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Digital Level 3 Extended Diploma in Protective Service

Rebecca Brownlie DTA

Learning Experience Design Plan(Scoping Plan)

Evaluation

Development

Design

Analysis

Implementation

Learning Experience Design

• There are many variations in design methods and processes and for many ADDIE is a common approach. Clarke.(2022)
• The process has five stages:

Section 4 Mode of Delivery

Section 5Implementation

References

Commentary

Mode of Delivery

Virtual Classroom

Section 6References

Section 3Modular Framework

Section 2Outcomes & Content

Scection 1Audience

Section 5

Outcomes & Content

Commentary

Blooms Taxonomy

Considerations

Commentary

Macro Design

Nizam Oba

Oscar Campbell

Amy Armstrong

Analysis & Data

Leaner Persona's

SMART

Commentary

Commentary

LXD & ADDIE

Index

Who?

InterviewPractical AssessmentObservation

Behaviour Data

Digital preferencesAcessibilityBarriers to learningGolas and drivers Digital readiness

Learner Persona

GCSE resultsEHPAdditional qualificationsWork experience

Results Data

Written assessmentSurvey

Prior Learning Data

Analysis (ADDIE)

According to Arshavskiy (2017) target audience analysis should be conducted prior to deciding on the delivery method, content and type albeit each play a major role in the decision making process, in creating successful learning experiences.Understanding an e-leaning audience facilitates courses that are engaging, motivating and tailored to individual needs and expectations establishing fulfillment and accomplishment (DLI, 2022). It also works in conjunction with and aids the creation of learner persona's.The data collection and information-gathering strategies adopted at this stage for the design and delivery of a digital Level 3 Extended Diploma in Protetctive Services qualification involved:

Target Audience Analysis

Analysis (ADDIE)

Personas are powerful in creating learner-focused content in the design and development of digital courses. It involves a fictional based data analysis of the heterogeneous set of learners, consisting of different multicultural backgrounds, geographies, deomographics, socioeconomic, age groups, proficiency and motivational drivers.

Learner Persona's

85%

Perception of Digital Learning

Name: Amy ArmstrongAge: 16Status: StudentEnrolled: 1 week

Digital Readiness

VLE/LMS

Social

Multimedia

Collaborations

Presentations

Access

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.Amy gets frustrated by the lack of publications from the awarding body for her chosen programme of study.

Learner Persona 1

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90%

Perception of Digital Learning

Name: Oscar CampbellAge: 16Status: StudentEnrolled: 1 week

Digital Readiness

VLE/LMS

Social

Multimedia

Collaborations

Presentations

Access

Preferences and Barriers:Oscar embraces and takes advantage of new technology and innovation. He often shares his knowledge of the autonomous systems, artificial intellegence (AI) and crewless technology for the future of the military with his peers. Oscar perfers virtual and augmented reality simulations, surveillance such as using drones and online collaborative learningOscar enjoys synchronous digital live learning and asynchronous micro learning resources such as quizzes, problem solving, and games. Oscar beieves that at times lessons feel 'out-dated' with non-engaging and passive materials.

Learner Persona 2

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25%

Perception of Digital Learning

Name: Nizam ObaAge: 18Status: StudentEnrolled: 1 week

Digital Readiness

VLE/LMS

Social

Multimedia

Collaborations

Presentations

Access

Preferences and Barriers:Nizam has had little previous digital learning experiences (LX) but he always enjoyed classroom learning with his peers. Due to his ESL status Nazim recieves additional teacher and one-to-one support, who make good use of visual aids and scaffolding apporaches to facilitiate his learning.At times Nizam lacks confidence due to the environmental, language and social and cultural differences where he has previously struggled with his English-based learning.

