessment - Screen 11

Outcomes - Screen 3

Ensures learners are evaluated through a graded quiz that assesses key concepts from the module, requiring a minimum score of 80% to progress to the next module.

Topic 1: Activity

Topic 2: Activity

Topic 3: Activity

Outlines two learning outcomes

Screens 7.4 - 7.5

Screens 8.4 - 8.5

Screens 9.4 - 9.5

Learners will engage in an interactive scenario to apply knowledge and undertsanding of the topic

Learners will engage in interactive questions to apply knowledge and undertsanding of the topic

Activation - Screen 4

Wrap Up & Next Steps Screen 12

Engages learner in the topics by activitaing knowledge through three scenarios about mathematics teachers

Topic 1: Assessment

Presents key takeaways for each topic by summarising important information.Outlines next steps in the learning journey for further exploration of identity.Releases the toolkit to support continued learning and application.

Topic 2: Assessment

Topic 3: Assessment

Screens 7.6-7.7-7.8-7.9

Toolkit - Screen 5

Screens 8.6-8.7-8.8-8.9

Screens 9.6-9.7-9.8-9.9

Ensures learners are aware of addittional resources such as links, documents, etc.. to support their learning

Learners will take a short quiz in the form of formative assessment to reinforce learning and assess knowledge retention

Transition - Screen 6

Provides an overview of the topics explored in the module

Screenplan

Mutimedia Learning

Click on each + button for more info.

Welcome/Navigation - Screen 1

Topic 3: Content

Topic 1: Content

Topic 2: Content

Welcomes learners and Shows them how to navigatecourse

Activity -Screen 10

Screens 9-9.1-9.2-9.3

Screens 7-7.1-7.2-7.3

Screens 8-8.1-8.2-8.3

Engages learner in an interactive pdf including exercises, activities and open ended reflective questions and answers

Identification and Negotiaion

Identity and Identity Crisis

Mathematics Teacher Identity

Hook- Screen 2

Introduces the topic with an activity

Presents key information about the topic.

Assessment - Screen 11

Topic 3: Activity

Topic 1: Activity

Topic 2: Activity

Outcomes - Screen 3

Ensures learners are evaluated through a graded quiz that assesses key concepts from the module, requiring a minimum score of 80% to progress to the next module.

Screens 9.4 - 9.5

Screens 7.4 - 7.5

Outlines two learning outcomes

Screens 8.4 - 8.5

Learners will engage in an interactive scenario to apply knowledge and undertsanding of the topic

Activation - Screen 4

Wrap Up & Next Steps Screen 12

Screens 4.1-4.2-4.3

Engages learner in the topics

Topic 3: Assessment

Topic 1: Assessment

Topic 2: Assessment

Presents key takeaways for each topic by summarising important information.Outlines next steps in the learning journey for further exploration of identity.Releases the toolkit to support continued learning and application.

Screens 9.6-9.7-9.8-9.9

Screens 7.6-7.7-7.8-7.9

Screens 8.6-8.7-8.8-8.9

Toolkit - Screen 5

Learners will take a short quiz in the form of formative assessment to reinforce learning and assess knowledge retention

Ensures learners are aware of addittional resources such as links, documents, etc.. to support their learning

Transition - Screen 6

Provides an overview of the topics explored in the module

Storyboard

+ General Instructions

Mutimedia Learning

Click on each + button for more info.

Welcome/Navigation

Screen 1

Topic 3: Content

Topic 2: Content

Topic 1: Content

Activity - Screen 10

Identification and Negotiation

Mathematics Teacher Identity

Identity and Identity Crisis

Engages learner in an interactive pdf including exercises, activities and open ended reflective questions and answers

Screen 9

Screen 8

Screen 7

Hook

Screen 2

Screen 9.1

Screen 8.1

Screen 7.1

Screen 9.2

Screen 8.2

Screen 7.2

Assessment - Screen 11

Outcomes

Ensures learners are evaluated through a graded quiz that assesses key concepts from the module, requiring a minimum score of 80% to progress to the next module.

Screen 9.3

Screen 8.3

Screen 7.3

Screen 3

Topic 3: Activity

Topic 2: Activity

Topic 1: Activity

Activation

Screen 9.4

Wrap Up & Next Steps Screen 12

Screen 8.4

Screen 7.4

Screen 4

Screens 4.1 -4.2 -4.3

Screen 9.5

Screen 8.5

Screen 7.5

Presents key takeaways for each topic by summarising important information.Outlines next steps in the learning journey for further exploration of identity.Releases the toolkit to support continued learning and application.

Toolkit

Topic 3: Assessment

Topic 2: Assessment

Topic 1: Assessment

Screen 5

Screens 9.6-9.7-9.8-9.9

Screens 8.6-8.7-8.8-8.9

Screens 7.6-7.7-7.8-7.9

Transition

Screen 6

To view this Prototype demo ...

Step 2 Prototype Development

OR Click on this link to experience the full prototype of the training course as a learner.

Click on the the video recording below to explore the prototype in detail

In this section, I present the prototype of the Mathematics Teacher Training Course, developed using the e-authoring tool Genially.

‘If a picture is worth 1,000 words, a prototype is worth 1,000 meetings’

- David & Tom Kelley, founders of IDEO

Part 2 Approach and Commentary

Click on each + button for more info.

Areas for Improvement

Prototype Development with Genially

Microdesign and Multimedia Integration

Using Design Templates and Resources

Design Principles and Offline Accessibility

Part 3.1 Implementation

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Introduction

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Click on each + button for more info.

1. Choice of the Learning Platform

3. Rollout Plan

Selecting a suitable platform to host and deliver the training content.

Planning the step-by-step execution of the course delivery.

4. Accessibility and Engagement

2. Rollout Roles

Defining the responsibilities of those involved in the implementation process.

Ensuring the training is accessible to all learners and designed to keep them actively engaged.

+ Commentary

Learning Platform

LMS

Click on each + button for more info.

3.Assessment

1.LMS Features

Thinkific was chosen as Learning Management System (LMS) for hosting this training course, which is designed on Genially.

Thinkific assessments include quizzes, surveys, and assignments that allow educators to create interactive and engaging knowledge checks,

+ info

4.Reporting

2.Layout

The course layout on Thinkific will be designed to provide a seamless and engaging learning experience, integrating interactive Genially content within a structured framework.

Thinkific provides detailed reporting and customisable certificates, tracking progress and recognising learners' achievements.

+ info

+ Commentary

Rollout Roles

Resources and Staffing

Click on each + button for more info.

1.Resource Requirements

+ Digital Tools and Software

+ Technical Infrastructure

2. Staff Requirements

+ e-learning Project Manager

+ Content Development and Quality Assurance

+ Administration and Maintenance

+ Moderation and Community Management

+ Technical Management and Support

+ Commentary

Rollout

Stages, Plan, Testing, Go Live

Click on each + button for more info.

3.Testing Plan

1.Rollout Stages

This section describes the rollout stages with the assigned roles.

To ensure an effective design and smooth implementation of the training course on Thinkific, we will follow these three essential testing steps

+ info

+ Step 1

+ Step 3

+ Step 2

4.Go Live Plan

2. Rollout plan

This section outlines the three key stages of the rollout process: 1. Pre-Rollout Stage, 2. During Rollout Stage, 3. Post-Rollout Stage.

The go-live process will follow a strategic approach to ensure a smooth launch of the training course. Below are the key steps to execute the go-live.

+ Stage 1

+ Step 1

+ Stage 3

+ Stage 2

+ Step 3

+ Step 2

+ Step 4

+ Engagement Commentary

+ Accessibility Commentary

Accessibiliy & Engagement

Click on each + button for more info.

1. Accessibility and UXDL

2.Engagement Tactics

+ Nudging

+ Accessibility

+ Personalisation

+ User Experience Design for Learning (UXDL)

Part 3.2 Evaluation

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Introduction

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Click on each + button for more info.

1. Evaluation Types

3. UX evaluation

5. Learning Analytics

There three types of evalauations to assess the digital learning experience: Goal-Based, Process-Based, and Outcomes-Based

The Honeycomb Model will be used to evlaute the user experience design (University of Waterloo).

Learning Analytics will be used to measure collect, report and analyse data to understand and maximise learning impact.

4. UDL Evaluation

2. Kirkpatrick's Model

Kirkpatrick's model will be used as framework a for planning and conducting learning evaluatiosn for this course.

UDL evaluation is an ongoing process that should take place both during and after learning, supported by a practical checklist provided by DLI.

Types of Evaluation

Click on each + button for more info.

There are three key types of evaluation used to assess the digital learning experience: Goal-Based, Process-Based, and Outcomes-Based. Ideally, I would implement all three to gain a comprehensive understanding of the course's effectiveness. However, if time and resources are limited, I will prioritise the evaluations that are most feasible. In either case, I have outlined a clear approach for how each type of evaluation would be conducted.

Goal Based

Process Based

Outcome Based

Measures course impact against business goals

Evaluates each ADDIE phase to improve design and delivery.

Assesses changes in learner knowledge, skills, and behaviour.

+ Kirkpatrick’s Model Commentary

Kirkpatrick's Model

Click on each + button for more info.

Kirkpatrick’s Model is a widely used framework for evaluating the effectiveness of training and learning programmes. It consists of four levels:

Level 4: results

Level 1: Reaction – Measures learner satisfaction and engagement with the course. Level 2: Learning – Assesses the knowledge, skills, or attitudes gained during the course. Level 3: Behaviour – Evaluates how learners apply what they’ve learned in real-world contexts. Level 4: Results – Examines the broader impact of the training on organisational or professional goals.

Level 3 Behaviour

Level 2: Learning

Level 1 Reaction

+ Who Will Conduct the UX Evaluation

+ Commentary

UX Evaluation

Click on each + button for more info.

The University of Waterloo’s Honeycomb framework shown below provides an evidence-based structure for evaluating the overall learning experience in a meaningful and learner-centred way.

The checklist below outlines the most relevant UXDL components applied to this course.

Text

Images

Behavioural Design

Elements

Reflective Design

Communication & Connections

Community

+ Commentary

+ Who Will Conduct the UDL Evaluation

UDL Evaluation

Click on each + button for more info.

To guide UDL evaluation process, the Digital Learning Institute (DLI) provides a practical and structured checklist, which I used to evaluate this multimedia e-learning course across the following key UDL principles.

Action & Expression

Engagement

Representation

This checklist brings together key strategies focusing on how the course sustains learner interest, effort, and self-regulation. It includes three areas: sustaining interest, sustaining effort and persistence, and supporting self-regulation

This checklist brings together key considerations for how information is presented, accessed, and understood by learners. It includes principles from Perception, Language and Expression, and Comprehension.

This checklist brings together strategies that support how learners interact with, communicate through, and manage their learning—covering key areas of Physical Action, Expression & Communication, and Executive Functions.

+ Commentary

+ Case Example

Learning Analytics

Click on each + button for more info.

The learning analytics process adopted for this course followed a structured approach—Source, Data, Monitor, Insights, and Action—to ensure meaningful evaluation of learner behaviour and course effectiveness. This method will provide a clear framework for capturing, interpreting, and responding to data in a way that is both strategic and learner-centred.

action

Monitor

Source

Data

insights

Conclusion

Designing this course—from the microdesign details to the broader macrostructure—was a process firmly rooted in addressing both the business need and the defined learner personas. Every decision, from the choice of platform to the integration of multimedia and assessment methods, was guided by these foundations. This project presented a valuable opportunity to apply a research-informed CPD model and translate it into an engaging, accessible, and purposeful digital learning experience. By aligning pedagogical theory with real-world context, I was able to design a course that not only delivers content but also supports professional growth, encourages reflection, and meets organisational goals. The use of UDL principles, learning analytics, and interactive tools allowed for a learner-centric approach that remains flexible, inclusive, and impactful. Most importantly, this experience demonstrated the value of collaboration across roles—from instructional design and UX to learner support and platform management. As the course continues to evolve, the foundations laid during this design phase will ensure it remains scalable, sustainable, and responsive to both learner needs and organisational priorities.

'Design is the silent ambassador of your brand.'

- Paul Rand

Bibliography

Digital Learning Resources

Al-Azawei, A., Serenelli, F., & Lundqvist, K. (2016). Universal Design for Learning (UDL): A content analysis of peer reviewed journals from 2012 to 2015. Journal of the Scholarship of Teaching and Learning, 16(3), 39–56. Allen, M. W., & Sites, R. (2012). Leaving ADDIE for SAM: An agile model for developing the best learning experiences. American Society for Training & Development. https://learn.alleninteractions.com/resources/book/leaving-addie-for-sam Andreev, I. (2025, January 13). Bloom’s Taxonomy for effective learning: 47 verbs for objectives. Valamis. https://www.valamis.com/hub/blooms-taxonomy Beatty, B. J. (2019). Hybrid-Flexible Course Design: Implementing student-directed hybrid classes. EdTech Books. https://edtechbooks.org/hyflex Berger-Estilita, J., & Greif, R. (2020). Using Gagné’s “Instructional Design” to teach clinically applicable knowledge in small groups. Trends in Anaesthesia and Critical Care, 35, 11–15. Boothe, K. A., Lohmann, M. J., Donnell, K. A., & Hall, D. D. (2018). Applying the principles of universal design for learning (UDL) in the college classroom. Journal of Special Education Apprenticeship, 7(3), n3. Colman, H. (2024, July 25). How to choose an LMS: A 5-step guide. iSpring Solutions. https://www.ispringsolutions.com/blog/how-to-choose-an-lms Digital Learning Institute. (2024). Learning objectives mapping (editable) [Google Slides presentation]. Google Docs. https://docs.google.com/presentation/d/13GwVHpzrpx_L4n83kff6WH8EVl57omzI/edit DLI, Digital Learning Institute. (2024). The digital learning design process: ADDIE model for instructional design. https://www.digitallearninginstitute.com/blog/the-digital-learning-design-process-addie-model-for-instructional-design Digital Learning Institute. (2024). Exemplar 1 – Part 1 and 2: Maths for management [Video]. YouTube. https://youtu.be/VUxed9F6jWg?si=V0xV3L45pyedS6uk Digital Learning Institute. (2024). Exemplar 1: Phonics training for families [Genially presentation]. https://view.genially.com/64c23580b923220018f5ca29/presentation-dli-project-phonics-training-for-families

Bibliography

Digital Learning Resources

Digital Learning Institute. (2024). Exemplar 2 – Part 1 and 2: Induction programme [Genially presentation]. https://view.genially.com/64a7e7e734e1ee0012897f2c/presentation-dli-assignment-part-1-and-2 Digital Learning Institute. (2024). Exemplar 2: Digital learning experience design project. https://leather-sort-82f.notion.site/Digital-Learning-Experience-Design-Project-8ca11e83f2d0433e8a246644793fbb15 Digital Learning Institute. (2024). Exemplar 3: Non-attending student pathways in a course in higher education [Canva presentation]. https://www.canva.com/design/DAGLGSN0MQg/view Digital Learning Institute. (2024). Exemplar 4: Asbestos awareness [Genially presentation]. https://view.genially.com/660fb7d072443d00146f32e8/presentation-professional-diploma-project Digital Learning Institute. (2024). Module 1: Digital learning fundamentals. https://courses.digitallearninginstitute.com/courses/take/(2024)-module-1-digital-learning-fundamentals/texts/50466047-welcome-to-module-1-digital-learning-fundamentals Digital Learning Institute. (2024). Module 10: Rollout and universal design. https://courses.digitallearninginstitute.com/courses/take/(2024)-module-10-rollout-and-universal-design/multimedia/50466239-module-10-toolkit Digital Learning Institute. (2024). Module 2: Design principles. https://courses.digitallearninginstitute.com/courses/take/(2024)-module-2-design-principles/texts/50466076-welcome-to-module-2-design-principles Digital Learning Institute. (2024). Module 3: Learning experience (LX) design. https://courses.digitallearninginstitute.com/courses/take/(2024)-module-3-learning-experience-design/texts/50466100-welcome-to-module-3-learning-experience-lx-design Digital Learning Institute. (2024). Module 4: Multimedia eLearning design. https://courses.digitallearninginstitute.com/courses/take/(2024)-module-4-multimedia-elearning-design/texts/50466129-welcome-to-module-4-multimedia-elearning-design Digital Learning Institute. (2024). Toolkit part 1: Analysis and LX design. https://courses.digitallearninginstitute.com/courses/take/2024-course-information-professional-diploma-in-digital-learning-design-1/multimedia/51359005-your-assessment-and-feedback Digital Learning Institute. (2024). Toolkit part 2: Microdesign and development. https://courses.digitallearninginstitute.com/courses/take/2024-course-information-professional-diploma-in-digital-learning-design-1/multimedia/51359005-your-assessment-and-feedback

