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This project has been very interesting experience! I was considering a long time from what topic to create my course from. Then I was sent to a business trip to Australia for 7 weeks to mentor the early year teachers at the classrooms. I met over 40 teachers and saw in practice where they need the support the most. This gave me a clear vision of what is needed. This is the background of where the course Learning Everywhere, All the time -course was born.

In the part 2, I wanted to keep the leaners (teachers) in mind and create a concrete content to support the basic needs of the teachers. I used simple language and have a lot VoiceOver audios. This way the teachers who has challenge of reading English (English as second language)  can understand the instructions and information better. I also tried to keep the text short and brief.
By reflecting to the Bloom's taxonomy, I now realise that my goal on teacher's learning should have been the LEVEL 2 instead of LEVEL 3 which was too ambitious for the teachers who are still very beginners.

Technological knowledge:
Before this course I hadn't used any digital tools to create content. During this project I learned the basics of:
- genial.ly
- padlet
- Articulate Rise 360
- Adobe premiere pro (green screen)

I wanted to challenge myself by creating some of the videos by myself. I only had time to create one video 1/3 from the video scripts (1,2,3). I wanted to challenge myself and use green screen. I have not edited a green screen video background before and that is a very useful new skill I have. This video can be found from the section 8.1

It was exciting to learn to understand the elements in Articulate Rise 360 and get familiar with them. It seemed quite simple to create a very basic course, but to get more advanced I really need to continue exploring the platform and watching tutorials!

Prototype
I really loved creating the visual look for the prototype. The structure could be improved as I created the whole module 2 as section instead of creating sub-section. But this I will correct when I start to build the course fully. Other things I would change is to add more materials such as video option to enrich the morning circles. Now I have only one idea for each page.
Regarding the assignment at the module 2, I realised afterwards that I can't ask the leaners to submit files at Rise program. This can only be done when the course is exported to LMS.

Overall this project was fruitful experience and I learned a lot of how to create online courses. It was eye opening experience to understand how much work there's behind a well done online course!

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https://rise.articulate.com/share/-tNVT9GFrVwMXV-6HE0s1Ec2s2-dD7mo

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Video scripts for the sections 8.1, 8.2 and 8.3 

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Video scripts for the sections 8.1, 8.2 and 8.3 

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This course will also have two virtual classrooms at the beginning and end of the course. They are optional for the students.

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Modular Framework & Objectives & Hours per week

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Modular Framework & Objectives & Hours per week

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Outdoor Activity

Hygiene

Eating

Morning Circle

Meeting the Families

Activity

With Learning Objectives

Resting Time
Associated Learning Outcomes:
Explain what to share with the parents when arriving and leaving the school with the children in different age groups.

Identify how to welcome the children to the school.
Associated Learning Outcomes:
Identify the toilet, nappy, hand washing and tidy up moments as a learning moments and add pedagogical elements to support children's independence.
Associated Learning Outcome:
Create interactive and holistic activity session with the children in the smaller groups by taking into account everyones interest and developmental stage.
Associated Learning Outcome
Explain how to support the children's independence, agency and good eating manners when eating.
Associated Learning Outcomes:
Demonstrate how the inspiring outdoor environment would look like and create child-centric activities in there.
Associated Learning Outcomes:
Showcase how to lead an interactive morning circle with the children at different ages.
Associated Learning Outcomes:
Showcase how inspiring outdoor space would look like and implement child-centric activities.
Associated Learning Outcomes:
Understand the importance of the rest time for the children's development and demonstrate on how to create a calm environment.

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Course modular framework with learning objectives

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Brand: In this course I will use the brand look from my company. I aim to use these colours when building up the online course content' s visual look. All the videos and and photos will be from our company's material bank.

Learner Personas: The Learner personas have been considered in the course planning by creating a very practical course as many teachers are new to the field. If the course content would be very theoretical and hard to adapt their everyday work their motivation towards the course would be lover.
I understand that the level of English is not very high for many teachers, this is why I have created a lot of video content from the practices so the teachers can see how the interactions looks like between the teachers and children.
Teachers are busy during their working days so they won't have time to spend very long time for one module. This is why I want to keep the modules brief and short. Only the core information is being shared.

