Portfolio of Evidence

Portfolio of Evidence

Digital Learning Designer Level 5 Rebecca Furey

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Contents page

Context Scoping Improvement Communication

Project Planning / Storyboard / Stakeholder Map / Guidelines - Accessibility & Data

Learning Styles Analysis / Learning Objective Mapping / Delivery Modes & Formats / Course Artifacts

CPD Log / Digital Learning Evaluation Report / Stakeholder Collaboration / Feedback and Implementation

Best Practice Examples / Accessibility & Ethical Considerations / Stakeholder Plan and Power Grid

Context

K1 S5 S11 B5

Project Planning B5, K1

I currently work in the Learning & Development Design team for Openreach, creating courses and learning content particularly for the engineers within our workforce. I manage projects individually and collaboratively. I have the skills to build instructor led training courses and digital eLearning courses too. I have spent time recently developing my skillset and mastering new digital tools that i can implement into the courses i create. Specifically Adobe and videography techniques. I work closely alongside many stakeholders who are from different departments in the company to achieve the project requirements and to see them through from start to finish.

Storyboard S5

Here are some screenshots of a storyboard example which i produced for an eLearning course on fibre installation in MDUs. A storyboard is a great way to articulate my ideas and share with the assosciated stakeholders. In this particular storyboard the requirement is outlined which focuses on the the purpose, the audience and the goal. The proposed solution is the high-level overview for the project including some key features and the benefits of this eLearning training such as cost effiency and the effectiveness of having training that can be accessed remotely. I outlined that i will be using microlearning within the training and that I aimed to create learning that applies andragogical principles to better engage adult learners. It is at this point in which i highlight to the stakeholders any possible issues or risks which could cause delays to manage expectations and to build rapport.

Guidelines - Accessibility & Data S11

GDPR Considerations

Our internal Accessibility checklist

Visual Hierarchy for User Interface

Stakeholder Map B5, K1

My Stakeholder Map

The L&D Heirarchy

Scoping

K7 K8 K9 S7 B6

Learning Style Analysis K7,B6

Behaviourism

Cognivitism

Constructivism

Project Management

Learning Objectives Mapping S7

(Pink is before AI)

Identify any one of 13 pieces of legacy joints in the network and the methods associated with working on this equipment.

SMART

BLOOMS

Identify the difficulties encountered when working with mixed 8mm and 5mm tubing and the techniques associated with overcoming problems associated with this combination of tubing in the network.

Match the Legacy Joints with one of its key features.

Distinguish specific features in each of the Legacy Joints.

Demonstrate that you can identify 16 pieces of legacy equipment and know where to find further information regarding this equipment.

Delivery Modes & Formats K8

See Appendix for full video.

Course Artifacts K9, B6

Improvement

K15 S13 S16 B3 B7 B8

CPD Log K15, B3

My CPD log is a record of my continuing professional development activities. I have used this to track and reflect on the learning and development i have completed to maintain and enhance my current skills and knowledge in this industry. This log includes the development opportunities i have participated in for digital learning design practice, such as working with external professionals, attending events and completing internal training sessions. These activities have helped me stay current within my field, they have given me opportunities to develop and potentially supports any future career progression and has encouraged me to continuously reflect on my learning and knowledge gaps. It is important to me to then share new information with my team by running sessions. A recent example is the Quality workshop i ran, within this session I shared some of my recent learning within the apprenticeship around the importance of quality assurance.

Digital Learning Evaluation Report S13

Kirkpatrick Model

Reaction

Learning

Behaviour

Results

Stakeholder Collaboration S16, B7, S13

Working at Height Renewal

Quality session

Design is Everything

Feedback and Implementation B8

Communication

K5 K10 S8 B1 B4

Best Practice Examples K5, K10, S8, B4

Accessibility & Ethical Considerations B1

Using the 4 pillars of accessibility to design courses inline with the WCAGs. Our engineers work in the field and encounter various barriers. Hover over the icons to see how I overcame this accessibility issues.