Learner Persona 1

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The design and development of a digital BTEC Extended Diploma programme may arguably require more open and creative processes and solutions that are sensitive to the complex audiences and needs, Clarke (2022). However, the data analysis stage of ADDIE methodology and the creation of leaner personas has provided invaluable hypothetical archetypes which has informed design considerations tailored to the needs of the learner and achieving the core deliverables. The LXD will combine multiple learning theories and design principles to include blended digital synchronous and asynchronous activities and interventions, performance support, learning in the workflow, nudges and feedback for assessment.Persona driven design will keep the learner at the centre of the design process and has provided focus on key considerations such as motivational drivers, digital readiness and preferences, universal design for learning (UDL), user interface (UI), individual goals and outcomes, and technological specifications.A number of pedagogical theorists and associated principles will invariably be incorporated in the design process. For example, Ivan Pavlov (1902) and behaviourism lending itself to learning objectives and screen and visual repetitions, Benjamin Bloom (1950) cognitivism to include guided and facilitated scaffolding through enquiry, discovery and feedback and Albert Bandura (1961) constructivism, when the learner engages in deeper levels of learning, becoming more independent socially and culturally geared towards the attainment of skills and knowledge, facilitated by multiple learning formats and immersive learning experiences.

Audience AnalysisCommentary Who?

Design (ADDIE)

Produce a high quality digital course for BTEC Level 3 National Diploma in Protective Services Bridge the gap between pedagogical academic and industry professionals

Organisational Outcome

Blended digital synchonous and asynchronous learning on the virtual learning environment.Live virtal classrooms with multiple digital interventions on Microsoft TEAMS and VLE.Assessment and feedback tools in multiple formats and Tunitin on VLE

Content Mode of Delivery

Attain the qulaification and the required transferable knowlege and skills for academic progresssion and chosen career pathwaysEngage in high end digital learning experiences and enhance digital literacy skills

Academic Outcome

Why?

Outcomes and Content

Learners to achieve a BTEC Level 3 Extended Diploma in Protective Services through the design and implementation of a blended digital course

Learners to achieve success by engaing in high end LX tailored to individual needs and expecations

Common intergrated tools will be available to avoid any conflicts in opinions for both formative and summative assessment and feedback: e.g. VLE quizzes and Turnitin

Timely intergration of eLearning tools where the assessment data can be measured to ensure the collection of feedback for further improvement.

8 x 6wk modules over 3 terms. Formative assessment will account for learning curves with new eLearning tools. Each module has 2 summative assessments with a 2 week deadline

Relevant

Attainable

Timely

Measureable

Specific

"SMART objectives focus on the result rather than the activities and allow learners to measure their own success", Arshavskiy (2017)

SMART and Learning

Apply

Higher order thinking skills (HOTS)

Lower order thinkg skills (LOTS)

One theory used to facilitate the gap between the learners' entry points in knowledge and skills and the successful attainment of the qualification and transferable skills is cognitivism methodology and Blooms Taxonomy New Version

Understand

Remember

Analyse

Evaluate

Create

Cognitivism and Blooms Taxonomy Hollistic Macro Design

"If LXD is to be more than just a rebadging of old practices, it must wake up to new ideas and contempory technology", (Clarke 2022). Learning is a process that is complex, ongoing and longtail of activity with the latter associated with the 'forgetting curve', (Ebbinghaus 1885). For this reason it is necessary to design experiences that imparts retrieval, reinforcement, practice, application and transfer of knowlegde and skills. The digital level 3 course entails attainment of the qualificaiton whilst working in the workflow. The process facilitates semi-formal practice into application and transfer within the real-world, bridging the public sector skills gap, (Smitham 2021) and encouraging informal lifelong learning. Superannuated methodology such as Anderson et.al. (2001) hierarchical model has been applied to learning objectives which focus on cognitive (knowledge), affective (attitude) and psychomotive (skill) domains; with digital taxonomy and activities being considered within the 'New Version' of Bloom Taxonomy, in an attempt to avoid cognitive overload, retrieve superordinate information and facilitate concious actions, proficiency and unconcious competence, Gery (1991).SMART objectives have been applied to the Macro design inclusive of modular framework which are both measureable, observeable, motivational and relevant, Arshavskiy (2017) to the needs of the learner and organisation as a whole.

Outcomes and Content Commentary Why?

Design (ADDIE)

ST

ST

ST

ST

ST

ST

ST

ST

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

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

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

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

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

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

(Mapped out end to end and beyond LX)

• Behaviourism Theory: learning objectives and screen and visual repetitions (Pavlov, 1902).

• Integrate technology, “multimedia principle” “people learn more deeply from words and pictures than from words alone” (Mayers, 1990).

Module 5Unit 6Government Policies

Module 4Unit 5Teamwork

Module 2Unit 2 Behaviour and Discipline

Module 7Unit 15 Police Powers

Module 1Unit 1Citizenship and Diversity

Module 8Unit 18Criminal Investigation

Module 6Unit 14 Security Threats

Module 3Unit 4 Physical Preparation

What?