Bibliography

Digital Learning Resources

Digital Learning Institute. (2024). Toolkit part 3: Implementation and evaluation. https://courses.digitallearninginstitute.com/courses/take/2024-course-information-professional-diploma-in-digital-learning-design-1/multimedia/51359005-your-assessment-and-feedback Edwards, E. (n.d.). Using instructional interactivity to improve e-learning design. Allen Interactions. https://learn.alleninteractions.com/resources/ebook/using-instructional-interactivity-to-improve-elearning-design Elucidat. (n.d.). The 12 best elearning authoring tools, platforms & software. https://www.elucidat.com/blog/elearning-authoring-tools/ Elliot, A. J., & Maier, M. A. (2014). Color psychology: Effects of perceiving color on psychological functioning in humans. Annual Review of Psychology, 65(1), 95–120. Huprich, J. (2019, July 23). Building learner personas for instructional design effectiveness. Medium. https://medium.com/@juliahuprich/building-learner-personas-for-instructional-design-effectiveness-8787d4e5d1d2 iSpring Solutions. (n.d.). eLearning content types: Overview of eLearning formats. iSpring Solutions. Jacobs, S., Hall, D., Moore, S., Sharma, N., & Spencer, M. (2017). Smart ways to personalize an LMS. Adobe Systems Incorporated. https://www.adobe.com/content/dam/cc/us/en/products/captivate-prime/resources/whitepapers/smart-ways-to-personalize-an-lms.pdf Kennette, L. N., & Wilson, N. A. (2019). Universal design for learning (UDL): Student and faculty perceptions. Journal of Effective Teaching in Higher Education, 2(1), 1–26. King-Sears, M. E., Stefanidis, A., Evmenova, A. S., Rao, K., Mergen, R. L., Owen, L. S., & Strimel, M. M. (2023). Achievement of learners receiving UDL instruction: A meta-analysis. Teaching and Teacher Education, 122, 103956. Kumar, K. L., & Wideman, M. (2014). Accessible by design: Applying UDL principles in a first year undergraduate course. Canadian Journal of Higher Education, 44(1), 125–147. LearnUpon. (2020, March 11). What is the difference between synchronous and asynchronous learning? LearnUpon. https://www.learnupon.com/blog/synchronous-learning-asynchronous-learning/ Main, P. (2021, May 24). A teacher's guide to SOLO Taxonomy. Structural Learning. https://www.structural-learning.com/post/what-is-solo-taxonomy.

Bibliography

Digital Learning Resources

Mayer, R. E. (2002). Multimedia learning. In Psychology of Learning and Motivation (Vol. 41, pp. 85–139). Academic Press. Sambiran, A., & Soenarto, S. (2018). Using Mayer’s Principles in Designing Mobile-Based Learning Module: Implementation in the subject of Simulation and Digital Communication For Vocational High School. In Proceedings of the 1st International Conference on Science and Technology for an Internet of Things. European Alliance for Innovation (EAI). Smith, F. G. (2012). Analyzing a college course that adheres to the Universal Design for Learning (UDL) framework. Journal of the Scholarship of Teaching and Learning, 31–61. Sneed, O. (2016, May 9). Integrating technology with Bloom’s taxonomy. Teach Online. https://teachonline.asu.edu/2016/05/integrating-technology-blooms-taxonomy/ Studio93. (n.d.). Colour in branding: What does it all actually mean? https://studio93.ie/branding-colour/ Surgenor, P. (2010, January). Learning outcomes. University College Dublin Teaching and Learning. https://www.ucd.ie/t4cms/ucdtlt0027.pdf TeachThought. (n.d.). Bloom's digital taxonomy verbs for 21st-century students. TeachThought. https://www.teachthought.com/critical-thinking/blooms-digital-taxonomy-verbs/TeachThought University College Dublin Teaching & Learning. (n.d.). Programme mapping and alignment. University College Dublin. https://www.ucd.ie/teaching/resources/moduleandprogrammedesign/designingprogrammes/mappingandalignment/ University of California Office of the President. (n.d.). SMART goals: A how to guide. https://www.ucop.edu/local-human-resources/_files/performance-appraisal/How%20to%20write%20SMART%20Goals%20v2.pdf Vats, I. (2024, July 26). LMS implementation project plan: Checklist of 7 critical steps. SelectHub. https://www.selecthub.com/learning-management/lms-implementation-checklist-7-critical-steps/ Weijers, R. J., de Koning, B. B., & Paas, F. (2021). Nudging in education: From theory towards guidelines for successful implementation. European Journal of Psychology of Education, 36, 883–902. Widyastuti, E. (2019, March). Using the ADDIE model to develop learning material for actuarial mathematics. In Journal of Physics: Conference Series (Vol. 1188, No. 1, p. 012052). IOP Publishing.

Bibliography

Academic References Pertaining to the Topic of Mathematics Teacher Identity

O’Connor, K. E. (2008). “You choose to care”: Teachers, emotions and professional identity. Teaching and Teacher Education, 24(1), 117–126. https://doi.org/10.1016/j.tate.2006.11.008 Polly, D., McGee, J. R., Wang, C., Lambert, R. G., Pugalee, D. K., & Johnson, S. (2013). The association between teachers’ beliefs, enacted practices, and student learning in mathematics. Mathematics Educator, 22(2), 11–30. Quirke, S., Espinoza, L., & Sensevy, G. (2023). Teacher professional identity and curriculum reform. In Mathematics Curriculum Reforms Around the World: The 24th ICMI Study (pp. 455–468). Springer International Publishing. https://doi.org/10.1007/978-3-031-31441-8_29 Siswono, T. Y. E., Kohar, A. W., & Hartono, S. (2017). Secondary teachers’ mathematics-related beliefs and knowledge about mathematical problem-solving. Journal of Physics: Conference Series, 812, 012046. https://doi.org/10.1088/1742-6596/812/1/012046 Sun, J. (2017). Mathematics teacher identity in the context of mathematics reform: Elementary teacher experiences [Doctoral dissertation, University of California, Irvine]. Veith, J. M., & Bitzenbauer, P. (2022). Teacher identity in science education – Results of an empirical study on first- and third-person narratives. Journal of Physics: Conference Series, 2297(1), 012035. https://doi.org/10.1088/1742-6596/2297/1/012035 Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. Cambridge University Press. Wenger, E. (2010). Communities of practice and social learning systems: The career of a concept. In C. Blackmore (Ed.), Social learning systems and communities of practice (pp. 179–198). Springer London. https://doi.org/10.1007/978-1-84996-133-2_11 Westaway, L. (2019). The role of reflexivity in the emergence and expression of teachers’ identities in teaching primary school mathematics. ZDM, 51(3), 481–492. https://doi.org/10.1007/s11858-019-01042-y Williams, J. (2011). Teachers telling tales: The narrative mediation of professional identity. Research in Mathematics Education, 13(2), 131–142. https://doi.org/10.1080/14794802.2011.585825 Ye, J., & Zhao, D. (2019). Developing different identity trajectories: Lessons from the Chinese teachers. Teachers and Teaching, 25(1), 34–53.

Outcomes-Based Evaluation

Outcomes will be measured by assessing the impact of the course on learners' knowledge, skills, and behaviour. This will include:

Completion rates and quiz performance via Thinkific tracking.
Reflection tasks to gauge shifts in understanding of teacher identity, data will be collected through Genially reports.
I have created a feedback form at the end of the course to capture learner confidence and intention to apply insights in their professional roles.

Potential long-term tracking of job application or role advancement, if data access permits.

Rollout Plan

This section outlines the third stage of the rollout process:

Post-Rollout Stage

Evaluation and follow-up activities after the course has been delivered.

Click on each + button for more info.

Interactive Mindmap Trivia with questions and multiple choice answers The learner will click on the plus icons to reveal multiple choice questions. There are 7 questions. Each question has 3 possible answers with one correct answer

Interactive Mindmap Trivia with questions and multiple choice answers the learner will click on the plus icons to reveal multiple choice questions. There are 7 questions. Each question has 3 possible answers with one correct answer

Purpose of the screen

Interactions

Font: Source Serif Pro Primary Color: #5e3c71 Secondary Colour: #ffb700 Tertiary Colour: #ebf7ff

Title: MIND MAP TRIVIA Intro: Welcome to an interactive trivia challenge designed to activate your prior knowledge about identity, teacher identity, and professional agency in mathematics education!Instructions: Click on the plus icons to reveal each question. Choose the best answer from the three multiple-choice options, and see how much you already know before diving into the course!Click on each question to reveal OST of each:

Graphic Design

On-Screen Text

Question

Card 2

Image 2

Front Text

Card 1

Image 1

Front Text

Card 3

Image 3

Front Text

Interactions

Click on each + button for more info.

Position the 3 flashcards that has information about subtopic 3.2. The learner clicks on each card to learn more.

Purpose of the screen

Graphic Design

Image 1

Image 2

Image 3

On-Screen Text (OST)

Instructions: Please click on each card to gain a deeper understanding of identification. Cards:• Card 1 Front: What is identification according to Wenger (1999)? • Card 1 Back: Identification involves aligning with practices or groups through active participation and reification, shaping how individuals see themselves and are seen by others in social contexts. • Card 2 Front: How does identification relate to MTI? • Card 2 Back: Identification influences MTI as teachers align with specific teaching practices and professional communities, shaping how they view themselves as mathematics educators. • Card 3 Front: How does multi-membership affect MTI? • Card 3 Back: Multi-membership means teachers engage in multiple communities (e.g., mentor, researcher), forming diverse and overlapping identities that shape their overall MTI.

‘Learning Platform’ Reflective Commentary

The robust reporting and analytics capabilities provided valuable insights into learner progress and performance, unlike Genially. Automated certification features enhanced motivation and recognition, while secure hosting and cross-device compatibility ensured accessibility and data privacy. Overall, Thinkific proved ideal for delivering a high-quality, engaging learning experience.

I chose Thinkific as the LMS for the Mathematics Teacher Identity Training Course to maximise interactivity, flexibility, and learner engagement. Its seamless integration with Genially allowed for a dynamic multimedia experience while maintaining functionality. Thinkific’s customisable course builder enabled combining interactive content with quizzes and text, catering to diverse learning preferences.

OST continued

Drop Zone 1: Pathway 1 Follow Mentor’s Teaching Style Drop Zone 2: Pathway 2 Develop Unique Teaching Style Drag Items (Decisions): 1. Observe mentor’s lessons for strict teaching strategies. 2. Integrate interactive math games and activities regularly. 3. Seek feedback on strict discipline from students. 4. Experiment with student-centred problem-solving activities. 5. Reflect on personal teaching beliefs and preferences. 6. Balance strict routines with creative learning experiences.

Click on each + button for more info.

Introduce a scenario that requires learners to reflect on the knowledge presented in Topic 3. This will be done through a drag-and-drop activity, where learners drag and drop items to make decisions.

Purpose of the screen

On-Screen Text (OST)

Drop zone 1

Drop Zone 2

Item 1

Item 2

Item 4

Item 3

Item 5

Item 6

Interactions

Title: Decision Pathways: MTI and Communities of Practice • Scenario: Remember Jamal from the previous activity?Jamal, an experienced mathematics teacher, has always admired his mentor’s strict yet effective teaching methods. However, Jamal prefers a more interactive and fun approach to teaching math, where students actively participate and enjoy learning.Now, Jamal is faced with a decision: Should he follow in his mentor’s footsteps and adopt a strict, disciplined teaching style, or should he embrace his own unique, engaging approach to mathematics instruction?Help Jamal make a decision by dragging and dropping the appropriate items into the two pathways on the right.

Graphic Design

Level 2

Learning

Learning outcomes will be evaluated using formative and summative assessments, including quizzes, scenario-based tasks, and reflection activities embedded within the course. These assessments will measure understanding of key concepts related to mathematics teacher identity, and progress will be tracked using Thinkific’s built-in analytics.

Activities

Scenario-Based Learning & Interactive Slides

Learners will engage in various activities to apply their learning. Activities will include:

Scenario-based learning for real-world application.
Real-life case studies to connect theory with practice.

Reflective exercises to encourage self-assessment.

Multiple-choice questions for knowledge checks.
Interactive slides designed using Genially.
Interactive PDFs using WOBO integration on Thinkific for hands-on engagement.

Drawing from my experiences as a PhD student and CPD provider, I faced challenges accessing and applying dense academic research. Motivated to bridge this gap, I transformed the mathematics teacher identity development model that I developed based on extensive 10-year research into an interactive online course, making evidence-based strategies accessible, practical, and impactful for educators through digital learning.

Part 2

This section outlines the foundational stages of design and development for the Mathematics Teacher Identity training course, presented as a multimedia e-learning package. It focuses on the micro design and development phase of the ADDIE model, addressing the following key aspects:

Image of Part 2 of the projectSource: Digital Learning Course, DLI (2025)

Step 2 Develop Prototype

Utilising an authoring tool (Genially)
Building the prototype

Step 1 Design Documents

The Scoping document
The Wireframe
The Screenplan
The Storyboard

Start

Physical Action

Executive Functions

Expression & Communication

Navigation and Accessibility Support

1. Goal Setting

1. Multiple Media for Communication

Are Learning Objectives clearly stated and easily accessible at the start of each module?

Have self-reflection checklists been included to help learners track their own understanding and progress?

Have you enabled different ways for learners to submit assessments, beyond just written responses (e.g., video, audio, interactive responses)?

Can external tools (e.g., Genially, WOBO, Playersnips) be embedded to support learner expression and creativity?

Are there various tools available for learners to construct and compose responses (e.g., typed input, drag-and-drop, voice tools)?

Is there access to spelling and grammar support within the course environment or through integrated tools?

Can the platform integrate with web-based applications to extend learner functionality?

Is text-to-speech available to support accessibility for written content?

Can learners navigate freely through the course content at their own pace without being restricted by a fixed sequence?

Are time-flexible settings available in assessments (e.g., Thinkific quizzes) to support learners who require additional time?

Is the course accessible across multiple devices (e.g., desktop, tablet, mobile) to accommodate different user preferences?

Does the course design support assistive technologies such as screen readers or voice input for learners with physical access needs?

Is the platform compatible with external tools (e.g., Genially, WOBO, videos) to provide a smooth and integrated multimedia learning experience?

2. Supporting Planning and Managing Information

Are learners provided with note-taking templates or checklists to support study and organisation

Are bookmarking or content-curation features available within the platform or through integrated tools?

Have knowledge checks or mini-assessments been used throughout the course to help learners monitor understanding?

3. Enhancing Monitoring

Is learner progress visible through dashboards or progress bars (e.g., via Thinkific analytics)?

Are surveys included to gather learner feedback on content, preferences, or overall experience?

Have you used assessment rubrics or checklists with clear examples to guide learners' expectations?

2. Scaffolding Support

Do you provide feedback in multiple formats, such as audio, automated messages, or written comments?

Have you included flexible learning pathways or content options to accommodate different skill levels and learner needs?

Step 1 Homepage

Step 1 Design Documents 'Homepage'

Or choose a specific page

Screenplan

Scoping Document

Storyboard

Wireframe

Module 1 -Understanding Identity Development

This module enables learners to understand key concepts of identity development within the context of mathematics education. Specifically, lthe module will enable learners to:

Learning Oucomes

Explore the generic concepts of identity and identity crisis.
Examine the concepts of teacher identity and mathematics teacher identity, along with their role in shaping teaching practices.
Unpack and apply the concepts of identification and negotiation to reflect on their professional growth and develop their mathematics teacher identity.

LO1: Learners will be able to define and explain the concept of teacher identity and its role in shaping teaching practices, particularly in mathematics education.

LO2: Learners will be able to apply the concepts of 'Identification' and 'Negotiation' to reflect on their professional growth.

‘The Why’ Reflective Commentary

Important note

Learning Outcomes: The learning outcomes were intentionally designed to align with the business need, learning gap, and purpose of developing Mathematics Teacher Identity (MTI). These outcomes:

Business Need: The business need was formulated based on my 10-year research through a needs analysis, identifying key challenges in mathematics education, including math anxiety, insufficient accessible CPD opportunities, and the importance of mathematics teacher identity in shaping pedagogical approaches, classroom interactions, and student outcomes (Rushton et al., 2023; Zhang & Wang, 2022). Learning gap: The learning gap analysis identified that teachers often lack structured understanding of their professional identity, limiting their confidence and instructional effectiveness. The current level involves basic awareness and recognition, whereas the target level promotes active engagement through reflection, application, analysis, and evaluation.