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The learning flow will gradually enrich the teachers knowledge about the practices taking place throughout the day in different routines on how to add the pedagogical tools and elements into the teaching.
Each module will have its specific learning goals and objectives to support the teacher's to concentrate / pay attention on specific learning areas. Each module has a quizzes and assignments for the teachers to test their knowledge.

As the modules don't get harder but just explaining the different routines of the day, the teachers can explore the course in the order that they find the most useful for themselves. These spoke flow elements provides more flexibility for the teachers and adds motivations. If the teachers especially needs support in certain routines during the day, they can first get the content e.g., from the "Conduct the Activity" module, rather than starting from the beginning.

The course will be implemented in a way that it supports teachers collaboration and communication between each others. The assignments will be with the peer evaluation so that everyone gets to practice analysing and evaluating process of learning.

Tools used
Articulate rise 360 - suited well the learning outcomes of the course by offering the interactive elements.

Adobe Premiere pro - I use this tool when practicing to edit videos to the Rise.

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The course will be delivered as digital asynchronous learning, online (7 modules) and at the Learning Management System (LMS) called Mighty Networks. The reasoning of arranging the course in this way, is that the course is global and finding a timing that works in each timezone would be challenging. Also the early year teachers are always busy working in the groups and they can't leave the rooms regarding the ratio challenge.
Asynchronous learning is seen as more learner-centered approach. As an exception, this course will have 2 live online calls which are optional for the teachers to participate. These call's will start and end the course.

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The modular framework guides the teachers to go through the learning process of mastering the pedagogical approach  of applying the pedagogy for the daily routines when teaching the children. By understanding that every moment is a learning moment the teachers pay attention to transition moments, resting and eating routines and can guide the children to learn throughout the day!

The course is designed to be very practical and hands-on as teachers are applying their knowledges in the real-world  situations and share their own teaching practices by recording videos for their peers to evaluate.

The learning process started from the big picture by recognising the learning gap, business problem, objectives and goals as following the top- down approach. The high level structure has been created for the instructional content and activities. Following steps included thinking the course topics and learning activities that were aligned with the learning outcomes.

The course structure is presented as Core and Spoke as the content can be studied in any order. The teachers will have access to move around the modules.
However, the modules are presented in a linear order for the teachers as they are starting with the beginning of the children's day when they arrive to school, and continue with the daily structure of the day finishing with the rest time.

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By understanding the teachers needs and current teaching level I am able to create the course content that support the teachers with the tools and methods that they need to be able to implement good quality education. As many of the teachers are recently started their journey as a teacher, I will support them more with the practical examples on how to make daily moments pedagogical and how to support individual children in those moments.
The learning outcomes are aligned with Bloom's Taxonomy as the goal is to get the teachers to be able to flexibly use various learning tools and create their own methods to manage the group and offer high quality.

The "why" and "who" of learning are in this specific order as I first spent time with the teachers by working with them in the field. There I identified the business problem and learning gap that occurs when a new concept (holistic learning) is being transformed to a new environment without proper training. This is why I started with the "why" and then moved to closer look who the teachers are and what are the most common backgrounds.

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Bloom's taxonomy outcomes are aligned with the course outcomes. To fill the learning gap, the teachers will have to change their thinking from Lower Order thinking Skills (LOTS) to Higher Order thinking Skills (HOTS). Teachers will start from remembering and understanding the concept of holistic learning. After this they will practice applying and analysing the teaching elements and learning throughout the day. Finally they practice creating their own activities and pedagogical tools to manage various different situations during the day and evaluate how well the tools used worked.
The ultimate goal is to get the teachers from the LEVEL 1 - knowledge to Level 3 - Expertise.

Course: Learning Everywhere all the Time for beginners
The entry level: No experience or knowledge of the holistic learning approach.
Target level: Level 3 - Expertise.
Learning objective: By the end of the course you will be able to evaluate and create holistic learning moments throughout the day with the children.

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Analysis of one Learning Outcome using SMART

S pecific - Teachers will be able to see every part of the day as a learning moment and have tools to make these daily routines more pedagogical.

M easurable - Objectives will be measured by using a tool called "HEI Teaching Requirement Checklist" and a feedback form. I have visited 11 child groups in Australia and filled the checklist in each of them. I will be coming back to Australia later in the year. I will be able to compare the results in the checklist before and after teachers have conducted the course. I will also measure teachers confidence by making a survey /feedback form after finishing the course.