Macro Modular Framework Design Considerations

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

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

The main deliverables derive from Pearson's awarding body specification and constitutes the learning curriculum. The linear appraoch of learning objectives, linked to behavioursim theory, allows for the identification of the learning gap, DLI, (2022). Module format and content will focus on screen, graphic and visual repetitions to strengthen consistency and meaning making way for autonomy as learning progresses. The incorporation of Mayers (1990) Signalling Principle will allow navigation through the modules making it obvious to the learners' where to look and what to do next. Gagne's Nine Events of Instruction (1965) will be woven across the modules and the contexts of asynchronous and synchronous learning methods; from initially gaining attention through to aquiring skills, assessment and feedback and effective transfer of proficiency into the workplace.It is intended through the application of such evidence-based approaches and the context of learning design, that the attainment of the outcomes and key deliverables will be achieved.

Modular Framework Commentary What?

Self paced

Self paced

Self paced

Self paced

Self paced

Develop (ADDIE)

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

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

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

Summative Assessment

Week 6VC6

Week 5VC5

Week 4VC 4

Week 3VC3

Week 2VC2

How?

Modular Mode of Delivery Learning Flow:Blended, Core and Spoke 3 hrs pw

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

LO4

LO3

Summative Assessment

LO2

SPRINT START Self-paced introduction to the course prior to wk1 VCLO1

Week 1VC1

Example Digital Synchronous and Asynchronous Virtual ClassroomModule 8: Unit 18Criminal Investigation

Make it Stick

The application of pedological principles, creation of formats and the blended digital mode of delivery for the Level 3 in Protective Services qualification, will lend itself to habitual learning experiences that will lead to long-term retention and impactful success. Clarke (2022).It is intended that the VLE will successfully integrate microlearning LXP's into the workflow and capture data progressing towards a Learning Record Score (LRS). To have integrated and curated formats would also achieve a more personalised LX, attentive to the learners' moments of need and as such, applications will be explored.However through the core and spoke formats that include effortful, active learning with desirable difficulties, retrievable self-paced practice and feedback and data, it will achieve the desired outcomes.To encapsulate learning experiences that stick, design and intervention will therefore centre on learner's attention, engagement, practice and transfer of knowledge and skills through experiences that present sufficient emotional cognitive effort. Scoping for the mico design will be leveraged from module 8 Unit 18 Criminal Investigation. This will be based on evidenced-based pedogogical principles and bearing in mind C.R.A.P the personal mastery and intergration of Articulate - hopefully

Mode of Delivery and Formats Commentary How?

Analysis (ADDIE)

Implementation Considerations

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

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

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

Acessibility

Assessment & Feedback

SME's

Collaboration with SME's

Analysis (ADDIE)

Design and content outcomes include multiple learning formats and immersive learning experiences.

• Presentation - interactive animated learning content for motivation and engagement.

• Padlet - collaboration, peer and self assessment and live formative feedback

• MS SWAY - acting as nudges, flash cards, learning connectives.

• Multimedia videos - microlearning, instructional, social

• Virtual reality - immersive learning

• Microsoft Forms - assessing competenciesand live feedback

• Quizzes (VLE tools) instant captured formative assessment

The VLE Design Learning Experience (DLX) and embedded 'tools' facilitates a 'community learning experience', raises quality of TLA and captures live formative and summative assessment and feedback through integrated tools and data analytics.Applying universal design Principles (UDP) encompasses inclusion; 'Equality, Equity, Accessibility and inclusive Learning' 'A learner, SME and ELT centred approach at the heart'

Impact of Resources on Learning Commentary

Instructional Design Plan

Wireframe

Screen Plan

Storyboard

+info

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Scoping

Instructional Design Plan and Prototype

Instructional Design Plan and Prototype

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Working prototype

• Wireframe as per your chosen format
• Screenplan/Storyboard/Lesson plan/e-tivity plan

Instructional Design Plan

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Scoping plan

Commentary of the Design and Development Process

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80000€

45000€

60000€

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References

https://www.carleton.edu/writing/plagiarism/sample-scenarios/#acc2_1,acc3_0,acc3_1https://life-saver.org.uk/

References