Perceivable

Operable

Understandable

Robust

Stakeholder Plan and Power Grid S8

Aligning Communications with the Learning journey and Curriculum Objectives Following our end to end process and documenting key milestones by creating scheduled meetings for those discussions. Particularly Storyboard Sign-off and Project Sign-off, as this can be used as evidence for any hurdles further down the line. These calls can aslo establish that everyone involved is happy that the content produced will contribute to achieving the overall aims of the project. Having regular conversations with my SME and attaining their approval and sign off for key design features such as videos and imagery, particularly when it comes to health and Safety to ensure i am following our company guidelines and not sharing anything that isn't correct. Continuous collaboration with the stakeholders and holding indivduals accountable for their roles and responsibilities, keeps the project moving in the right direction and provides opportunity for amendments and improvements if it isnt aligning with the curriculum objectives.

Blooms Taxonomy

Bloom's taxonomy is a framework for categorizing educational goals. There are 6 levels to this and there are planning verbs which slot into each level which help you create your learning outcomes. Level 6 Create: Collaborating, directing, writing, solving, managing, leading. Level 5 Evaluate: Validating, testing, assessing, debating, commenting, reflecting. Level 4 Analyse: Linking, organising, illustrating, questioning, explaining, calculating. Level 3 Apply: Articulate, choosing, executing, displaying, presenting, implementing. Level 2 Understand: Annotate, summarising, predicting, estimating, expressing, gathering. Level 1 Remember: Copying, defining, locating, outlinging, duplicating, repeating.

Using Blooms Taxonomy, the SMART criteria and AI, I have been able to create effective Learning Outcomes for training courses and here are some examples from the Fibre Legacy Training. Ai can be used to add detail and enhance the quality. When writing LOs it is essential to ensure that they are clear, measurable and aligned with the learners needs. Blooms Taxonomy assists with structuring cognitive depth so categorises learning into 6 levels of complexity. I find it useful to build on these learning outcomes throughout the training to help the learner develop in an effective way without being too overwhelmed at the start. The SMART criteria has helped me formulate outcomes that outline the expectations to the learners and supports the accoutability and evaluation of the learning success.

When learners have completed assigned and voluntary courses, I am able to see various levels of data based on how the training was built. If there are summative quizzes that give pass/fail rates for example. This information needs to be shared with their relevant department and manager to ensure they retake any needed training or they can be deskilled if they are no longer competent in a particular area. Engagement data and much more information can be downloaded into an Excel spreadsheet and from this I can really deep-dive into this to understand any trends and issues with the content we are creating. It also helps us support any learners who may not be hitting the mark. Participation is a big factor in these statistics, as we want to encourage our learners to complete their mandatory training within the set timescales. But it is also encouraging to see that our learners are seeking additional training by completing extra courses to build on their skills and knowledge.

I have created a visual stakeholder map that demonstrates how my role interacts with other roles within the organization. The links between me and others are to illustrate the communication pathways and collaboration points. On here i have outlined who my direct team are and who I work with which is dependant on the project. I work with my fellow L&D designers on a daily basis, sharing knowledge, upskilling each other and reviewing the work we have produced. On some occasions I have worked on a project with another member of the team. A specific example was when me and my colleague Tim were asked to condense a portfolio of 12 eLearning courses down to 8. This ask involved collaboration, as we had to work together to understand each of the courses. We managed to work closely with with SMEs too to establish which courses could be merged. When a new project is allocated to me I will then work with a Learning Partner. Each Learning Partner specialises in different areas of the business and also prefer to work in different ways. The more I have worked with them individual the more i have understood the most effective way to communicate with them.

During the design phase of any project it is important to seek out feedback from stakeholders and actively listen to what they are saying. These people are often the experts so have good knowledge on the topic and it is beneficial to the project to implement their suggestions. Here is an example of feedback recieved on the Powered PCP eLearning course i made on Rise 360. The stakeholder in this scenario works for H&S and had suggested some rewording for a key area that needed an important message getting across to the learner. If missed out it could have serious consequences. I took what James fedback and implemented it into the design.