Are structured according to Bloom’s Taxonomy, SMART objectives, and the ABCD model, ensuring a progressive learning pathway.

Range from Lower Order Thinking Skills (LOTS) (understand, apply) to Higher Order Thinking Skills (HOTS) (analyze, create).

Each outcome addresses specific challenges in mathematics teachers' professional journey, ensuring measurable progress through structured assessments.

This approach bridges theory and practice, promoting teacher identity, pedagogical effectiveness, and professional growth.

insights

Data insights will be analysed to understand learner preferences, challenges, and engagement habits. These findings will help shape learner personas and inform refinements to course content, structure, and support mechanisms to enhance the user experience. For example, the data provided here also leads to actionable insights. For example:

Low engagement weeks or zero-activity students can highlight when and where learners disengage.
The contrast between enrolment numbers and actual engagement informs decisions about content relevance, delivery effectiveness, and user support needs.
Patterns of high engagement from some students may reveal best practices or successful content that can be scaled.

SMART

ABCD

Bloom's Taxonomy

Please click on each image in the carousel to view it in full size.

Target Audience

The target audience for the online multimedia course includes early-career, experienced, and transitioning educators, as well as CPD coordinators overseeing professional development.

These learners have diverse backgrounds—from newly qualified teachers building confidence to experienced professionals refining their strategies and career changers adapting to mathematics pedagogy.

The course must cater to varied learning preferences, offering interactive activities, scenario-based learning, structured modules, and data-driven insights to ensure accessibility, engagement, and practical application.

Level 1

Reaction

Learner engagement and satisfaction will be measured through feedback surveys embedded within Thinkific, focusing on their overall experience, ease of navigation, and content relevance. Additional data such as course completion rates, time spent per module, and participation in discussion forums will be monitored to assess levels of engagement.

Layout

Visual Representation

Dashboard Experience

Call-to-Action Buttons

Course Layout and Presentation

Click on each + button for more info.

Call-to-Action Buttons • The card also features two prominent call-to-action buttons: 1. "See Overview" - Directs learners to a course summary or syllabus, allowing them to review course details before resuming. 2. "Resume Course" - Quickly takes learners back to their most recent activity or lesson.

Dashboard Experience • Upon logging in, learners are greeted by a clean, intuitive dashboard that prominently showcases their enrolled courses. • The training course is organised into well-defined modules, each focusing on a specific topic, ensuring clarity and structure.

Course Layout and Presentation • The Thinkific course layout provides a clean and professional introduction to the course before learners begin. • The main element on the dashboard is the course thumbnail card, which displays: Course Title: "Building Your Mathematics Teacher Identity". The title is centered and uses a bold, clear font, conveying a sense of purpose and focus. Progress Bar: - Visually indicates the learner's current progress in the course. -Uses contrasting colors (yellow and white) to clearly differentiate completed and remaining portions. -Shows 33% completion, with the percentage number displayed below the progress bar for precise tracking.

Visual Representation • Below the progress and buttons, there is an image related to the course theme. • In this case, the image features a professional figure with the word "IDENTITY" displayed on their shirt, symbolising the course’s focus on developing a mathematics teacher's identity

Click here to view the layout of the course on the inside

Layout and Structure

Click on each + button for more info.

Purpose of the screen

The goal of this screen is to introduce a scenario with a drag and drop activity.

On-screen text introduces the scenario, referring to Scenario 1 on Screen 4.2. The learner clicks the "Instructions" button to begin the scenario activity. The learner then drags elements into the designated drop zone to complete the task. A pop-up screen will appear when the learner clicks the "Check" button to view their solutions and receive feedback.

Screen activities

Elements on the Screen

Areas for Improvement

This process has given me a deep appreciation for the importance of both macro and micro design stages. I recognise that I need to further enhance my skills in storyboarding and screen planning to ensure that I can provide developers with clear and comprehensive guidance. Moving forward, I will focus on improving the level of detail in my documentation to facilitate smoother prototype development.

‘Choosing Kirkpatrick’s Model’ Reflective Commentary

In comparison, models such as LTEM and Kaufman’s Five Levels offer deeper analysis but are more complex and resource-intensive, making them less suitable at this stage of development.

Kirkpatrick’s four levels—Reaction, Learning, Behaviour, and Results—offer a balance between depth and practicality. The model enables evaluation across immediate learner engagement, knowledge acquisition, behavioural change, and broader organisatinal impact, which is ideal for this professional development course. Its widespread use and simplicity make it a practical choice, particularly given time and resource constraints.

I chose Kirkpatrick’s Model for evaluating this course because it provides a clear, structured, and widely recognised framework that aligns well with both the scope and practical needs of this course. As the company is a start-up with a reasonable but limited amount of resources, Kirkpatrick’s model provides a balanced approach without being overly complex or demanding.

Pathway 2 Outcome: Emma feels empowered and authentic by blending collaborative and traditional methods. She gains support from colleagues and builds confidence. Successfully navigating the crisis helps Emma redefine her identity, aligning Erikson’s concept of growth through challenges and Mead’s balance between personal beliefs ("I") and societal norms ("Me").

OST continued

Click on each + button for more info.

The goal of this screen is to reveal the answers of the drag and drop activity and to provide feedbak to learners about the impact of each decision.

Purpose of the screen

Emma

On-Screen Text (OST)

Interactions

Pathway 2

Pathway 1

Drop Zone 2: Pathway 2 Stay True Drag Items (Decisions): 2. Blend collaborative and traditional methods to create a balanced approach. 3. Communicate with the department head about combining methods. 5. Present evidence of how collaborative learning improves student engagement. 6. Seek peer support to maintain collaborative methods while integrating some structure.

Drop Zone 1: Pathway 1 Conform Drag Items (Decisions): 1. Incorporate more lecture-based teaching to align with school norms. 4. Fully adopt traditional teaching to match colleagues’ practices.

Outcome

Click (Tooltip)

Graphic Design

Feedback: Click on + button to learn more about the impact of each pathway on Emma's identity Pathway 1 Outcome: Emma feels disconnected from her personal beliefs and experiences identity confusion. She struggles to find satisfaction in her role and might consider leaving the profession. Erikson’s theory suggests that unresolved crises can lead to identity confusion, while Mead’s theory highlights how societal expectations dominate her professional identity.

Card 2

Image 2

Front Text

Card 1

Image 1

Front Text

Card 3

Image 3

Front Text

Interactions

Click on each + button for more info.

Position the 3 flashcards that has information about subtopic 1.2. The learner clicks on each card to learn more.

Purpose of the screen

Graphic Design

On-Screen Text (OST)

Image 1

Image 2

Image 3

Instructions: Please click on each card to gain a deeper understanding of the concept of identity. Cards:• Card 1 Front: What is an identity crisis? • Card 1 Back: An identity crisis occurs when individuals struggle to define who they are, often due to conflicting beliefs or social pressures (Erikson, 1959)The successful resolution of each crisis might lead to a stronger sense of identity, while the unsuccessful resolution can lead to “identity confusion” or an identity crisis (Luyckx et al., 2011). • Card 2 Front: How does an identity crisis affect teachers? • Card 2 Back: Teachers experiencing an identity crisis may feel disconnected from their role, leading to confusion in decision-making and teaching approaches.Identity crises can hinder teachers' ability or willingness to engage in professional development or collaborative activities.An identity crisis can lead teachers to reevaluate their career choices, possibly considering leaving teaching altogether. • Card 3 Front: Can identity crises be positive? • Card 3 Back: Yes! Identity crises encourage teachers to pause, reflect deeply, and evaluate their values, beliefs, and teaching practices.They become more self-aware about their strengths, weaknesses, and personal motivations.Navigating identity crises helps teachers develop resilience, adaptability, and coping strategies.

Subtopic 2

Subtopic 1

Click iconScreen 7.1 popout

Subtopic 3

Click iconScreen 7.3 popout

Click iconScreen 7.2 popout

Interactions

Click on each + button for more info.

Position the 3 topics within the module. The learner returns here upon completion of each subtopic.

Purpose of the screen

On-Screen Text (OST)

Graphic Design

LEFT OF THE SCREEN Title: Identity and Identity Crisis Intro: Teachers' professional identity is essential for effective teaching. Many educators struggle to define their roles, leading to confusion in their practice. This uncertainty affects both teachers and student learning. By solidifying their professional identity, teachers can align their beliefs with their practices, creating a better learning environment. We will explore key concepts of identity formation: 1- What is identity? 2- What is identity crisis? 3- What are the key theories on identity formation? Don't miss out! Click each + button to explore these insights and empower your teaching journey.

RIGHT OF THE SCREEN Title 1: IDENTITY Title 2: IDENTITY CRISIS Title 3: KEY THEORIES

Start

Step 1 Design Documents 'Homepage'

Or choose a specific page

Screenplan

Scoping Document

Storyboard

Wireframe

‘Engagement’ Reflective Commentary

Potential limitations to approach

A limitation of this approach is that reliance on automated nudging may lack personal interaction, while personalised pathways could overwhelm some learners who prefer guided support, potentially reducing engagement and course completion rates.

I prioritised engagement tactics in this course by leveraging nudging and personalisation to maintain motivation and learner involvement. Using Thinkific's automated notifications, I will implement nudging strategies to reinforce progress and celebrate achievements without overwhelming learners. Personalisation was achieved through adaptive learning pathways, allowing learners to choose between different levels of Mathematics Teacher Identity Development provided by the course content based on their competencies and career goals.

Actions to mitigate limitations

To mitigate these limitations, I plan to incorporate periodic live sessions and group coaching when adequate resources and staffing are available. This will provide personalised support and clear guidance on navigating adaptive pathways, reducing learner overwhelm and enhancing engagement.

Module 1 Understanding Identity Development Welcome! Get ready to explore how your experiences, beliefs, and professional journey shape your identity as a mathematics teacher, influencing your confidence, instructional approach, and long-term growth in the classroom. Let’s dive in! 🚀

Voice Over

Click on each + button for more info.

Introduces 3 scenarios to the learner. learners clcik on each + button to explore more about each scenario.

Purpose of the screen

Title: Module 1Subtitle: Understanding Identity Development Text: Welcome!

On-Screen Text (OST)

Graphic Design

Interactions

Topics and subtopics

Topic 3

Topic 1

Topic 2

Identification and Negotiation

Identity and Identity Crisis

Mathematics Teacher Identity

Communities of practice?

Defining Identity

Teacher identity

Mathematics teacher identity (MTI)

Identification process

Identity crisis

Negotiation process

MTI and agency

Key Theories

Voice-Over

🎉 Congratulations on Finishing Module 1! 🎉 You’ve completed the first step in your journey toward enhancing your Mathematics Teacher Identity. Well done! Take a moment to reflect on what you’ve learned, and get ready to dive into the next module. Keep up the great work!

Click on each + button for more info.

The purpose of this screen is to congratulate the learner on completing Module 1, encourage them to explore the toolkit for further reading, and provide an overview of the next steps. The screen also motivates the learner to continue their journey by engaging in Module 2.

Purpose of the screen

Title: Wrap UP Subtitle: 🎉 Congratulations on Finishing Module 1! 🎉

On-Screen Text

Graphic Design

Text under image 2 Click the button below to access your toolkit.

Text under image 1 Click the button below to review the key points from this module.

Image 1

Image 2

Image 3

Text under image 3 Click below to start Module 2 and explore the factors shaping your Mathematics Teacher Identity and professional growth!

Screen 12.1 OST

Module 2 identifying factors influencing MTI

introduction

Module 2

Identifying Factors influencing MTI

Activity

LO3: Learners will be able to identify and analyse key factors that influence the development of mathematics teacher identity.

Topic 2: Beliefs about mathematics

Topic 5 : Educational policies

Topic 4: Educational resources

Topic 1: self-perceptions

Topic 3: Experiences

Topic 6: context

Topic 1: Self-perceptionsTopic 2: Beliefs about Mathematics educationTopic 3: ExperiencesTopic 4: Educational ResourcesTopic 5: Educational PoliciesTopic 6: Context

Content

Activity

Formative Assessment

Wrap up

Key takeaways and Next Steps

Summative Assess ment

Activity

Module 1 Understanding Identity development

Topic 1: Identity and Identity CrisisTopic 2: Mathematics Teacher IdentityTopic 3: Idenitifcation and Negotiation

Module 1

Understanding Identity Development

LO1: Learners will be able to define and explain the concept of teacher identity and its role in shaping teaching practices, particularly in mathematics education.

LO2: Learners will be able to apply the concepts of 'Identification' and 'Negotiation' to reflect on their professional growth.

introduction

Activity

Topic 1 : IDENTITY AND IDENTITY CRISIS

Topic 3 : Identification and Negotiation

Topic 2 : Mathematics Teacher Identity (MTI)

Content

Activity

Formative Assessment

Wrap up

Key takeaways and Next Steps

Summative Assess ment

Activity

Content Personalisation

Design Considerations

In designing the course, the content will be based on varied learner profiles, demographics, career stages, and academic backgrounds to ensure relevance and engagement. • Customised Learning Paths: Integrate personalised pathways using pre-course self-assessments and quizzes to align content with learners' skill levels and goals. • Career Stage Adaptability: Structure the course to provide targeted support for early-career teachers, mid-career educators, career changers, and school leaders, ensuring that each group receives content that meets their unique needs.

Asynchronous & Flexible

My design decisions are based on a detailed analysis of learners’ profiles, demographics, career stages, motivations, and challenges (Huprich, 2019). By aligning content delivery with their unique needs, I ensure that the course provides personalized, accessible, and engaging learning experiences for all participants.

The course to be self-paced and modular to accommodate busy schedules and confidence challenges faced by learners like David, Sarah, Emily, and James. • Self-Paced Modules allow learners to engage at their own convenience. • Bite-Sized Lessons break content into manageable, focused sections for gradual learning. • Confidence-Building Exercises include interactive self-assessment tools to support early-career teachers and career changers in developing their teaching identity.

The design will consider the need to bridge digital literacy gaps and technology access limitations, ensuring all learners can engage effectively. • Downloadable Resources: Include offline access to key materials like Reflection Journals, so learners can continue learning without constant internet access. • Low-Bandwidth Support: Provide compressed videos, PDFs, and text-based alternatives to support learners with limited connectivity, ensuring accessibility for all.

Offline Resources

The design will include practical, tangible learning materials to ensure real-world applicability. • Customisable Templates: include downloadable worksheets and action plans for easy adaptation. • Interactive Infographics & Frameworks: Develop step-by-step models that teachers can apply directly in their classrooms. • Scenario-Based Learning: incorporate real-world applications to enhance engagement and deepen practical understanding.

The design will include a multimedia e-learning approach to match diverse learner engagement styles. Emily and David prefer interactive activities, while James and Sarah benefit from scenario-based learning and case studies. • Incorporate quizzes, interactive exercises, and text-based content to cater to varied preferences. • Ensure inclusive learning with clear and simple language. • Use real-world scenarios to enhance practical understanding and engagement.

Multimedia E-Learning:

Interactive Tools & Resources

Through self-reflection, case studies, and structured frameworks, mathematics educators will be able to connect research with practice, strengthening their professional identity. CPD coordinators and school leaders can also use this course to facilitate sustainable teacher development. By the end of this course,learners will gain confidence, adaptability, and a clear understanding of professional identity, enhancing mathematics teaching effectiveness and engagement.

Purpose of the course

So... WHY learners need this course? This course provides a structured, evidence-based approach to mathematics teacher identity (MTI) development, bridging the gap between theory and practical application. The course aims to help learners to:

Mathematics teachers play a crucial role in shaping student success, yet many educators struggle with forming and sustaining a strong professional identity. This is especially challenging for early-career teachers, career changers, and experienced educators seeking professional growth. While pedagogical knowledge and subject expertise are widely addressed in teacher training programmes, forming a resilient, adaptable teacher identity remains an overlooked aspect of professional development.

• Develop a self-aware and adaptable professional identity through reflective practices, real-world case studies, and research-backed models on mathematics teacher identity.

• Apply identity development frameworks such as Zone Theory and Wenger’s Communities of Practice to strengthen their role as mathematics educators.

Without a clear professional identity, teachers experience lower confidence, inconsistent instructional approaches, and an increased risk of burnout.

