Aspirational Training

Learning Experience Design (LXD)

• Explore instructional design principles and key learning theories

• Showcase three interactive resources

• Discuss rationale for product type and design

Rebecca Brownlie

Instructional Design

• ADDIE: model underpins instructional design principles
• Structured, framework that guides the learning design process (who, why, what, how?)

Analysis

Development

Evaluation

Implementation

Design

Target Audience Analysis

Who?

Analysis (ADDIE)

• Undertake TAA prior to deciding delivery method, type, content

• Facilitate engagement, motivation, learner centred design

• Data collection, creation of learner personas - UDL principles

Learner Persona

Preferences and Barriers: Amy prefers blended learning experiences (LX) as it offers her greater flexiblity in her academic studies due to time contraints and committments in her volunteering role. She enjoys synchronous social learning and asynchronous micro learning resources including mobile responsive aids.

Name: Amy ArmstrongAge: 16 Status: Student Enrolled: 1 week

Digital Readiness

Access

Presentations

Collaborations

Multimedia

Social

85%

VLE/LMS

Perception of Digital Learning

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Outcomes

Design (ADDIE)

Why?

Academic Outcome

Attain the qulaification and transferable knowlege and skills into the workplace

Organisational Outcome

Align outcomes with apprenticeship/vocational standards and assessment criteria

Digital Activities:Cognitivism and Blooms Taxonomy Theory

Higher order thinking skills (HOTS)

Create

Evaluate

Analyse

Apply

Understand

Remember

Lower order thinkg skills (LOTS)

Macro Instructional Design

Behaviourism Theory: learning objectives and screen and visual repetitions

Design (ADDIE)

What?

Module 2 Unit 2 Behaviour and Discipline

Module 7 Unit 15 Police Powers

Module 5 Unit 6 Government Policies

Module 4 Unit 5 Teamwork

Module 3 Unit 4 Physical Preparation

Module 6 Unit 14 Security Threats

Module 1 Unit 1 Citizenship and Diversity

Module 8 Unit 18 Criminal Investigation

1. Evaluate criminal investigation
2. Explore methods and types of evidence
3. Legal framework
4. Implement processes and procedures

1. Identify key features of society
2. Evaluate rights and responsibilities
3. Analyse the role of protective services
4. Evaluate the impact of changes

ST

ST

1. Explore psychological perspectives
2. Explain behaviour
3. Analyse theories
4. Make connections and judgements - theory and practice

ST

1. Explain components of fitness
2. Examine lifestyle factors
3. Carry out tests for personal fitness levels and fitness
4. Design a fitness programme

ST

1. Investigate the main security threats facing the UK
2. Assess threats from terrorism
3. Evaluate counter terrorist measures
4. Plan a respsonse

1. Examine the legal framework
2. Investigate the various roles
3. Evaluate the criminal trial process
4. Apply police powers in a range of simulations and scenarios

ST

ST

1. Compare teamwork and leadership
2. Explore theories and techniques
3. Demonstrate communication
4. Apply communicationin a range of team operations

1. Analyse the scope of protetective services
2. Explain governemnt bodies
3. Analyse roles and responsibilities
4. Evaluate the impact of policies

ST

ST

Micro Design

Multiple Formats, “Mayers Multi-Media Principle” “people learn more deeply from words and pictures than from words alone” (Mayers, 1990).

What?

LO1

Summative Assessment

LO4

1. Social learning
2. Kowledge and skills application 1.5 hrs

1. Social learning
2. Kowledge and skills application 1.5 hrs

1. Social learning
2. Kowledge and skills application 1.5 hrs

Self paced

Self paced

Self paced

Self paced

Self paced

Week 2VC2

Week 5VC5

Week 6VC6

Week 1VC1

Week 3VC3

Week 4VC 4

1. Social learning
2. Kowledge and skills application 1.5 hrs

1. Social learning
2. Kowledge and skills application 1.5 hrs

1. Social learning
2. Kowledge and skills application 1.5 hrs

Summative Assessment

LO3

LO2

Instructional Design Planning Principles

Develop (ADDIE)

Instructional Design Plan

Storyboard

Scoping

Screen Plan

Wireframe

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Implementation and Evaluation Considerations

Analysis (ADDIE)

SME's

Assessment & Feedback

Acessibility

Access to devises, internet, browsers compatibility, software and tools operation and functionality, UI

Workshop DeliverablesCovered: methodology, module curriculum, learning outcomes, design, format and content suitability

Are digital assessment tools and activities facilitating achievement in-line with LO's?

Rationale

Data analysis: Inform design for individual needs, UDL and achieving core deliverables Design and Development Theories Behavioursim Ivan Pavlov (1902): Learning objectives: identify learning gap Screen and visual repetitions: navigation and internalise proccesses Cognitivism Benjamin Bloom (1950: Avoid cognitive overload: guided, facilitated scaffolding through enquiry, discovery and feedback Constructivism Albert Bandura (1961): Multiple learning formats and immersive LX: engage in deeper levels of learning, more independent socially and culturally, attainment of k&S Instructional Design Principles: Gagne's Nine Events of Instruction: Gain attention, engagement, practice, skill aquisition, assessment and feedback and transfer of proficiency into the workplace. Mayers Multimedia: Multiple formats to process and integrate information C.R.A.P Principles Capture attention, establish hierarchy, and simplify communication. Universal Design for Learning (UDL) and Web Content Accessibility Guidelines (WCAG) Inclusion, flexibility, accessibility, ownership, empowerment

Example 1: Articulate Sprint Start InductionMultimedia

Example 2 Canva (AI Avatars). Engaging, personalised

Example 3 Prezi. Scaffolding, sufficient cognitive effort, skill aquisition

Thank you Any questions?