Gathering the data and insights based on the learning analytics is something that I haven’t spent much time doing previously. I spent time with our technical team learning how to access this information and how to extract the data we could see. It is a complex process which requires special accesses that not all member of the learning and development team have access to. From the LMS system I can access individual courses and download the specific data I need. From here it is then converted into a Microsoft Excel spreadsheet. In here I can filter and arrange the data in any way that helps me see what I need to see. At first the amount of data produced can be quite overwhelming but once you know what specific details you need it is much easier to condense this down and remove any further information I didn’t need. What I found much easier to use is our internal learning and development feedback site. This data is still taken from the LMS but it is converted into a much simpler format with the star rating system and comments left by learners. On here, again I can filter my search down to specific courses and see exactly what I need to see to understand how the learners felt about the course. This site is accessible by the entire learning and development team, this means that at each stage of the evaluation process all those involved can seek out the feedback and take any necessary action. I found this extremely useful as I could work alongside my colleagues and share the information with them and create a plan to move forward and implement any changes required based on the feedback we have received. Taking this project as a learning experience, I will now feel more comfortable analysing and gathering data on my future projects. This is something I hope to share with my direct team in design.

Within our learning development design team we have a set end to end process in place which should be followed with each project we complete. After working on some peer to peer reviews for my colleagues, i realised that a refresher of this process and a session on quality was needed to help the team improve on our designs. As part of our end to end process a peer to peer review is required, this is where we run through the prototype and check that their are no grammatical errors, and the user interface and user experience is done to a good quality standard.

I created a session on quality which i then delivered to my team. Within this quality session i embedded observation games and created a document which could be used beyond this training for them to follow along in each of their designs. This training focused on the following areas: - Accessibility - Branding - Principles of design following the C.R.A.P (Contrast, Repetition, Alignment and Proximity) method - Data Protection - User Experience (UX) - User Interface (UI) I received positive feedback from both my colleagues and manager for this session.

To share best practice within our team we formed the biweekly sessions called 'Design is Everything'. In these sessions we aimed to highlight new trends, share ideas and improve the quality of the work we produce in design. These sessions were individually ran by different members of the team and could be on any topic that related to design. Throughout the weeks we have seen all sorts of topics covered, from the design of manhole covers, the design of football shirts, to different car advertisements. I chose to run a session on the design of beer mats, i chose this topic as i collect them from different countries and each beer brand uses their own colours and themes. I wanted to highlight the importance of colours used to make them instantly recognisable, especially the iconic brands. These sessions are extremely useful and enables us to learn from one another. It is important that we revisit our older work and evaluate the quality based on design trend and continuously seek to stay up to date.

I continuously look for opportunites to develop my skills and knowledge, the most effective way for me to do so is to get hands on and participate in training events. I regularly seek out these opportunities and complete additional on my own where possible. Here are some of the certificates and confirmations of my learning. See Appendix.

Certificate for the completion of my Radicalisation and Extremism training, I also have certificates for Staying Safe Online, What can you Trust? and British Values. All of which were completed as part of the safeguarding training i completed.

This is my accessibility training with Articulate for Storyline.

From Ideas to Impact, where i learnt about scripting, blueprints and forming a detailed plan before starting with the design.

I also attended two community of practice events. This year i went to the Photography and Video show and the Learning Technologies event.

Diploma from the Digital Learning Institute, Distinction.

Evaluative Information The Loft Safety course has been live for multiple years and we have been receiving feedback through our LMS system to gauge the suitability and engagement of the training. After feedback we realised we needed to update this training using the current tools/technologies and methodologies available. Applying the feedback to make improvements, we relaunched the programme to a smaller group of learners during a 'soft launch' to ensure the improvements were worthwhile before sharing with the full audience. A full rebrand and an introduction of microlearning saw the feedback vastly improve. Using our star rating system, our users are able to provide constructive feedback quickly and simply. Using a small trial group to receive feedback throughout enabled me to build a course that suited our learners and aligned with the course objectives. Giving the learners opportunities to feedback is key for me to see if there is a successful programme in place, and if not i must be open to the suggestions made.