• Demonstrate their learning by creating reflective teaching statements, identity development plans, and CPD implementation strategies.

How can mathematics educators develop a strong, adaptable professional identity that enhances their confidence, teaching effectiveness, and long-term career satisfaction?

Thinkific Features

Here are the key features of Thinkific that make it the best choice for hosting and delivering the Mathematics Teacher Identity training content:

Click on each + button for more info.

Certification and Completion Tracking

Integration and Embedding

Customisable Course Builder

Secure Hosting and Data Privacy

Student Management and Progress Tracking

User Experience and Accessibility

Assessment and Survey Integration

Marketing and Monetisation Tools

Technical Management and Support

The technical team is made of an IT manager and twi IT specialists already employed by the comapny. The IT Manager will oversee the technical aspects of the course rollout on Thinkific, ensuring seamless configuration and integration of digital tools and platforms. They will lead a team consisting of two IT Specialists and one Administrator, all of whom will have extensive knowledge of IT systems and operations.

IT Manager

IT Specialist

Source

The primary platform used is Thinkific, supported by integrated tools such as Genially, WOBO, and email analytics from learner communication tools. Working collaboratively with IT and platform administrators, these systems will be the foundation for sourcing engagement and performance data.

Rollout Plan

This section outlines the first stage of the rollout process.

Pre-Rollout Stage

Preparation and planning activities before the course launch.

Sustaining Interest

Self-Regulation

Sustaining Effort & Persistence

1. Optimising Autonomy

1. Promote Expectations

1. Focus on Learning Outcomes

Learners are given a choice in the format of learning materials (e.g. interactive Genially content, and downloadable text-based resources).

Learners can choose their own method for completing reflective tasks or assignments where appropriate.

Reflection prompts are embedded throughout the course to support self-awareness and learning progress.

Guidance is provided on how to troubleshoot basic platform or content access issues, helping learners become more independent.

The course content is structured to allow learners to focus on areas where they need more support, with optional review activities available.

Learning Outcomes are clearly displayed at the start of each module on Thinkific.

Reflection prompts and progress tracking tools allow learners to review which Learning Outcomes they have achieved.

2. Optimising Relevance

2. Foster Collaboration and Community (To be considered when instructor resources are available)

Course materials are curated from diverse, inclusive sources to reflect different cultures and professional contexts.

Activities and content are clearly aligned with defined learning outcomes, using a structured and intuitive format.

Interactive elements (e.g., scenario-based tasks, Genially activities) are designed to encourage active participation and exploration.

Plans are in place to create dedicated online spaces (e.g., forums or group pages) to encourage learner interaction and peer collaboration.
Clear expectations will be set for group work and peer engagement when collaborative activities are introduced.

2. Develop Self-Assessment

Quizzes and interactive checkpoints are used to promote ongoing self-assessment and progress tracking.

Learners can view their performance data through Thinkific’s dashboard, supporting self-monitoring and motivation.

3. Minimising Distractions

3. Increase Feedback Opportunities

The course layout within Thinkific is clean, structured, and easy to navigate, avoiding information overload.

Notifications and progress indicators are used to guide learners without causing unnecessary interruptions.

Communication and guidance are clear and concise, particularly in automated emails and module introductions.

The platform provides automated feedback through quizzes and self-assessment tools.

Plans to introduce diverse feedback methods (e.g., audio, group feedback) are in development as instructor capacity increases.

Learners can review past feedback via Thinkific’s tracking and reporting features to reflect on their progress.

action

Based on the insights gained, targeted improvements will be implemented (e.g., additional guidance, restructured modules, enhanced feedback). These actions will be evaluated over time to determine their impact and guide the next cycle of updates, creating a continuous improvement loop.

Layout and Structure

Click on each + button for more info.

Purpose of the screen

The goal of this screen is to introduce Topic 3 and 3 subtopics.

On-screen text introduces the topics of identity and identity crisis. The learner clicks on a + button to explore each subtopic, which opens in a pop-out window. There will be 3 popout screens: Screens 9.1/9.2/9.3. The images are relevant to mathematics teachers.

Screen activities

Elements on the Screen

The Universal Design for Learning (UDL) evaluation will be led by the Instructional Designer, with support from the Learner Support Specialist.

The Instructional Designer will apply the DLI UDL checklist to assess how well the course promotes engagement, accessibility, and flexible learning pathways.
The Learner Support Specialist will contribute insights on motivation, learner needs, and support structures, ensuring the course is inclusive and responsive to diverse learning preferences.

The User Experience Design for Learning (UXDL) evaluation will be conducted by the UX Designer, using the Honeycomb Model from the University of Waterloo. The UX Designer will assess the course’s usability, layout, navigation, and visual appeal to ensure a smooth, intuitive learning experience. Additional input from the Instructional Designer and Project Manager will support alignment between user experience and pedagogical goals.

Multimedia Wireframe

The wireframe is designed to map out the module’s flow, highlighting key touchpoints that align with Gagné’s model of instruction. This approach was informed by the ‘How’ phase, where I used Gagné’s framework to structure the building blocks of each module.

The wireframe plays a crucial role in visualising the module’s structure and progression, ensuring that each touchpoint is strategically planned. This helps in guiding the screen plan and storyboarding, providing a clear blueprint for content delivery.

Step 2: Select a Panel of Testers

To gather comprehensive feedback and identify potential issues, a diverse panel of testers will be selected, including:

• End Users: A few acquaintances who are mathematics teachers will be invited to take the course. They will evaluate usability, content clarity, and the overall user experience. • Quality Assurance Specialist: As the company employs a quality assurance specialist, they will be responsible for conducting technical testing, performing functionality checks, and identifying any glitches or inconsistencies.

Part 3.2

This section outlines the Evaluation stage of the ADDIE model, focusing on evaluating the designed learning experiences. This stage aims to measure and improve the learning experience, accessibility, user engagement, and learning outcomes using data-driven methods, stakeholder input, and established models like Kirkpatrick and UDL to ensure effectiveness throughout and beyond the learning process. The key aspects of this stage are:

Image of Part 3 of the projectSource: Digital Learning Course, DLI (2025)

Types of Evaluation
Kirkpatrick model
Rollout UX and UDL evaluation
Learning Analytics

Start

Design Principles and Offline Accessibility

When designing the course, I kept my learner personas in mind, ensuring the inclusion of bite-sized lessons, multimedia elements, and customizable tools and resources. I made it a priority to ensure that the course could be accessed offline by generating an HTML file, allowing learners to engage with animations and interactions without internet access. This was a key design consideration to maximise flexibility and usability. Additionally, I incorporated scenario-based learning, which was another core principle in my design strategy.

To maintain a high-quality learning experience, I adhered to Mayer’s Principles of Multimedia Learning and the C.R.A.P. principles (Contrast, Repetition, Alignment, Proximity) to avoid cognitive overload. This involved minimising text density, using relevant images, and incorporating voiceovers and interactive elements. I aimed to create a dynamic and engaging experience that keeps learners motivated and attentive throughout the course.

Part 2

This section outlines the stages of design and development for the Mathematics Teacher Identity training course, presented as a multimedia e-learning package (DLI, 2024). It focuses on the micro design and development phase of the ADDIE model, addressing the following key aspects:

Image of Part 2 of the projectSource: Digital Learning Course, DLI (2025)

Step 2 Develop Prototype

Utilising an authoring tool (Genially)
Building the prototype

Step 1 Design Documents

The Scoping document
The Wireframe
The Screenplan
The Storyboard

Timeline

Flow Model

The course offers flexibility to accommodate learners' time constraints while providing an estimated duration for each module. Each module is designed to take 1 hour, except for Module 4, which may take 1-2 hours, depending on the selected learning path(s). Total Course Duration: 4 to 5 hours.

The learning experience follows a structured, linear pathway for module completion. Each format serves as a prerequisite for the next, ensuring a progressive learning journey. This design deepens learner engagement and understanding while promoting practical application and professional growth.

Module 1

Module 2

Module 3

Module 4

Learning Outcome 3

Learning Outcomes 1 & 2

Learning Outcomes 6 & 7

Learning Outcomes 3 & 4

1 hr

1-2 hrs

1 hr

4-5hrs

TEXT

• Text is presented using an accessible font, with strong contrast between text and background for readability. • Text is concise and used purposefully to complement multimedia elements such as animations, videos, and interactive Genially content. • Headings and subheadings are used consistently across modules to support navigation and establish a clear visual hierarchy within Thinkific and embedded tools.

Screen 7.8 Question 2 Identity Crisis (the learner will click on a hotspot to reveal the question) An identity crisis only occurs when teachers completely reject their personal beliefs in favor of institutional norms. True False Correct answer: False Feedback: Correct! An identity crisis can arise from conflicts between personal beliefs and professional expectations, not just complete rejection of beliefs. Wrong Answer: Try Again

Interactions

Click on each + button for more info.

Purpose of the screen

The goal of this screen is to assess leaner's knowledge.

On-Screen Text (OST)

Graphic Design

Screen 11 Title: Quiz Time! Text: You’ve completed module 1—great job! Now it’s time to put your knowledge to the test with a quick quiz.Get ready to answer 5 multiple choice questions and see how much you’ve learned! Click "Start Quiz" to begin. Text on all screens 11.1/11.2/11.3/11.4/11.5: Please select the correct answer and then click the send button. If you choose the wrong answer, you can try again!

Screen 7.9 Question 3 Balancing Identity and Expectations (the learner will click on a hotspot to reveal the question) Successfully navigating an identity crisis can strengthen a teacher’s professional identity and increase self-awareness. True False Correct answer: True Feedback: Correct! Resolving an identity crisis can lead to personal growth and a clearer sense of professional purpose. Wrong Answer: Try Again

Screen 11.1 Screen 11.2 Screen 11.3 Screen 11.4 Screen 11.5

Screen 11.1 OST

Screen 11.2 OST

Screen 11.3 OST

Screen 11.4 OST

Screen 11.5 OST

Please click on each + icon to find the OST of each screen.

The evolving landscape of mathematics education challenges teachers in developing a strong professional identity, impacting confidence, effectiveness, and retention. Traditional training often overlooks psychological growth, leaving many mathematics educators struggling with their evolving roles. This interactive course supports mathematics teachers at all career stages by transforming PhD research into engaging digital learning.

General Instructions

These are general instruction to be applied to all Storyboards.Font: Source Serif Pro Primary Color: #5e3c71 Secondary Colour: #ffb700 Tertiary Colour: #ebf7ffThese colours were chose because th purple reflects Success and Wisdom and Yellow reflects Friendly and Warm (Elliot & Maier, 2014).

Question 1

Click Hotspot (Screen 8.7)

Question 2

Click Hotspot (Screen 8.8)

Question 3

Click Hotspot (Screen 8.9)

Interactions

Click on each + button for more info.

Purpose of the screen

The goal of this screen is to assess leaner's knowledge.

Graphic Design

On-Screen Text (OST)

Screen 8.6 Title: Quiz: Mathematics Teacher Identity Heading: Welcome to the True or False Quiz! In this assessment, you will test your understanding of mathematics teacher identity.

Screen 8.6

Screen 8.7 Screen 8.8 Screen 8.9

Screen 8.7 OST

Screen 8.8 OST

Screen 8.9 OST

Please click on each + icon to find the OST of each screen.

Based on these insights, the following actions are being considered:

Sending targeted reminders or encouragement to disengaged learners.

Reviewing low-engagement modules for possible redesign or content enhancement.

‘Learning Analytics’ Reflective Commentary

I chose this approach because it aligns with best practices in digital learning evaluation, allowing for continuous improvement based on actual learner engagement rather than assumptions. It also supports early intervention and personalisation, which are crucial in a self-paced, asynchronous course where live facilitation is limited. Thinkific’s built-in reporting tools are particularly valuable in the monitoring and insights phases. The dashboards will allow me with the help of the team to track weekly engagement trends, identify the most and least active learners, and observe content interaction patterns. The visibility into active enrolments and engaged days helped surface which learners might benefit from additional support, nudges, or motivational prompts.

Highlighting successful learner behaviours to inform onboarding guidance.

Adjusting the course flow or integrating more interactivity to sustain interest.

Overall, this analytics process will be valuable in moving from static content delivery to a more responsive and adaptive learning experience—one that listens to learners through data and acts accordingly.

Adapted Communication and Connections Checklist (Self-Paced Focus)

Learners are informed of how to get support (e.g., via automated emails, contact forms, or dedicated support channels).

A clearly labelled FAQs section is available to address common questions and issues.

Thinkific’s comment or discussion features are enabled to allow learners to share reflections or ask questions asynchronously.

Pre-scheduled automated nudges or announcements guide learners through key milestones and provide encouragement.

Note:As the course is currently self-paced and asynchronous, it is not instructor-led and does not yet include live communication or community-building features. These elements will be considered and gradually introduced once sufficient resources and instructor allocation are available.

Card 2

Image 2

Front Text

Card 1

Image 1

Front Text

Card 3

Image 3

Front Text

Interactions

Click on each + button for more info.

Position the 3 flashcards that has information about subtopic 2.2. The learner clicks on each card to learn more.

Purpose of the screen

Graphic Design

On-Screen Text (OST)

Image 1

Image 2

Image 3

Instructions: Please click on each card to gain a deeper understanding of the concept of MTI. Cards:• Card 1 Front: What is Mathematics Teacher Identity (MTI)? • Card 1 Back: MTI is a dynamic construct shaped by beliefs, experiences, and social context, reflecting how mathematics teachers view their roles and interact with the mathematics community. • Card 2 Front: How is MTI formed and developed? • Card 2 Back: TMTI evolves through social interactions, professional roles, and teachers' beliefs about math teaching and learning, continuously shaped by socio-cultural contexts and personal experiences. • Card 3 Front: What role do beliefs play in MTI? • Card 3 Back: Beliefs about mathematics, pedagogy, and social context guide teaching practices, influencing how mathematics teachers construct and adapt their professional identities.

Click on each + button for more info.

E-learning Project Manager

Layout and Structure

Click on each + button for more info.

Purpose of the screen

The goal of this screen is to introduce 3 Topics of module 1. Learners return to this screen upon completion of each topic.

On-screen text and VO encouraging the learner to engage in three topics.

Screen activities

Elements on the Screen

Layout and Structure

Click on each + button for more info.

The goal of this screen is to assess learners' knowledge on topic 2.

Purpose of the screen

On-screen text introduces the quiz about Topic 2. The learner will answer 3 true or false questions by clicking on each hotspot, which will open a pop-up window for each question. Screen 8.7 Question 1 Screen 8.8 Questions 2 Screen 8.9 Question 3 The learner selects True or False and then clicks "Send" to verify their answer. If the answer is correct, a message will appear saying "Correct!" along with feedback. If the answer is incorrect, a message will prompt the learner to "Try Again".

Screen activities

Elements on the Screen

Click on each + button for more info.

The goal of this screen is to assess learners' knowledge on Module 1.

Purpose of the screen

Layout and Structure

Screen 11: On-screen text introduces the quiz about Module 1. The learner will answer 5 multiple choice questions. They will click the 'Start' Button to start the quiz. There will 5 consecutive screens. Screen 11.1 Question 1 Screen 11.2 Question 2 Screen 11.3 Question 3 Screen 11.4 Question 4 Screen 11.5 Question 5 The learner selects an answer and then clicks "Send" to verify their answer. If the answer is correct, a message will appear saying "Correct!" along with feedback. If the answer is incorrect, a message will prompt the learner to "Try Again".

Screen activities

Module 2

Identifying Factors influencing MTI

LO3: Learners will be able to identify and analyse key factors that influence the development of mathematics teacher identity.

Topic 1: Self-perceptionsTopic 2: Beliefs about Mathematics educationTopic 3: ExperiencesTopic 4: Educational ResourcesTopic 5: Educational PoliciesTopic 6: Context

Assessment & Feedback

Formative & Summative Assessments

Learners will engage in assessments to check knowledge and ensure engagement.

Formative assessments will include:

Quizzes with multiple-choice and true/false questions.
Interactive PDFs with input fields for reflective self-assessments.

Summative assessments will include:

Multiple-choice questions to evaluate overall understanding.

Feedback will include:

Instant feedback will be provided to indicate correct responses.
Designed to facilitate learner progression and maintain engagement.

This button directs you to the homepage which is the Project Overview

This button directs you to the main pages of Part 1, Part 2, Part 3, Part 4.

Click on this arrow for more instructions OR redirection to a new page.

Click on these arrows to navigate to the next or previous pages.

Click or over on ANY + button for more information.

Module 4 advancing your mti growth

Topic 1: Introducing the Multilevel ModelTopic 2: Level 1 - Initial Awareness Topic 3: Level 2 - Exploration Topic 4: Level 3 - IntegrationTopic 5: Level 4 - Enhanced engagement

Module 4

Advancing your MTI Growth

LO6: Learners will be able to differentiate between the stages of mathematics teacher identity development through the ‘Multilevel Model for MTI Development’.

LO7: Learners will be able to develop a personalised teacher identity plan outlining strategy for professional growth and self-reflection.

introduction

Activity

Topic 5 : enhanced engagement

Topic 1: introducing the multilevel model

Topic 4: integration

Topic 2: initial awareness

Topic 3: exploration

Content

Activity

Formative Assessment

Wrap up

Key takeaways and Next Steps

Summative Assess ment

Activity

IMAGES

• All images are intentionally selected to reinforce key concepts and support interactive learning across multimedia platforms. • No redundant or decorative-only images are included; each image serves an instructional purpose. • Images are checked to ensure cultural sensitivity, appropriateness, and alignment with course themes.

Graphic Design

Click on each + button for more info.

Introduces 3 scenarios to the learner. learners clcik on each + button to explore more about each scenario.

Purpose of the screen

Title: IntroductionSubtitle: Explore your mathematics teacher identity by reflecting on how the following scenarios relate to your journey. Heading: What defines you as a maths teacher? Text: Your teacher identity is shaped by challenges, expectations, and experiences. Each scenario presents a common challenge related to teacher identity. Reflect on the questions provided and consider how you would respond.Click on each scenario to learn more.

Image 1 Scenario 1

Image 2 Scenario 2

Image 3 Scenario 3

On-Screen Text (OST)

Interactions

Step 1: Define Testing Objectives

Identify and clearly define what will be tested during the rollout phase. The key areas to focus on include: 1. Learning Resource Testing:

Evaluate the design and usability of interactive content created with Genially.
Check for visual consistency, engagement, and learner interaction.
Ensure that multimedia elements (videos, diagrams, and quizzes) function seamlessly.

2. Technical Functionality Testing:

Assess the overall functionality of the Thinkific platform, including content delivery and user navigation.
Test integrations, such as Genially presentations, WOBO digital workbooks, and Playersnips animations, to ensure they are working as intended.
Verify data security measures and the stability of the platform under varying user loads.

3. Device Compatibility and Mobile Testing:

Test the platform’s responsiveness and usability on various devices, including desktops, tablets, and smartphones.
Ensure interactive features and multimedia content are fully accessible and functional across all devices and operating systems.

INSERT THIS LINK IN THE 'ACTIVITY' BUTTON: https://workbook.woboapp.com/public?json_url=https://api.woboapp.com/share/67df583470c28772983f1e92

Interactions

Click on each + button for more info.

The purpose of this screen is to introduce a reflective activity. Learners will be redirected to an interactive PDF containing input fields for reflection exercises and an action plan. A key feature of this activity is that learners can download their completed worksheets after entering their responses. This functionality is provided through WOBO integration within the Thinkific LMS platform.

Purpose of the screen

Voice-Over

REFLECT ON YOUR Mathematics Teacher Identity! The Mathematics Teacher Identity is a dynamic and evolving construct that is shaped by beliefs, practices, and experiences within communities of practice. Reflecting on your identity as a mathematics teacher can enhance your understanding of how your beliefs influence your teaching practices and how you navigate professional challenges. Please click on the button below to utilise this worksheet for reflecting on your professional identity and to plan actionable steps aimed at strengthening and developing your MTI through engagement with communities of practice.

On-Screen Text (OST)

Title: REFLECTIVE ACTIVITY Subtitle: DEFINING YOUR MATHEMATICS TEACHER IDENTITY Subtitle: REFLECT ON YOUR MTI!

MTI is dynamic and constantly evolving.
Shaped by beliefs, practices, and experiences.
Influenced by communities of practice (CoPs).
Reflecting on MTI deepens self-understanding.
Beliefs impact teaching practices.
MTI shapes how you handle professional challenges.

Graphic Design

4. Engagement and Ongoing Support

Topic 1: Identity and Identity CrisisTopic 2: Mathematics Teacher IdentityTopic 3: Idenitifcation and Negotiation

Module 1

Understanding Identity Development

LO1: Learners will be able to define and explain the concept of teacher identity and its role in shaping teaching practices, particularly in mathematics education.

LO2: Learners will be able to apply the concepts of 'Identification' and 'Negotiation' to reflect on their professional growth.

Approach: A bottom-up approach was the most logical method for writing learning outcomes and mapping them to the modules. The module titles were intentionally designed to reflect Bloom’s Taxonomy levels and emphasize the specific skills mathematics teachers will acquire. This ensures that learning is purposeful, skill-based, and directly applicable to professional development.

‘The What’ Reflective Commentary

Structure: The four-module framework was strategically designed to align with the business need, research findings, and CPD goals of enhancing teacher retention, professional confidence, and instructional quality. Each module builds upon the previous one, creating a structured yet flexible learning experience.

Reflection: In developing the modular framework, I took on the dual role of Subject Matter Expert (SME) and Instructional Designer, which was both rewarding and challenging. One of the biggest struggles was managing time effectively while transforming academic research into a structured course with a linear flow, chunked content, and concise summaries. This experience highlighted the critical role of collaboration between SMEs and Instructional Designers, emphasising the need for clear communication to ensure the successful design and delivery of a digital online course.

Learners progress from understanding teacher identity to analysing influencing factors, then applying theoretical models, and finally developing an actionable professional identity plan. This structure directly addresses key challenges in mathematics education while supporting long-term professional growth.

REFLECTIVE DESIGN

• All Learning Outcomes are clearly defined and reflected in the course content and structure. • Learning Outcomes are assessed through a mix of formative (e.g., quizzes, reflections) and summative (e.g., final assessments) approaches. • Learners are made aware of the Learning Outcomes at the beginning of the course and reminded throughout.

Potential limitations to approach

‘Accessibilty and UXDL’ Reflective Commentary

Integrating multiple platforms like Genially and Thinkific posed challenges in maintaining content consistency. Limited real-world testing, particularly with diverse learner groups, may affect accessibility effectiveness. Tight deadlines led to rushed microdesign and limited iteration.

I designed the course with accessibility and engagement as top priorities, integrating Universal Design for Learning (UDL) principles to support diverse learners. I ensured consistent naming conventions and mobile-friendly designs while using high-contrast colour schemes for visual clarity. I tried my best to incorporate interactive multimedia content from Genially and Thinkific to enhance learner engagement. I did this by offering varied content formats, including quizzes, animated presentations, and interactive PDFs. I adhered to UXDL principles by using intuitive navigation, clear organisation, offline access, and mobile compatibility. By focusing on inclusive design and engaging multimedia, I aimed to create a dynamic and accessible learning environment that caters to different learning preferences.

Rich multimedia content risks cognitive overload, while dual-platform integration complicates data tracking. Device compatibility issues and reliance on self-paced learning may reduce engagement for learners who prefer live interaction.

Actions to mitigate limitations

To mitigate these limitations, I will implement a thorough pre-launch testing, provid clear guidance for learners, streamline content to reduce cognitive overload, and utilise Thinkific's tracking features to compensate for Genially's reporting gaps.

Assessment, Feedback, and Grading

Click on each + button for more info.

Formative Quizzes

Summative Assessment

Grading

Part 3.2

This section outlines the Evaluation stage of the ADDIE model, focusing on evaluating the designed learning experiences (DLI, 2024). This stage aims to measure and improve the learning experience, accessibility, user engagement, and learning outcomes using data-driven methods, stakeholder input, and established models like Kirkpatrick and UDL to ensure effectiveness throughout and beyond the learning process. The key aspects of this stage are:

Image of Part 3 of the projectSource: Digital Learning Course, DLI (2025)

Types of Evaluation
Kirkpatrick model
Rollout UX and UDL evaluation
Learning Analytics

The Mathematics Teacher Identity (MTI) Development course addresses a critical learning gap in the professional development of mathematics educators. While many teachers enter the profession with subject knowledge, they often lack a structured understanding of their professional identity, which directly impacts teaching confidence, instructional effectiveness, and student engagement.

Learning Gap

Analytical Evaluation

Reflective Practice

Pedagogical Application

Instructional Leadership

3. Target Level

Identity Development

Adaptibility and Agency

Practical Application

Professional Growth

2. Specific Gaps

Early-career teachers

Experienced Teachers

Career Changers

CPD Providers

1. Current Level

‘The Who’ Reflective Commentary

Thematic analysis: I conducted a thematic analysis following Braun and Clarke (2023), identifying key themes such as career stage, learning needs, challenges, and technological considerations. This helped structure the personas effectively. Decisions: The design decisions were directly informed by the learner personas. For example: • Self-paced learning was prioritised due to time constraints faced by learners like Sarah and David. • Multimedia and scenario-based learning were emphasised to support diverse engagement styles, especially for Emily and James. • Offline access and mobile-friendly design were included to accommodate learners with varying levels of digital proficiency.

Dataset: In approaching ‘The Who’ part of this project, I relied primarily on real data from my PhD research. Some of this data was not included in the thesis because it did not directly align with the research focus but was still valuable for understanding learner profiles and experiences in mathematics education. Using AI: The project brief required additional insights, such as digital learning preferences, which were not available in my original dataset. To bridge this gap, I used ChatGPT to generate informed learner personas. This approach ensured that the personas not only aligned with the project brief but also served as a practical foundation for course design.

Using thematic analysis (Braun & Clarke, 2023), I identified key themes across learner personas to inform a learner-centric course design. These themes shape content personalisation, engagement strategies, and technological and accessibility considerations specific to mathematics education (Widyastuti, 2019).

Technological Considerations

Perceptions of Digital Learning

Learning Preferences

Profiles and Demographics

Learning Needs

Accessibility

Challenges and Barriers

Goals and Motivations

Click on each + button for more info.

Moderation and Community Management

Module 4

Advancing your MTI Growth

LO6: Learners will be able to differentiate between the stages of mathematics teacher identity development through the ‘Multilevel Model for MTI Development’.

LO7: Learners will be able to develop a personalised teacher identity plan outlining strategy for professional growth and self-reflection.

Topic 1: Introducing the Multilevel ModelTopic 2: Level 1 - Initial Awareness Topic 3: Level 2 - Exploration Topic 4: Level 3 - IntegrationTopic 5: Level 4 - Enhanced engagement

‘Learning Platform’ Reflective Commentary

Thinkific’s customisable course builder enabled combining interactive content with quizzes and text, catering to diverse learning preferences.

I chose Thinkific as the LMS for the Mathematics Teacher Identity Training Course to maximise interactivity, flexibility, and learner engagement. Although Thinkific is the platform the company is already using, I reviewed several checklists to validate my decision (Colman, 2024; Vats, 2024). Thinkific's seamless integration with Genially allowed for a dynamic multimedia experience while maintaining functionality.

Pathway 2 Outcome: By developing his own teaching style, Jamal actively engages in the negotiation process within his Community of Practice, challenging traditional norms while taking responsibility for creating new meanings and practices. His identification with the community becomes dynamic and personalised, as he balances innovation with foundational principles. This process helps Jamal establish a resilient Mathematics Teacher Identity (MTI) that reflects his beliefs and teaching philosophy while staying rooted within the community.

OST continued

Click on each + button for more info.

The goal of this screen is to reveal the answers of the drag and drop activity and to provide feedbak to learners about the imapct of each decision.

Purpose of the screen

On-Screen Text (OST)

Jamal

Interactions

Pathway 2

Pathway 1

Feedback: Click on + button to learn more about the impact of each pathway on Jamal's identity Pathway 1 Outcome: By following his mentor’s teaching style, Jamal identifies with the established practices within his Community of Practice (CoP), aligning himself with the norms and expectations upheld by his mentor. The identification process here involves adopting a teaching persona that mirrors the mentor’s successful methods. However, there is limited negotiation as Jamal does not fully challenge or question the existing practices, leading to a professional identity shaped more by tradition than personal innovation.

Drop Zone 1: Pathway 1 Follow Mentor’s Teaching Style Drag Items (Decisions): 1. Observe mentor’s lessons for strict teaching strategies. 3. Seek feedback on strict discipline from students. 6. Balance strict routines with creative learning experiences.

Drop Zone 2: Pathway 2 Develop Unique Teaching Style Drag Items (Decisions): 2. Integrate interactive math games and activities regularly. 4. Experiment with student-centred problem-solving activities. 5. Reflect on personal teaching beliefs and preferences.

Outcome

Click (Tooltip)

Graphic Design

2. Training and Supporting Staff

Behavioural Design

• The course is designed to be intuitive and easy to navigate across both Thinkific and Genially. • All multimedia materials and interactive resources are easy to access, regardless of device.

Card 2

Image 2

Front Text

Card 1

Image 1

Front Text

Card 3

Image 3

Front Text

Interactions

Click on each + button for more info.

Position the 3 flashcards that has information about topic 1. The learner clicks on each card to learn more.

Purpose of the screen

On-Screen Text (OST)

Graphic Design

Instructions: Please click on each card to gain a deeper understanding of the concept of identity. Cards:• Card 1 Front: What does identity mean to you? • Card 1 Back: The concept of identity, whether viewed through the lens of psychology, sociology, or philosophy, requires examination of what constitutes the ‘self’. Identity is the way individuals define themselves based on personal beliefs, experiences, and social interactions. • Card 2 Front: Is identity fixed or fluid? • Acrd 2 Back: Identity is dynamic and evolves through social experiences and self-reflection (Mead, 1934). Identity is characterised by its fluidity—it constantly transforms, shifts, and adapts in response to our experiences, personal development, and social milieu. • Card 3 Front: How does identity influence teaching? • Card 3 Back: Identity is not just personal but also deeply entwined with professional aspects. This interplay is critical for understanding how teachers develop and perceive their roles, emotions, and beliefs. A teacher’s identity shapes their pedagogical beliefs, interactions with students, and professional growth.

Image 3

Image 1

Image 2

Using Design Templates and Resources

To guide my microdesign, I extensively referred to the templates provided by DLI for the wireframe, screen plan, and storyboard. The project exemplars served as invaluable resources to see how concepts come to life, helping me understand how to structure my content effectively. I found it particularly useful to sketch ideas and doodle as part of the planning process, which made the transition to creating detailed storyboards smoother.

Through this experience, I learned that storyboarding is more challenging than I anticipated, as it requires careful attention to detail to ensure accurate visual and textual representation. To maintain consistency, I included general instructions in a separate tab regarding font sizes and colors used in the prototype.

Adapted Communication and Connections Checklist (Self-Paced Focus)

Learner engagement is monitored using Thinkific Genially analytics (e.g., progress tracking, quiz activity, time spent).

Regular content updates or tips are shared through automated emails or announcements to maintain course relevance and learner interest.
Feedback surveys are included to gather learner input and improve the course experience over time.
Note:As the course is currently self-paced and asynchronous, it is not instructor-led and does not yet include live communication or community-building features. These elements will be considered and gradually introduced once sufficient resources and instructor allocation are available.

Subtopic 2

Subtopic 1

Click iconScreen 8.1 popout

Subtopic 3

Click iconScreen 8.3 popout

Click iconScreen 8.2 popout

Interactions

Click on each + button for more info.

Position the 3 topics within the module. The learner returns here upon completion of each subtopic.

Purpose of the screen

On-Screen Text (OST)

Graphic Design

LEFT OF THE SCREEN Title: Mathemtic Teacher Identity (MTI) Intro: Teachers' professional identity is essential for effective teaching. Many educators struggle to define their roles, leading to confusion in their practice. This uncertainty affects both teachers and student learning. By solidifying their professional identity, teachers can align their beliefs with their practices, creating a better learning environment. We will explore key concepts of identity formation: 1- What is identity? 2- What is identity crisis? 3- What are the key theories on identity formation? Don't miss out! Click each + button to explore these insights and empower your teaching journey.

RIGHT OF THE SCREEN Title 1: TEACHER IDENTITY Title 2: MATHEMATICS TEACHER IDENTITY (MTI) Title 3: MTI AND AGENCY

Layout and Structure

Click on each + button for more info.

The goal of this screen is to assess learners' knowledge on topic 3.