SMART Goals

SMART goals are a framework for setting clear and achievable objectives. Specific: Clearly define what you want to achieve. Avoid vague descriptions. Measurable: Establish criteria to track your progress and determine when the goal is met. Achievable: Set realistic goals that are attainable given your resources and constraints. Relevant: Ensure the goal is important to you and aligns with other relevant objectives. Time-bound: Set a deadline to create a sense of urgency and keep you focused

My evaluation plan for the courses i create is usually constructed by using the Kirkpatrick model and the 3 types of evaluation. Step one – Process based evaluation is where I made sure the alignment between the design and the learning objectives were met, whilst ensuring it was tailored specifically to my target audience, our engineers. Step two – Goal based evaluation where we were able to define the goals and then measure the achievement of these with the quiz and knowledge checks. Step three – Outcome based evaluation, by collecting data post training we can see a visible improvements by the completion of these specific tasks in the network. Within my organisation I am aware that there are areas in our evaluation processes that need reviewing and improving. Regularly when designing and working with various stakeholders I am individually evaluating the work I am completing but wider than that there is much more I could do. Beyond the design phase we sometimes lose sight of the courses we have created to really dive into the impact they’re having and whether there are improvements we need to make. Seeing the reports really opened my eyes to the data we can see, using this going forward will encourage us to constantly improve and adapt so our learners always receive the quality training they deserve.

At the end of a project it is important to send out surveys to the stakeholders to allow them to feedback their poinions and experience of working alongside me. With this feedback I can look to continuously improve and learn from any previous errors. This example showed some positive feedback from an SME where i buil a strong relationship with over the course of the project and we were able to complete the ask in the proposed timescales, due to our communication style.

I often incorporate title screens and progress updates within the courses i produce and here is one example. Keeping the learner up to date with their progress and informing them of how much more learning is still needed before the end of the course helps reduce confusion and keeps them focused on the learning, as they're motivated by achieving the end goal. Navigation that is clear is essential in reducing cognitive load, complicated designs can leave the learners confused and disengaged. I keep the navigation buttons in the same location throughout and have them clearly visible. This also supports adult learning theory (andragogy) as it gives them the ability to control their own journey based on their own needs. Therefore it also takes into consideration accessibility for those with cognitive or motor impairments.

Here are some examples of where i have incorporated multimedia into the eLearning modules. The first example I have used is an introduction to the course, a brief overview and why it is needed. This video has been created using Synthesia, which is a fantastic tool that incorporates AI into educational videos. Synthesia allows you to amend avatars, form scripting and use imagery within the video. Here i have chosen an avatar to present the video and used our branding in the background. Once I had written the script, I chose to publish the video with burnt in captions which is important to aid those with hearing impairments or learning difficulties. The second set of videos i created with our videographer Wayne to create a step by step guide for a process driven concept. I wanted to simplify how to complete a task correctly, so rather than writing down these steps i opted to used videos as a better way to explain how to do it. These videos include story telling and reenact a real-life scenario. The engineers completing this training have already been completing the tasks in question without formal training, so by using the principles of constructivism I have formulated training that builds on their existing knowledge by allowing them to relate to their own experiences. I decided to split the process into smaller steps to incorporate microlearning, and reduce cognitive load.

See Appendix 'Delivery Modes and Formats of Learning screenshare'. In this video i talk through four different modes of learning highlighting the pros and cons for each. I have used specific working examples of my own to explain them in further detail and to illustrate why I have chosen to align my work to one of these formats. Each format has its own benefits and I can see why in certain projects they would align more effectively to each one. Before deciding which format of learning I am going to follow I think about the learners and which style is going to cater the most effectively to their needs. If the training is very much a practical skill then Synchronous learning would be the most beneficial as they are able to get hands on to learn. However courses that are a supplementary to existing knowledge and can be used for additional support i would lean more towards asynchronous learning as they already have the foundations and knowledge in place.

Here is an example of a stakeholder communication plan i created. I now use these to outline who the key stakeholders are and what the most effective communication style will be. By addressing their role in the project and outside the project I can formulate the best approach. It is important that people receive the right information and at the right time. Using these plans helps me keep the project aligned, efficient and successful. Keeping the stakeholders up to date throughout the project is essential to meet deadlines. Sharing information with them to receive regular feedback and gain sign off.