Purpose of the screen

On-screen text introduces the quiz about Topic 3. The learner will answer 3 true or false questions by clicking on each hotspot, which will open a pop-up window for each question. Screen 9.7 Question 1 Screen 9.8 Questions 2 Screen 9.9 Question 3 The learner selects True or False and then clicks "Send" to verify their answer. If the answer is correct, a message will appear saying "Correct!" along with feedback. If the answer is incorrect, a message will prompt the learner to "Try Again".

Screen activities

Elements on the Screen

Graphic Design

Screen 4.1 Screen 4.2 Screen 4.3

Image 1 Scenario 1

Image 2 Scenario 2

Image 3 Scenario 3

Click on each + button for more info.

Introduces each scenario. Each scenario has the same layout but different text. Screens 4.1, 4.2, 4.3 will be popup screens.

Purpose of the screen

Please click on each + icon to find the OST of each screen.

On-Screen Text (OST)

Screen 4.1 OST

Screen 4.2 OST

Screen 4.3 OST

Interactions

Input Field 1

Input Field 2

Part 3.1

This section outlines the Implementation stage of the ADDIE model, focusing on putting the designed learning experiences into practice. The aim of this stage is to deliver the training content effectively, ensuring that all necessary resources, tools, and support are in place for a smooth learning experience.

Image of Part 3 of the projectSource: Digital Learning Course, DLI (2025)

Choice of the Learning Platform
Rollout Roles
Rollout Plan
Accessibility and Engagement

Start

Context

Cause IV

Effect

Contextualize your topic

Cause I

Cause III

Elements on the Screen

Click on each + button for more info.

The purpose of this screen is to introduce learners to an activity that involves reflection by writing or typing a reflective journal.

Purpose of the screen

Layout and Structure

On-screen text introduces the reflective activity. The learner clicks on the '+ Activity' button having a link and is redirected to an interactive PDF that contain input fields. This PDF resembles a worksheet, prompting learners to record their reflections and develop an action plan for their MTI growth. The learners have the option to download the pdf after they record their answers. An accompanying image of a notebook and coffee is included to encourage learners to engage thoughtfully with the activity.

Screen activities

Module 3 applying zone theory

Topic 1: Introduction to Zone TheoryTopic 2: Zone of Proximal Development (ZPD)Topic 3: Zone of Free Movement (ZFM)Topic 4: Zone of Promoted Actions (ZPA)Topic 5: Interactions of the three zones

Module 3

Applying Zone Theory

LO4: Learners will be able to explain and interpret Zone Theory (ZPD, ZFM, ZPA) in their teaching contexts to enhance professional actions, agency, and identity.

LO5: Learners will be able to analyse and compare the interactions of the three zones in different teaching scenarios to optimise their instructional strategies.

introduction

Activity

Topic 2: zone of proximal development (ZPD)

Topic 5 : interactions of the three zones

Topic 4: zone of free movement (ZFM)

Topic 3: zone of promoted actions (ZPa)

Topic 1: introduction to zone theory

Content

Activity

Formative Assessment

Wrap up

Key takeaways and Next Steps

Summative Assess ment

Activity

Layout and Structure

Click on each + button for more info.

The purpose of this screen is to welcome the learner to Module 1, providing a brief introduction and guidance on how to navigate the course.

Purpose of the screen

Screen activities

On-screen text and voice-over prompt the learner to begin the course and provide guidance on how to navigate through it.

Elements on the Screen

Layout and Structure

Click on each + button for more info.

Purpose of the screen

The goal of this screen is to outline the learning objectives of the module

On-screen text and voice-over congratulate the learner on completing Module 1, announcing the release of the toolkit. The learner is encouraged to explore the toolkit, which includes PDFs, links, and other resources for further reading and professional development.

Screen activities

Elements on the Screen

Business Need

Primary Challenge Mathematics teachers, struggle with forming a clear professional identity. This affects their teaching confidence, pedagogical consistency, and ability to engage students effectively. Additionally, experienced teachers and CPD coordinators lack access to research-based frameworks that could enhance teacher development initiatives. By addressing this challenge, the course directly aligns with the broader mission of educational institutions, professional development providers, and policy organisations focused on:

In my profession as an academic researcher and mathematics educator, I often encounter people who believe that mathematics is difficult, rigid . Many of these individuals struggle with math anxiety, reinforcing the belief that mathematics is an inaccessible subject reserved only for naturally talented individuals (Gutiérrez et al., 2023). Similarly, teachers have worked with face similar challenges when engaging their students in mathematics.

Application

Effectiveness

Moreover, the lack of structured professional development (CPD) for mathematics teachers leaves them ill-equipped to tackle these challenges and develop a strong professional identity. This gap contributes to low teacher retention, inconsistent teaching quality, and reduced student engagement in mathematics education.

Training

Retention

Specific Knowledge, Skills, or Behaviours to Be Developed. This course will equip mathematics educators with:

Identity Exploration

Application

Critical Reflection

Resilience Strategies

Part 3.1

This section outlines the Implementation stage of the ADDIE model, focusing on putting the designed learning experiences into practice (DLI, 2024). The aim of this stage is to deliver the training content effectively, ensuring that all necessary resources, tools, and support are in place for a smooth learning experience.

Image of Part 3 of the projectSource: Digital Learning Course, DLI (2025)

Choice of the Learning Platform
Rollout Roles
Rollout Plan
Accessibility and Engagement

Part 1

This section outlines the foundational stages of developing an online course aimed at helping mathematics educators strengthen their professional identity (DLI, 2024). It focuses on the first two phases of the ADDIE learning design process—Analysis and Design—by addressing key questions.

The Who of Learning
The Why of Learning
The What of Learning
The How of Learning

Image of Part 1 of the projectSource: Digital Learning Course, DLI (2025)

OST continued

Drop Zone 1: Pathway 1 Conform Drop Zone 2: Pathway 2 Stay True Drag Items (Decisions): 1. Incorporate more lecture-based teaching to align with school norms. 2. Blend collaborative and traditional methods to create a balanced approach. 3. Communicate with the department head about combining methods. 4. Fully adopt traditional teaching to match colleagues’ practices. 5. Present evidence of how collaborative learning improves student engagement. 6. Seek peer support to maintain collaborative methods while integrating some structure.

Click on each + button for more info.

Introduce a scenario that requires learners to reflect on the knowledge presented in Topic 1. This will be done through a drag-and-drop activity, where learners drag and drop items to make decisions.

Purpose of the screen

On-Screen Text (OST)

Drop zone 1

Drop Zone 2

Item 1

Item 2

Item 4

Item 3

Item 5

Item 6

Interactions

Title: Decision Pathways: Balancing Identity and Expectations • Scenario:Remember Emma from the previous activity? Emma, a new maths teacher, prefers collaborative learning, but her school expects traditional lecture-style teaching. She feels pressured to conform. Emma is experiencing an identity crisis as she struggles to align her teaching philosophy with the school’s expectations. Influenced by social norms and the desire to fit in, she contemplates whether to adapt or stay true to her beliefs. Drawing on Erikson’s theory, Emma realises that this crisis is an opportunity to redefine her teaching identity. To help Emma make a decision, drag and drop the appropriate items into the two decision pathways on the right.

Graphic Design

Card 2

Image 2

Front Text

Card 1

Image 1

Front Text

Card 3

Image 3

Front Text

Interactions

Click on each + button for more info.

Position the 3 flashcards that has information about subtopic 3.3. The learner clicks on each card to learn more.

Purpose of the screen

Graphic Design

On-Screen Text (OST)

Instructions: Please click on each card to gain further insights into the concept of negotiation. Cards:• Card 1 Front: What is the negotiation of MTI? • Card 1 Back: Negotiation of MTI is the ability to influence and take responsibility for meanings within a social setting, shaping professional identity through interactions and shared practices. • Card 2 Front: How does connection influence MTI negotiation? • Card 2 Back: Connection involves aligning with practices within a community. Strong connections reinforce MTI by fostering a sense of belonging, while weak connections may limit identity development. • Card 3 Front: What is resonance in MTI negotiation? • Card 3 Back: Resonance refers to the degree of alignment between a teacher’s beliefs and a community’s practices. High resonance strengthens MTI, while dis-identification indicates separation from certain beliefs or practices.

Image 2

Image 1

Image 3

Module 3 applying zone theory

Topic 1: Introduction to Zone TheoryTopic 2: Zone of Proximal Development (ZPD)Topic 3: Zone of Free Movement (ZFM)Topic 4: Zone of Promoted Actions (ZPA)Topic 5: Interactions of the three zones

Module 3

Applying Zone Theory

LO4: Learners will be able to explain and interpret Zone Theory (ZPD, ZFM, ZPA) in their teaching contexts to enhance professional actions, agency, and identity.

LO5: Learners will be able to analyse and compare the interactions of the three zones in different teaching scenarios to optimise their instructional strategies.

introduction

Activity

Topic 2: zone of proximal development (ZPD)

Topic 5 : interactions of the three zones

Topic 4: zone of free movement (ZFM)

Topic 3: zone of promoted actions (ZPa)

Topic 1: introduction to zone theory

Content

Activity

Formative Assessment

Wrap up

Key takeaways and Next Steps

Summative Assess ment

Activity

data

A learning analytics checklist will be created, aligned with the course objectives and UDL framework, focusing on Level 1 data such as module completion rates, quiz attempts, time spent on content, and learner activity logs. This will ensure structured and consistent data collection across all platforms.

Step 1

Click on each image to explore more about the modular framework

In designing the modular framework, I adopted a bottom-up approach. As explained previously in 'The Why' section, this approach was chosen because the content was already developed through rigorous academic research conducted during my PhD studies.

Step 2

I organised the content by examining subtopics and grouping them into relevant topics, ensuring they are well-structured and evidence-based. This was particularly important as the research had been thoroughly reviewed and validated by four education professors

Step 3

After developing the learning outcomes, I mapped them directly to each module outlined earlier in the 'The Why' section.

This resulted in structuring four modules based on the relatedness of the learning outcomes, progressing logically from Lower-Order Thinking Skills (LOTS) to Higher-Order Thinking Skills (HOTS).

Step 4

Context

Cause IV

Effect

Contextualize your topic

Cause I

Cause III

Content

Multimedia eLearning & Infographics

Learners will engage with content through various multimedia formats. Content delivery will include:

On-screen text using flashcards and carousels.
Infographics created with Canva and Genially to visually present complex concepts and diagrams.

Step 1 Homepage

Step 1 Design Documents 'Homepage'

Or choose a specific page

Screenplan

Scoping Document

Storyboard

Wireframe

Part 1

This section outlines the foundational stages of developing an online course aimed at helping mathematics educators strengthen their professional identity. It focuses on the first two phases of the ADDIE learning design process—Analysis and Design—by addressing key questions.

The Who of Learning
The Why of Learning
The What of Learning
The How of Learning

Image of Part 1 of the projectSource: Digital Learning Course, DLI (2025)

Start

‘Rollout Plan’ Reflective Commentary

‘Rollout Plan’ Potential Limitation

The rollout plan may face limitations such as unexpected technical issues that disrupt course access, low learner engagement despite automated nudging, and difficulties in gathering timely feedback from participants. Additionally, staff readiness and resource availability during the go-live phase may impact the effectiveness of implementation and ongoing support. To mitigate these limitations, I will establish a technical support system, conduct thorough pre-launch testing, implement proactive engagement strategies, and ensure continuous monitoring with rapid response protocols to address any issues promptly.

The rollout plan is a structured approach to implementing the training course, ensuring a smooth transition from development to delivery. It comprises three key stages: Pre-Rollout, During Rollout, and Post-Rollout. The testing plan will involve conducting thorough testing with targeted learners to identify issues and gather feedback. The go-live plan will ensure a controlled and strategic release, supported by automated notifications and engagement tools to maintain learner motivation. I am hoping that such planning and execution of each stage will minimise technical glitches and maximise learner satisfaction.

ELEMENTS

• Icons and visuals used throughout the course are meaningful and enhance the learning experience. • Visual and interactive elements (e.g., Genially, Playersnips, WOBO) are used consistently across modules. • All design elements are properly aligned, contributing to a cohesive layout. • The overall design maintains consistency in style, structure, and interaction. • Branding, colour schemes, and visual identity are applied effectively throughout the course.

Step 1 Homepage

Step 1 Design Documents 'Homepage'

Or choose a specific page

Screenplan

Scoping Document

Storyboard

Wireframe

Card 2

Image 2

Front Text

Card 1

Image 1

Front Text

Card 3

Image 3

Front Text

Interactions

Click on each + button for more info.

Position the 3 flashcards that has information about subtopic 1.3. The learner clicks on each card to learn more.

Purpose of the screen

Graphic Design

On-Screen Text (OST)

Instructions: Please click on each card to gain further insights into the key theories. Cards:• Card 1 Front: Mead’s Social Identity Theory (1934) • Card 1 Back: Mead (1934) suggested that identity is constructed through social interactions and the meanings assigned to these interactions.He contends that this process involves two key components: The ‘I’, representing the spontaneous and autonomous part of the self, and The ‘Me’, representing the socially constructed part of the self. The ‘Me’ develops through interactions with others and through societal norms and expectations. • Card 2 Front: Erikson’s Psychosocial Identity Theory (1959) • Card 2 Back: Erikson (1959) conceptualised identity as an individual’s response to questions of who they are within their cultural and social group(s) integral to their society. He proposed that identity formation is a lifelong process that is shaped by a series of psychosocial crises.He argued that each crisis is an opportunity for individuals to develop new skills and abilities, and to make choices about their values and goals. • Card 3 Front: Mead Vs Erickson • Card 3 Back: While Erikson’s concept of identity focused on resolving conflicts and crisis across various stages of development, Mead’s idea of identity highlighted the importance of social interactions and the internalisation of societal roles and expectations.Mead’s and Erikson’s conceptualisations provide complementary perspectives on identity formation.

Image 2

Image 1

Image 3

Gagne's model: I chose Gagné’s Instructional Model to provide a structured and effective learning experience, ensuring that each stage of learning is purposefully designed to engage, inform, and reinforce key concepts. By following Gagné’s Nine Events of Instruction, I was able to:

‘The How’ Reflective Commentary

Delivery Mode: I chose a digital asynchronous approach to provide a flexible, self-paced learning experience, ensuring accessibility for teachers with busy schedules while transforming research-heavy content into an interactive, structured format that enhances engagement and retention. Flow: I implemented a structured, linear pathway where each component builds on the previous one, ensuring a progressive learning experience that gradually deepens engagement, understanding, and application of identity development concepts. Timeline: I structured the course to offer flexibility while maintaining a clear progression, ensuring that modules are manageable within time constraints. The variable duration of Module 4 allows learners to engage with different learning paths based on their needs. The entire course can be completed in approximately 4 to 5 hours.

Gain learners’ attention through interactive content and real-world relevance.
Inform learners of objectives to set clear expectations and learning goals.
Stimulate recall of prior knowledge to create meaningful connections with new concepts.
Present content in a structured, chunked format to prevent cognitive overload.
Provide guided learning activities such as scenario-based exercises to deepen engagement.
Encourage independent practice through reflective exercises and real-world applications.

Offer immediate feedback through formative and summative assessments to ensure learning progression.
Assess learning outcomes with varied evaluation methods to reinforce concept mastery.
Enhance retention and transfer by concluding with a toolkit and action plan, enabling learners to apply their identity development strategies beyond the course.

Layout and Structure

Click on each + button for more info.

The goal of this screen is to make learners aware of the toolkit.

Purpose of the screen

On-screen text and voice-over encourage the learner to explore the toolkit available after completing Module 1.

Screen activities

Elements on the Screen

Subtopic 2

Subtopic 1

Click iconScreen 8.1 popout

Subtopic 3

Click iconScreen 8.3 popout

Click iconScreen 8.2 popout

Interactions

Click on each + button for more info.

Position the 3 topics within the module. The learner returns here upon completion of each subtopic.

Purpose of the screen

On-Screen Text (OST)

Graphic Design

RIGHT OF THE SCREEN Title 1: TEACHER IDENTITY Title 2: MATHEMATICS TEACHER IDENTITY (MTI) Title 3: MTI AND AGENCY

📊 Case Example: Low Completion Rates

monitor

The LMS dashboard (Thinkific) will be regularly monitored to identify learner behaviour patterns, including progress, drop-off points, and frequency of interactions. A designated team member will oversee data tracking to maintain consistency and accuracy. For example, these dashboards are actively tracking and displaying learner data in real-time or near real-time. They show patterns and metrics that are essential for understanding learner behaviour. Specifically: Engagement Trends (weekly fluctuations in activity) Engagement by Product (which courses learners are interacting with) Active Enrolments (total learners currently participating) Engagement by Student (individual activity and consistency over time) These visuals are crucial for monitoring how learners interact with the course, identifying drop-offs, and flagging who may need support.

Goal Based Evaluation

The course will be evaluated against its ability to address the key learning objective: supporting mathematics teachers in developing their professional identity. Ideally, this will include the following:

Evaluate the course’s effectiveness in supporting mathematics teachers to develop their professional identity.
Collect feedback and data to assess alignment with key organisational goals or performance indicators.
Measure impact on teacher confidence, engagement, and readiness for subject leadership roles.
Identify any gaps and consider further development or refinements where necessary.

Technical Infrastructure

Click on each + button for more info.

High-Speed Internet Connection

Cloud Storage Solutions

Security Measures

For uploading multimedia content and maintaining seamless platform performance.

(e.g., Google Drive or OneDrive): To store course assets and collaborate with team members.

SSL certificates and secure login protocols to protect learner data and course content.

Microdesign and Multimedia Integration

Part 2 of the project, involving the microdesign and prototype development, presented significant challenges for me. The process of creating the wireframe, screen plan, and storyboard was entirely new and required substantial effort. There was an overwhelming amount of documentation needed, and I initially struggled with understanding how to organise the screen plan and storyboard effectively. To manage this, I applied the 80/20 rule by dedicating time to mastering the first few screen plans before streamlining the rest, which ultimately saved time and effort.

Despite having over 25 years of experience in education, I realised that I was still learning a lot about learning preferences and how to optimise multimedia elements in digital course design. One of the most enjoyable aspects of the design process was engaging with digital tools, as I have always appreciated their potential to enhance learning experiences. Although submitting the prototype on time was challenging, I felt a sense of accomplishment and pride when I reviewed the final product from a learner’s perspective.

Digital Tools and Software

• Thinkific LMS: This platform is already provided within the company and serves as the primary platform for hosting and delivering the training. • Genially: Used to create interactive presentations and multimedia content, making the course more engaging and visually appealing. • Graphic Design Tools (Canva): Essential for designing course visuals and marketing materials, ensuring a professional and consistent look throughout the training. • Survey and Feedback Tools (Integrated with Thinkific): These tools will be used to gather valuable learner feedback and insights to support continuous improvement. • WOBO Integration: This integration will enable learners to engage with digital workbooks, such as interactive PDFs, enhancing hands-on learning and practice. • Power UPS (layersnips Integration): This tool will be used to animate other sections of the course that are not developed using Genially, adding dynamic and interactive elements to enrich the learner experience.

‘Using the Honeycomb Model’ Reflective Commentary

The accompanying checklist will ensure that every aspect of the course—from text readability and image selection to content structure and community-building elements—was reviewed through the lens of UXDL. For a multimedia course delivered through platforms like Thinkific and Genially, this approach allowed for a comprehensive evaluation of how content is presented, accessed, and experienced by learners.

The UXDL Honeycomb Model is a highly suitable framework for evaluating the user experience of this multimedia e-learning course due to its learner-centred, evidence-informed design. Developed by the University of Waterloo, the model provides a structured yet flexible approach that aligns well with digital learning environments, particularly those rich in multimedia and self-directed components.

By applying the Honeycomb Model, I was able to maintain a balance between aesthetics, functionality, and pedagogical purpose, ensuring that the course is not only instructional but also engaging, inclusive, and intuitive

Card 2

Image 2

Front Text

Card 1

Image 1

Front Text

Card 3

Image 3

Front Text

Interactions

Click on each + button for more info.

Position the 3 flashcards that has information about subtopic 2.1. The learner clicks on each card to learn more.

Purpose of the screen

Graphic Design

On-Screen Text (OST)

Image 3

Image 1

Image 2

Instructions: Please click on each card to gain a deeper understanding of the concept of teacher identity. Cards:• Card 1 Front: What is teacher identity and how is it formed? • Card 1 Back: Teacher identity is an evolving concept shaped by beliefs, experiences, and interactions within educational and socio-cultural contexts, reflecting how teachers perceive their roles and professional selves. • Card 2 Front: How do beliefs influence teacher identity? • Card 2 Back: Beliefs shape teacher identity by influencing perceptions, decision-making, and instructional practices, continually contributing to the development and adaptation of their professional selves. • Card 3 Front: How does teacher identity relate to professional development? • Card 3 Back:Teacher identity evolves with professional growth, shaped by personal beliefs and ongoing interactions, reflecting an integrated professional self through career stages.

Step 1 Homepage

Step 1 Design Documents 'Homepage'

Or choose a specific page

Screenplan

Scoping Document

Storyboard

Wireframe

Module 2 identifying factors influencing MTI

introduction

Module 2

Identifying Factors influencing MTI

Activity

LO3: Learners will be able to identify and analyse key factors that influence the development of mathematics teacher identity.

Topic 2: Beliefs about mathematics

Topic 5 : Educational policies

Topic 4: Educational resources

Topic 1: self-perceptions

Topic 3: Experiences

Topic 6: context

Topic 1: Self-perceptionsTopic 2: Beliefs about Mathematics educationTopic 3: ExperiencesTopic 4: Educational ResourcesTopic 5: Educational PoliciesTopic 6: Context

Content

Activity

Formative Assessment

Wrap up

Key takeaways and Next Steps

Summative Assess ment

Activity

OST continued

Drop Zone 1: Pathway 1 Continue with Inquiry-Based Learning Drop Zone 2: Pathway 2 Shift to Structured Instruction Drag Items (Decisions): 1. Seek feedback from students on inquiry learning. 2. Reflect on personal beliefs about teaching methods. 3. Consult experienced colleagues for practical insights. 4. Analyse student outcomes for learning effectiveness. 5. Blend structured and inquiry-based teaching approaches. 6. Attend professional development for inquiry-based strategies.

Click on each + button for more info.

Introduce a scenario that requires learners to reflect on the knowledge presented in Topic 2. This will be done through a drag-and-drop activity, where learners drag and drop items to make decisions.

Purpose of the screen

Drop zone 1

Drop Zone 2

Item 1

Item 2

Item 4

Item 3

Item 5

Item 6

On-Screen Text (OST)

Interactions

Title: Decision Pathways: Balancing Identity and teaching Beliefs • Scenario:Remember Alex from the previous activity? Alex, a passionate mathematics teacher, is enthusiastic about using inquiry-based learning to promote critical thinking and problem-solving skills. However, after a lesson where students seemed confused and frustrated, Alex feels uncertain. They begin to question whether structured instruction might be more effective.To help Alex make a decision, drag and drop the appropriate items into the two decision pathways on the right.

Graphic Design

Card 2

Image 2

Front Text

Card 1

Image 1

Front Text

Card 3

Image 3

Front Text

Interactions

Click on each + button for more info.

Position the 3 flashcards that has information about subtopic 3.1. The learner clicks on each card to learn more.

Purpose of the screen

Graphic Design

On-Screen Text (OST)

Image 3

Image 1

Image 2

Instructions: Please click on each card to gain a deeper understanding of communities of practice. Cards:• Card 1 Front: What are Communities of Practice (CoPs)? • Card 1 Back: Communities of Practice (CoPs) are social learning systems where people share a passion or concern, learning and improving through regular interaction (Wenger-Trayner & Wenger-Trayner, 2015). They shape identities by fostering collaboration and shared practice. • Card 2 Front: How do CoPs influence Mathematics Teacher Identity (MTI)? • Acrd 2 Back: Participation in CoPs helps shape MTI by allowing teachers to share practices, reflect on beliefs, and collaboratively develop teaching strategies, fostering professional growth and identity transformation. • Card 3 Front: How do participation processes shape MTI? • Card 3 Back: Engaging in CoPs allows teachers to exchange ideas, refine practices, and shape beliefs, evolving their MTI through collaborative problem-solving and shared experiences in teaching mathematics.

In this module, you will explore three engaging topics: In Topic 1, you will delve into the concepts of Identity and Identity Crisis. In Topic 2, you will examine the concept of Mathematics Teacher Identity. In Topic 3, you will investigate the concepts of Identification and Negotiation. Let's begin!

Voice-Over

Click on each + button for more info.

Position the 3 topics within the module. The learner returns here upon completion of each section.

Purpose of the screen

Title: Welcome to Module Click on each topic to explore more. Heading: Topic 1 Text: Identity and Identity Crisis Heading: Topic 2 Text: Mathematics Teacher Identity (MTI) Heading: Topic 3 Text: Identification and Negotiation

On-Screen Text (OST)

Font: Source Serif Pro Primary Color: #5e3c71 Secondary Colour: #ffb700 Tertiary Colour: #ebf7ff

Graphic Design

Topic 1

Topic 2

Topic 3

Interactions

WHYDefining Purpose

WHATStructuring the Content

WHOUnderstanding the Learners

Rollout Plan

This section outlines the second stages of the rollout process

During Rollout Stage

Activities and support provided while the course is live.

Layout and Structure

Click on each + button for more info.

Purpose of the screen

The goal of this screen is to introduce a scenario with a drag and drop activity.

On-screen text introduces the scenario, referring to Scenario 3 on Screen 4.2. The learner clicks the "Instructions" button to begin the scenario activity. The learner then drags elements into the designated drop zone to complete the task. A pop-up screen will appear when the learner clicks the "Check" button to view their solutions and receive feedback.

Screen activities

Elements on the Screen

Reporting and Certification

Genially does not offer advanced learner tracking or detailed reporting on individual progress and performance, as Thinkific does. Therefore, integrating Genially within Thinkific helps to mitigate these limitations by leveraging Thinkific’s robust reporting capabilities. Thinkific Reporting • Comprehensive Reporting Tools: Thinkific provides in-depth reporting to monitor learner engagement, completion rates, and overall activity within the platform. • Detailed Insights: Reports include course progress, quiz performance, and learner activity tracking. • Actionable Data: This data allows instructors to identify areas where learners may be struggling and make content adjustments as needed. Certification • Thinkific Certification: Thinkific automatically generates completion certificates upon successful course completion, requiring a pass rate of 80%. • Customisable Certificates: Certificates can be tailored to reflect the course branding and serve as formal recognition of learners' achievements, adding value to their learning experience.

Process-Based Evaluation

I will review each phase of the ADDIE model—Analysis, Design, Development, Implementation—to ensure effectiveness and identify areas for improvement:

Analysis

Note: Feedback from pilot testers, staff, and end users will be gathered to inform ongoing process improvements.

Design

Development

Implementation

1. Soft Launch

Layout and Structure

Click on each + button for more info.

The goal of this screen is to activate learners' prior knowledge and experience by establishin relevance showing how the content connects to scenarios.

Purpose of the screen

On-screen text and VO encouraging the learner to engage in 3 scenrios to reflect on their experiences. The learner will click on plus icons that include the content of each scenario and 2 reflective questions with open-ended answers. Each scenario will have a popout window/screen having the same layout.Scenario 1: Screen 4.1 Scenario 2: Screen 4.2 Scenario 3: Screen 4.3

Screen activities

Elements on the Screen

Question 1

Click Hotspot (Screen 9.7)

Question 2

Click Hotspot (Screen 9.8)

Question 3

Click Hotspot (Screen 9.9)

Interactions

Click on each + button for more info.

The goal of this screen is to assess leaner's knowledge.

Purpose of the screen

Graphic Design

On-Screen Text (OST)

Screen 8.6 Title: Quiz: MTI development in Communities of Practice (CoPs) Heading: Welcome to the True or False Quiz! In this assessment, you will test your understanding of the role of CoPs in MTI developement.

Screen 9.6

Screen 9.7 Screen 9.8 Screen 9.9

Screen 9.7 OST

Screen 9.8 OST

Screen 9.9 OST

Please click on each + icon to find the OST of each screen.

Administration and Maintenance

Marketing and Outreach Coordinator

Reporting Specialist

Platform Administrator

Click on each + button for more info.

Purpose of the screen

Layout and Structure

The goal of this screen is to outline the learning objectives of the module

On-screen text and VO outlining learning objectives for module 1. LO1: Learners will be able to define and explain the concept of teacher identity and its role in shaping teaching practices, particularly in mathematics education. LO2: Learners will be able to apply the concepts of 'Identification' and 'Negotiation' to reflect on their professional growth.

Screen activities

Elements on the Screen

3. Final Rollout

Content Development and Quality Assurance

Click on each + button for more info.

3. Quality Assurance Specialist: The quality assurance specialist within the company will review and test the course for errors, inconsistencies, and usability issues. They will ensure that the learning experience is seamless and professional, maintaining high-quality standards throughout the content. 4. User Experience (UX) Designer: The company already employs a UX/UI designer who will enhance the learner experience by creating intuitive, engaging, and accessible interfaces on Thinkific. They will ensure seamless integration of interactive content, conduct usability testing, and make data-driven improvements.

User Experience (UX) Designer

Content Specialist/SME

Quality Assurance Specialist

Course Developer/Instructional Designer

Level 3

Behaviour

Behavioural change will be assessed by gathering post-course feedback from learners on how they are applying their learning in real teaching contexts. This may include self-reflection prompts, follow-up surveys, or interviews to identify any shifts in mindset, teaching practices, or professional identity development.

Question 1

Click Hotspot (Screen 7.7)

Question 2

Click Hotspot (Screen 7.8)

Question 3

Click Hotspot (Screen 7.9)

Interactions

Click on each + button for more info.

Purpose of the screen

The goal of this screen is to assess leaner's knowledge.

Graphic Design

On-Screen Text (OST)

Screen 7.6 Title: True or False Questions: Teacher Identity and Identity Crisis Heading: Welcome to the True or False Quiz! In this assessment, you will test your understanding of teacher identity and identity crisis.

Screen 7.6

Screen 7.7 Screen 7.8 Screen 7.9

Screen 7.7 OST

Screen 7.8 OST

Screen 7.9 OST

Please click on each + icon to find the OST of each screen.

Click on each + button for more info.

The goal of this screen is to generate interest in the topic Encourage learner curiosity and motivation through engaging elements like mindmap and clickable icons.

Somos seres visuales

Purpose of the screen

Layout and Structure

Interactive Mindmap Trivia with questions and multiple choice answers Learners will click on each plus icon to reveal questions.

Screen activities

Elements on the Screen

Subtopics

Communities of practice?

Defining Identity

Teacher identity

Mathematics teacher identity (MTI)

Identification process

Identity crisis

Negotiation process

MTI and agency

Key Theories

UXDL

Click on each + button for more info.

UXDL Rollout for Multimedia Pack Providing the best and most effective learning experience is crucial to the success of this course rollout. To achieve this, we will follow a structured approach that aligns with design principles principles and best practices for digital learning. As this course is multimedia elearning, some audio options were included and a menu for navigation and a glossary. Below are the key points of consideration for the rollout phase:

Variety of Content Formats

Design Principles for Various Formats

Clear and Coherent Organisation of Learning Materials

Support and Assessment Information

Variety of Assessment Methods

Ensuring Minimum Standards and Uniformity

Step 3: Testing, Feedback Collection, and Iteration

• Testing Execution: Conduct structured testing sessions to thoroughly evaluate each identified area. • Feedback Collection: Gather feedback from testers through surveys, usability logs, and direct observations. • Issue Documentation: Document any issues or challenges encountered, categorising them based on severity and impact. • Analysis and Review: Analyse the collected feedback to identify patterns and areas requiring improvement. • Prioritisation and Resolution: Prioritise the identified issues and assign them to the appropriate team members for resolution. • Re-Testing and Verification: Re-test the updated elements to ensure that the issues have been effectively addressed and that no new problems have arisen.

Delivery Mode

The course follows a digital asynchronous approach, providing a self-paced learning experience through interactive and structured content. Transforming this academic research from a text-heavy format into an interactive, chunked online course addresses key challenges such as teachers' time constraints and limited access to research-based CPD opportunities.

Module 3

Applying Zone Theory

LO4: Learners will be able to explain and interpret Zone Theory (ZPD, ZFM, ZPA) in their teaching contexts to enhance professional actions, agency, and identity.

LO5: Learners will be able to analyse and compare the interactions of the three zones in different teaching scenarios to optimise their instructional strategies.