This eLearning training was created to enhance driver safety within our work force. A clear safety message but with many components within it. There were many points to cover within this training which meant i needed to be innovative with the in course design to keep the learners engaged throughout. These specific examples are demonstrations of using interactive elements within eLearning. The first image shows how I explained to the learners which devices are acceptable to use whilst driving, one of which is the radio. I decided to keep to the theme of the topic by creating a radio graphic and then delivered the information in bite sized chunks by using the dial tool to pop up text boxes. The second example I used hotspots on a relevant image and used colouring on the icons to signify which items had been visited, helping the learners with the navigation of this screen. To enhance understanding, the eLearning module uses dual coding by presenting key concepts through both visual diagrams and narrated explanations (cognitivism).

I use the stakeholder power grid in most of my projects to identify who the key stakeholders are, along with the level of interest and influence they will have on the project. Here is an example of one i completed for the Working at Height Renewal project. Mapping them out on this grid helps me visualise how i'm going to begin communicating with each person. Understanding their importance and influence helps me decide on the most effective way to communicate with them. Once i have completed this grid i then begin to form a communication plan. Having a good idea of who the stakeholders are helps to proactively manage expectations, avoid delays and gain early buy in.

Accessibility - Within my learning and development team we realised that there was so much more we could to make sure we followed the accessibility guidelines within our training, so I worked alongside some of my colleagues to create an internal Accessibility Guide for best practice in digital design. To assist with creating the guide I attended accessibility training hosted by Articulate, specifically for Storyline. This gave me a better understanding of the impact to our learners when we do not take this into consideration. I also completed further training on accessibility throughout my apprenticeship and keep up to date with the WCAG (Web Content Accessibility Guidelines) as a commitment to producing ethical learning. In my digital learning projects I create inclusive learning for all by ensure it has the following: - Screen reader compatibility (adding ALT text to images) - Keyboard Navigation (Avoid the use of mouse only activities) - Captions and Transcripts for video and audio - Colour contrast and readable fonts (aided by using our specified branding) User Interface Design - Following visual hierarchy, by using headers, subheaders and contrast to emphasize the navigation buttons aids in keeping a simple structure that's easy to follow. GDPR Considerations - When I have used screen shots of apps to explain a process to the learners I have been sure to remove any personal information (as seen on the screen shot on this page) or replaced the data with made up information to ensure confidentiality and abide by the GDPR guidelines. It is important to regularly review our security processes.

Here are some examples of the different communication styles I have used through different projects. The communication style is decided based on a number of factors. Urgency/Stakeholders/Content. Workshop - On big projects which involve numerous stakeholders I have found it easier to have a face to face meeting to share all our ideas and give everyone the time and space to communicate these. On the Heavy Cable Recovery project we needed Health and Safety buy in, and we also needed to complete a red pen exercise on any existing content. All being together made the experience much easier as we allocated a full day to get the project started. Microsoft Teams and Outlook - Following our end to end process we must include a Start-up Project call, Storyboard Sign-off call and a final Sign-off call. Having all stakeholders present is neccessary to get the buy in and confirmation needed. On the Working At Height Renewal project, i had stakeholders involved who were located across the UK. Meeting in person wasn't feesable so using Microsoft teams was an appropriate alternative. Cameras on allows you to still be personable and create relationships. It also enables flexibility and consistency with the communications. For real-time collaboration is use Teams, however for more formal structured engagement i keep everything documented through outlook. This is an easy way to revisit information too. It is important to keep in regular contact with my stakeholders, providing them with updates to keep them engaged and interested in the project. Some projects even require weekly/biweekly calls to ensure progression.