Topic 1: Introduction to Zone TheoryTopic 2: Zone of Proximal Development (ZPD)Topic 3: Zone of Free Movement (ZFM)Topic 4: Zone of Promoted Actions (ZPA)Topic 5: Interactions of the three zones

Intro

Gagné’s Instructional Model

Hook & Activating Prior Knowledge

This building block is designed to deliver all the required information or knowledge to learners, typically through self-paced learning. The content of each module is chunked into smaller topics to prevent information overload. Each topic will include structured content, an interactive activity, and a mini-assessment to reinforce learning and ensure engagement. Content will be presented in a variety of formats and primarily addresses the lower levels of Bloom's Taxonomy, focusing on "Remember" and "Understand." As learners progress through the modules, the content will gradually advance to higher-order skills, including "Apply," "Analyse," "Evaluate," and "Create."

In this course, activities are designed to be interactive, reflective, and application-focused, allowing learners to actively engage with the content and develop their mathematics teacher identity. These activities will progress from basic knowledge checks to scenario-based reflections and reflective journaling, culminating in a personalised action plan for each learner. This approach ensures a dynamic learning experience, enhanced by interactive widgets for engagement and interactivity.

In this course, implementing a variety of assessments is considered best practice to ensure diverse evaluation methods that enhance learning and engagement. Formative assessments, include quizzes to evaluate learners' understanding.Short-answer reflections offer deeper insights into individual identity progression. Summative assessments include. multiple-choice questions (MCQs) reinforce key concept retention. Instant feedback keeps learners engaged and supports continuous learning.

Each module concludes with a structured summary to reinforce key takeaways, along with a toolkit providing practical resources for continued learning. Additionally, an introduction to the next module ensures a smooth progression through the course’s structured identity development journey.

Each module begins with a hook, such as a video or reflective prerequisite activity, to help learners connect prior experiences with the topics addressing Mathematics Teacher Identity development. This builds relevance, encourages self-reflection, and prepares learners to explore how their mathematics teacher identity evolves.

Each module followed Gagné’s Instructional Model, ensuring a structured, engaging, and research-driven approach to developing mathematics teacher identity. The module design includes five key sections, each carefully structured to support progressive learning and application in the teaching profession.

content

Presenting Concepts on Mathematics Teacher Identity

activity

Applying Concepts & Reflecting on Mathematics Teacher Identity

assessment

Evaluating Mathematics Teacher Identity Formation & Progression

wrap up

Summary & Key Takeaways

Nudging

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One of the engagement tactics that will be used for this course is nudging.

Automated Email Notifications

Progress Tracking

Nudging in digital learning involves using positive reinforcement and subtle suggestions to guide learner behaviour and decision-making Weijers, de Koning, & Paas (2021). Thinkific supports this approach through built-in features and integrations, making it simple to implement nudging strategies to maintain learner motivation and engagement.

Learner Dashboards

By the end of this module, you will be able to: 1. Define and explain the concept of teacher identity and its role in shaping teaching practices, particularly in mathematics education. 2. Apply the concepts of 'Identification' and 'Negotiation' to reflect on your professional growth.

Voice-Over

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Purpose of the screen

Inform the learner what they shoudl expect to learn in module 1.

Title: Module 1 Learning ObjectivesSubtitle: Understanding Identity DevelopmentText: By the end of this module, you will be able to: 1. Define and explain the concept of teacher identity and its role in shaping teaching practices, particularly in mathematics education. 2. Apply the concepts of 'Identification' and 'Negotiation' to reflect on your professional growth.

Graphic Design

On-Screen Text

This structured approach enabled both myself and the wider team to critically reflect on each phase of the learning design and delivery process. For instance, as the Instructional Designer, I will work closely with the UX Designer and e-learning Project Manager to evaluate key design and usability areas, while the Learner Support Specialist focused on assessing the course’s effectiveness in maintaining learner motivation, encouraging interaction, and supporting self-regulation.

‘UDL evauation’ Reflective Commentary

The UDL evaluation of this course was guided by a commitment to creating an inclusive, accessible, and engaging digital learning experience that supports a diverse group of learners. Recognising that learners vary in how they engage with content, express understanding, and process information, I adopted a Universal Design for Learning (UDL) approach to ensure flexibility across the course structure, content delivery, and assessment methods. The evaluation will be carried out using the practical checklist provided by the Digital Learning Institute (DLI), which offered a clear, evidence-based framework aligned with the three core UDL principles: Engagement, Representation, and Action & Expression.

The rationale for using the DLI checklist was its relevance to digital and multimedia learning contexts. It will provide targeted prompts that align well with the tools used in this course (e.g., Thinkific, Genially, WOBO), and allow for a detailed yet practical evaluation. This approach will ensure that accessibility and learner-centred design were not treated as add-ons, but as foundational aspects of the course development process.

Accessibility

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Accessibility is a vital component of delivering an inclusive and effective learning experience. During the rollout of this training course on Thinkific, deliberate measures will be taken to ensure the platform and resources meet high accessibility standards.

Consistency in Naming Conventions

Accessible Content Formats

Usability Testing and Accessibility Principles

Offline Access

Mobile-Friendly Design

Layout and Structure

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The goal of this screen is to assess learners' knowledge on topic 1.

Purpose of the screen

On-screen text introduces the quiz about Topic 1. The learner will answer 3 true or false questions by clicking on each hotspot, which will open a pop-up window for each question. Screen 7.7 Question 1 Screen 7.8 Questions 2 Screen 7.9 Question 3 The learner selects True or False and then clicks "Send" to verify their answer. If the answer is correct, a message will appear saying "Correct!" along with feedback. If the answer is incorrect, a message will prompt the learner to "Try Again".

Screen activities

Elements on the Screen

Toolkit Available Upon Completion! At the end of this module, you’ll have access to a comprehensive toolkit designed to support your continued growth and development. The toolkit will include: 1. Practice Resources: Links to PDF documents containing additional questions for you to practice and reinforce your learning. 2. Further Study Opportunities: Links to valuable resources and areas of study focused on mathematics teacher identity development. Make the most of this toolkit to deepen your understanding and continue your professional journey! Keep going—you’re almost there!

Voice-Over

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Purpose of the screen

Inform the learner about the toolkit.

On-Screen Text (OST)

Title: Toolkit Available Upon Completion! Subtitle: At the end of this module, you’ll have access to a comprehensive toolkit designed to support your continued growth and development. Text: The toolkit will include: 1. Practice Resources 2. Further Study Opportunities.

Graphic Design

Perception

Comprehension

Language and Expression

1. Customising Interfaces

1. Activate Prior Knowledge

1. Vocabulary and Symbols

Does the Thinkific platform allow learners to adjust font size, layout, and screen contrast using browser accessibility tools?

Is it possible to adjust the contrast between the platform background and the text displayed?

Does Thinkific offer controls for adjusting video and audio settings?

Are pages printable from the platform, and can the print layout or formatting be customised?

The course includes references to previous modules and reflective questions to help learners connect new concepts with prior learning.

Learners can revisit earlier modules at any time to reinforce understanding or clarify previous content.

Are key terms used in the course clearly defined, and is there a glossary or explanation provided where needed (e.g., “marking” vs “grading”)?

Are the terms and language consistent with the learners’ professional or educational context?

2. Language Options and Clarity

Does the course offer clear and accessible language throughout, avoiding unnecessary jargon?

Is there consideration for offering multilingual support in future updates, if learner demographics require it?

2. Support Learning Pathways

The course is structured using a clear, linear pathway, with Thinkific allowing learners to track their progress as they move through the content.

2. Visual and Auditory Options

Are image descriptions provided for visuals used within Thinkific?
Are captions available for audio and video content to support learner accessibility in Thinkific?

Does Thinkific comply with recognised accessibility standards?

3. Organise Learning Visually and Clearly

3. Decoding of Text, Maths, and Symbols

Each module is clearly outlined and presented with consistent design, making it easy to distinguish between topics.

Visual cues (e.g., banners, icons, or progress markers) are used to enhance navigation and orientation.

The course is organised in a logical and user-friendly manner, allowing learners to move through content seamlessly.

Is all text-based content supported by accessible design (e.g., screen-reader compatibility)?

Are mathematical symbols and expressions displayed clearly and accurately in all multimedia content?

Card 2

Image 2

Front Text

Card 1

Image 1

Front Text

Card 3

Image 3

Front Text

Interactions

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Position the 3 flashcards that has information about subtopic 2.3. The learner clicks on each card to learn more.

Purpose of the screen

Graphic Design

On-Screen Text (OST)

Instructions: Please click on each card to gain further insights into the relationship between MTI and Agency. Cards:• Card 1 Front: What is the relationship between MTI and agency? • Card 1 Back: MTI and agency are interconnected, as teachers shape their identities by making choices within social, cultural, and educational boundaries, reflecting their resilience and adaptability. • Card 2 Front: What are the types of agency in MTI? • Card 2 Back: "Stepping up" involves proactive engagement beyond duties, while "pushing back" resists conflicting policies, reflecting teachers' agency to adapt and assert professional beliefs. • Card 3 Front: How does reduced agency affect MTI? • Card 3 Back: Reduced agency limits teachers' decision-making power, hindering their ability to develop a resilient MTI, yet agency is never entirely eradicated, allowing some adaptability.

Image 2

Image 1

Image 3

Layout and Structure

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Purpose of the screen

The goal of this screen is to introduce a scenario with a drag and drop activity.

On-screen text introduces the scenario, referring to Scenario 2 on Screen 4.2. The learner clicks the "Instructions" button to begin the scenario activity. The learner then drags elements into the designated drop zone to complete the task. A pop-up screen will appear when the learner clicks the "Check" button to view their solutions and receive feedback.

Screen activities

Elements on the Screen

Pathway 2 Outcome: Alex maintains a flexible teaching style that adapts to student needs, promoting both structured understanding and inquiry-driven exploration.

OST continued

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The goal of this screen is to reveal the answers of the drag and drop activity and to provide feedbak to learners about the impact of each decision.

Purpose of the screen

Alex

Outcome

Pathway 1

Pathway 2

Outcome

Click (Tooltip)

Interactions

On-Screen Text (OST)

Feedback: Click on + button to learn more about the impact of each pathway on Alex's identity Pathway 1 Outcome: By refining their approach and gaining new skills, Alex builds confidence in inquiry-based learning and adapts lessons to better support students' understanding.

Drop Zone 1: Pathway 1 Continue with Inquiry-Based Learning Drag Items (Decisions): 1. Seek feedback from students on inquiry learning. 3. Consult experienced colleagues for practical insights. 6. Attend professional development for inquiry-based strategies.

Drop Zone 2: Pathway 2 Shift to Structured Instruction Drag Items (Decisions): 2. Reflect on personal beliefs about teaching methods. 4. Analyse student outcomes for learning effectiveness. 5. Blend structured and inquiry-based teaching approaches.

Graphic Design

Prototype Development with Genially

For the prototype, I chose Genially as the primary tool for creating the training course. I found Genially to be highly engaging due to its potential to include hotspots and pop-up windows, which made it easier to chunk text and present it in a more interactive way. As someone who personally struggles with text-heavy content, Genially provided the perfect balance between multimedia integration and content optimisation. I enjoyed the creative process so much that I even subscribed to the Author Plan to unlock more features. I leveraged many AI features such as generating images that are relevant to the course content.

One of the most rewarding challenges was pushing myself to create a drag-and-drop activity—a feature not directly available on Genially. Finding a workaround not only enhanced my skills but also demonstrated my commitment to overcoming limitations. Additionally, I integrated WOBO to create interactive digital PDFs, allowing learners to type answers and download their responses. This feature is especially valuable as it aligns with Thinkific LMS integration, which will host the course. I believe it is crucial for learners to engage in typing activities, enabling them to record, save, and reflect on their responses.

Layout and Structure

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Purpose of the screen

The goal of this screen is to introduce Topic 2 and 3 subtopics.

On-screen text introduces the topics of identity and identity crisis. The learner clicks on a + button to explore each subtopic, which opens in a pop-out window. There will be 3 popout screens: Screens 8.1/8.2/8.3. The images are relevant to mathematics teachers.

Screen activities

Elements on the Screen

Module 1 Understanding Identity development

Topic 1: Identity and Identity CrisisTopic 2: Mathematics Teacher IdentityTopic 3: Idenitifcation and Negotiation

Module 1

Understanding Identity Development

LO1: Learners will be able to define and explain the concept of teacher identity and its role in shaping teaching practices, particularly in mathematics education.

LO2: Learners will be able to apply the concepts of 'Identification' and 'Negotiation' to reflect on their professional growth.

introduction

Activity

Topic 1 : IDENTITY AND IDENTITY CRISIS

Topic 3 : Identification and Negotiation

Topic 2 : Mathematics Teacher Identity (MTI)

Content

Activity

Formative Assessment

Wrap up

Key takeaways and Next Steps

Summative Assess ment

Activity

Layout and Structure

Click on each + button for more info.

Purpose of the screen

The goal of this screen is to introduce Topic 1 and 3 subtopics.

On-screen text introduces the topics of identity and identity crisis. The learner clicks on a + button to explore each subtopic, which opens in a pop-out window. There will be 3 popout screens: Screens 7.1/7.2/7.3. The images are relevant to mathematics teachers.

Screen activities

Elements on the Screen

Level 4

Results

The impact of the course on broader educational goals will be measured by analysing whether the training contributes to improvements in confidence, instructional quality, or readiness for leadership roles. Where feasible, this may include linking feedback to performance data or organisational KPIs, supporting longer-term evaluation of course effectiveness.

How the Course Provides E-Learning Pathways

The Mathematics Teacher Training Course offers flexible and adaptive e-learning pathways to accommodate diverse learning needs and professional goals. The course follows a linear flow and is designed to be asynchronous and self-paced, allowing learners to progress at their own speed. The course structure incorporates both predefined and personalised pathways, thoughtfully considered during the ‘how’ phase, enabling learners to select routes based on their current competencies and career aspirations. The predefined pathway is structured to develop foundational knowledge and skills, guiding learners through core concepts and essential practices in mathematics teacher identity development. In contrast, the personalised pathway provides customisation options, allowing learners to choose specific learning paths that best align with their individual professional development needs. To support adaptive learning techniques, the course integrates scenario-based activities and reflection tasks (Jacobs, Hall, Moore, Sharma, & Spencer, 2017), enabling learners to tailor their experiences while progressing through the structured learning journey.

Module 4 advancing your mti growth

Topic 1: Introducing the Multilevel ModelTopic 2: Level 1 - Initial Awareness Topic 3: Level 2 - Exploration Topic 4: Level 3 - IntegrationTopic 5: Level 4 - Enhanced engagement

Module 4

Advancing your MTI Growth

LO6: Learners will be able to differentiate between the stages of mathematics teacher identity development through the ‘Multilevel Model for MTI Development’.

LO7: Learners will be able to develop a personalised teacher identity plan outlining strategy for professional growth and self-reflection.

introduction

Activity

Topic 5 : enhanced engagement

Topic 1: introducing the multilevel model

Topic 4: integration

Topic 2: initial awareness

Topic 3: exploration

Content

Activity

Formative Assessment

Wrap up

Key takeaways and Next Steps

Summative Assess ment

Activity

Submission 9 May Digital Project

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News Presentation

Transcript

Project

Professional Diploma in Digital Learning Design

By Dr. Mayssa Haidar

Mathematics Teacher Identity Development

Introduction

Click here

Inspiration

Click here

Challenges

Click here

Impact

Click here

How to navigate this project

Project Overview

Digital Learning Design

The project followed these key stages:

ADDIE

‘Design is not just what it looks like or feels like, but how it works.’

Part 1 Macrodesign

Step 1The 'Who'

Step 3The 'What'

Step 4The 'How'

Step 2The 'Why'

The 'WHO'

Personas

James

Emily

David

Sarah

New to Teaching but skilled in engineering industry

Experienced but seeking growth

Experienced educator in a leadership role

New to Profession

Prefers highly engaging, interactive content

Prefers step-by-step guidance to bridge engineering and teaching

Prefers interactive content with customised pathways

Prefers structured, self-paced learning

Grapples with time constraints

Struggles to find relevant CPD resources

Struggles with workload balance

Feels like an outsider in education

Learning Outcomes

The 'WHY'

3.Purpose of the Course

1.Business Need

4.Learning Outcomes

2.Learning Gap

Modular Framework

The 'WHAT'

Module 3

Module 1

Module 2

Module 4

Learning Outcomes 3 & 4

Learning Outcome 3

Learning Outcomes 1 & 2

Learning Outcomes 6 & 7

Flow & Building Blocks

The 'How'

Module 1

Module 2

Module 3

Module 4