Here are three screenshots of communication strategies from my working at height renewal course. Due to the Health and Safety requirements with this course it was crucial that sign off from all stakeholders was established before the end of the timescales set. For me to work effectively throughout this project i sought iterative feedback from Health and Safety to ensure that I could make updates and amends regularly in the design phase. It wasn't always possible to get the immediate feedback i required from the H&S team due to their other commitments, so i found that setting specific dates and times for calls was an effective way to achieve this. Microsoft Teams has enabled me to be able to share documents and content within group chats. I created a group specifically with the H&S department but also another with my SMEs, which in this case were the specialised trainers of this course. Using Teams for that instant collaboration, allowed for a smooth design process. Using email where this wasn't not possible was a good way to also stay on track of all the correspondence. The week before this project pilot event I arranged calls with both groups to finalise the details and gain sign off from all parties. Within these calls I was able to screen share and take everyone through the prototype and gather feedback. I found this extremely useful, as I could collate all the changes in one call from everyone involved.

My digital learning storyboards are a structured visual plan that outlines the flow, content, and instructional design of an e-learning module or experience im creating. There are 6 key components that a good storyboard covers: 1. Structure and Flow - Navigation, screens, time and pace 2. Content Elements - Media, text, interactiviy and assessments 3. Learning Theory applied - Andragogy (self directed), constructivism, cognitivism or behaviourism 4. Instructional methodologies - Microlearning, scenario based, gamification or blended 5. Technical specification - LMS platform used, accessibility considerations and responsive design 6. Visual and UX Design - Branding, user-friendly layout and clear navigation Mapping all these elements within my storyboard alongside a blueprint and scipt I am able to help the stakeholders visualise what the training will include and what it should look like.

Here are some further examples of me recieving feedback on my work. As part of our end to end process we must have a peer to peer review completed by a collegue and a quality check completed before it can be sent out to the stakeholders for final sign off. In these instances I have asked Carolyn to conduct a peer to peer review as i believe that she has a keen eye for detail and spots things that i have missed. Luke my manager will conduct a QC on all of my work, in this project i designed a suplementary video for working in the vicinity of power using Synthesia. Before uploading this, Luke praised the work however reminded me the importance of burning in closed captions for accessibility purposes. Once feedback is recieved I apply the suggested changes. Sometimes feedback from stakeholders is hard to get, particularly with some SMEs. This is due to them working on this project alongside their day to day role. When I have faced instances where I have a lack of communication with stakeholders it is important to find an alternative solution or a work around. If i am requesting feedback and it is not being sent , I will often increase the communication channels and seek out designated time with them, by getting authorisation from their manager.

If feedback is recieved and it is to apply changes that I am not familiar with or if i do not have a skill in that area, I look for opportunities to learn and spend time with others who can do it so i can make the required changes and do this in future projects. I have been asked to add captions onto an older video, which to do this i needed to learn Adobe Premier Pro. Wayne on my team is experienced with this tool so i spent time shadowing him and learning how to do it.

A theory of learning based on the idea that all behaviors are acquired through conditioning, and conditioning occurs through interaction with the environment. This theory is broadly based on Pavlov's dog experiment where we learnt about classical conditioning and the association of stimulus (the bell and salivation). B.F Skinner expanded on this with operant conditioning which looks at learning behaviours based on rewards (reinforcement). The first example of my work includes a card sorting exercise in a module for safe working in a loft. With this type of exercise i encourage the learners to participate in an exercise where they recieve immediate feedback and a score. The score gives this a gamification element as it encourages the learners to get top marks, paired with the physical aspect of dragging the cards it increases the interactivity from the normal quiz style questions. If they answer incorrectly the card shakes and bounces back to the pile, this corrective feedback loop encourages the learner to carry on until they get the correct response, an example of negative reinforcement. The second example is a quiz which is included in my working on powered PCPs eLearning course. Learners answer multiple-choice questions and receive instant feedback. The correct answers are reinforced with praise or points; incorrect ones prompt retries or hints. This is an example of reinforcement strengthening behaviour.

Potential disadvantages: Rise Articulate does have accessibility considerations and I have seen a recent improvement to these, but in some instances there is an issue using keyboard navigation for some interactive exercises. I will always avoid useing the ones that do not facilitate keyboard only use. Elearning has many postivies but relies on the access to internet for all users. This is something that not all people have, providing the learners time to complete the training and a space to use with a good connection is how we overcome this. Cultural inclusivity must be considered in my projects. I use images/avatars/characters from varied backgrounds to make sure the training is relateable and inclusive. It is also important to avoid using any slang/phrases and use plain language to make sure it is understandable by all learners. Privacy and data security must be followed to protect any personal information of our learners and colleagues.

Here i have documented our end to end process via a mind map in relation to the ADDIE Framework. I have broken down each of the stages and explained how and where i contribute and make an impact to the project. In this breakdown you can see my role within the learning and development function and have included the activities i participate in. Within the Analyse phase i work with the Learning Partner alongside the business unit requesting the training to scope the training needs analysis and formulate the overall aim and learning outcomes following Blooms Taxonomy. In the Design phase i will create learning personas so i am able to produce a storyboard, blueprint and script that outline my proposed solution based on the learner requirements. This can then be shared with my stakeholders so we can foresee any issues that may arise and how we can overcome them. It is important to formulate a relationship with the stakeholders early on in the project so i can communicate with them regularly to keep the project moving consistently to meet deadlines. It is in the development phase in which the iterative feedback from the stakeholders is established and i will implement any changes and updates throughout. During the implementation and evaluation phases of the project I will work to monitor learner analytics and feedback to measure the success of the training, to see that the digital tools used are engaging and are enhancing the user experience and then amend where neccessary.

Where possible I also include external and extra resources that can be downloaded, saved and revisited by the learners post learning. I think having these available means that the learners are continuously supported beyond the training as they are able to use these whenever they need. In this example i have used PDFs, instruction manuals and guides that are related to the Fibre equipment covered within the training. The course covers the high-level information but these resources go into further detail so supports deeper learning. Allowing learners to use this information caters to different learning styles, this is why i try to attach information in different formats (PDFs, Videos, Images etc.). This also contributes to self-paced (asynchronous) learning, learners can visit these documents offline, and in their own time which fits around their lifestyle. Essential for those with internet access issues or time constraints.

A theory that suggests that learners do not passively acquire knowledge through direct instruction. Instead, they construct their understanding through experiences and social interaction, integrating new information with their existing knowledge. In a recent coaching workshop i created, i aimed to use the principle of constructivism, particularly around the idea that learners build on their existing knowledge through reflection and collaboration. To do this i incorporated exercises which reqired the learners to break out into groups to form discussions around previous coaching experiences, highlighting good and bad. Working together i wanted them to work through where they could make improvements and coach their team more effectively. Using scenario-based learning and role play it allowed the learners to explore real-life situations and promotes social learning through multiple perspectives. Sometimes it can be hard to achieve this through digital learning, but an instance where i have applied this was when i created a platform for the learners to discuss the course and share any further new knowledge beyond the training. By setting up a teams channel and including all the learners of the training, they have been able to create a community that works together. It is important for me to keep the conversations going and contributing regularly.

A theory of learning that focuses on processes of the mind. Cognitivist learning states that the way we learn is determined by the way our mind takes in, stores, processes, and then accesses information. In the powered PCP eLearning i decided to include short modules and microlearning to limit the cognitive load on the learners. By chunking the content into smaller managable sizes I hoped to improve the absorption of information. To do this i used blocks in Rise such as the labelled graphic with hotspots to allow the learners to click through the labels and digest the information at their own pace. Alongside this, where possible i used iconography and graphics. By doing this i was able to reduce the amount of wording required and they could learn the information by assosciation of these pictures. (Dual Coding) I find that clearly outling each section and module with headers also helps the learner chunk down the information and navigate easily through the course.

To assist with the management of projects i sometimes use the Planner within Microsoft Teams. Here is an example of the Instance this was used, here you can assign tasks to different stakeholders and keep people accountable for the work they are expected to comeplete and the timeframe in which it needs to be done. It also facilitates real-time collaboration as you can see the progress of each task, and you have the ability to communicate via this platform too.

I created a Key definitions map using Miro for the new starters of our team who are just beginning to learn about the digital design and may need help understanding the different theories/methodologies/frameworks etc.