A chievable - Teachers have barely any time for the extra trainings and this is why this course have only two mandatory calls to participate. Everything else is self-study content and most of the content includes videos and practical examples to support their everyday work.

R elevant - Content is created based on the teachers requests and questions when being in the field with them. I have also observed how the daily routines are being implemented and based on my observations, seen the need for the support for the daily practices. Many teachers don't have any educational background and the most urgent need is not, for example, in pedagogical theories but to get the everyday practices  running and working effectively.

T imely - Course is divided into 7 modules and each of them has 2 topics. Overall time to implement the course is 8 weeks.

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Each Module has 2 topics

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Welcome
Choose the age group
1-2 years old
3-4 years old
5-6 years old
Activation
Summary
Assignment and peer evaluation

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Welcome
Interactive PDF
Summary

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- Introduction audio of what the module is about
- Video brief about the content

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Storyboard has been done from 1.0 to 7.0

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Measuring tool - Teaching Requirements Checklist

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Measuring tool - Teaching Requirements Checklist

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This document works as a checklist of how holistic the learning approach is. I have visited 5 schools in Australia and filled this document for 11 different child groups. I will be able to compare these areas when someone from our team will visit later at this year again.

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I have chosen these three learner personas as examples because during my 7 weeks mentoring in the schools, I have got to know peoples backgrounds and previous experiences. I have found that these learner persona backgrounds are the most common ones.
When creating my course, I need to take into consideration to teachers ability to understand English. Because of this reason, I will use as much visual content such as videos and pictures to give clarity and clear vision what is meant.
Most of our teachers are also from the Asian countries at this point and their own school path has been very different to what the Finnish pedagogy is highlighting. It is important that I am familiar with the cultural differences and being able to address them.
Learning Style: Learners appreciates very practical and simple information that can be easily implemented in their work. They don't have much time outside the classrooms so the modules have to be simple and fast to go through.
Technical Proficiency: Many teachers don't have digital skills and they may find online course intimidating. It is important that the course structure is simple and easy to navigate.
Accessibility to Technology:  Many groups are sharing the computer which means that one teacher has about 2 hours per week to use the computer. Most of the teachers would have to do this course in their own time. Because of the lack of resources, the course should be able to access through phone, tablet and computer.

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After reflecting the most urgent support needs in the early year centers, I identified the holistic learning approach being one key factor. Teachers were only focusing for the guided activities as a learning moments. Transition moments and eating, resting, dressing up etc were not seen as learning opportunities.

Due to this problem, this course focuses to daily routines such as how to arrange a group time, how to manage the group during transitions and how the everyday moments such as eating, sleeping and outdoor time can be turned into a pedagogical moments. All the educators don't have previous experience at working with the children and they find it extremely challenging without any tools to survive day to day life with the children. This is part of the reason for the massive turnover of the staff. Every week at least 1-2 teachers quit and one to two new starts.

This gave me the idea of creating the 8 weeks practical online course to support early year teachers around the world with the practical aspect of the job. I hope these basic skills would support the teacher to build their self-confidence and staying longer in the field. Also to ensure the high quality of the daily practices in the schools.

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At the end of this course, I aim to see that teachers feel more confident to implement and adapt the holistic learning approach to their pedagogy in practice. Instead of just understanding the concept, the teacher are be able to pick the tools that they find useful in their own classrooms and adapt them in the different scenarios with the children during the day.

Learning Outcomes
After completing the course "Learning Everywhere, All the Time" you will:

Apply the new pedagogical tools in practice in every day practices.

Increase the confidence at interacting with the children in different age groups throughout the day.

Identify that every moment throughout the day is a learning moment and find and analyse the best tools to support the children's holistic learning.

Create own methods to support the holistic learning approach in the classroom.

Get the vocabulary needed in the classroom settings.

A - Early Year teachers who wish to learn more about holistic learning approach

B= Teachers can apply, create and evaluate pedagogical learning moments throughout the day with the children.

C= Participating to online course that lasts 8 weeks.

D= Participant's need to send videos of their practices as part of the assignments and do a peer evaluation.

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I am creating 7 modules online course "Learning Everywhere, All the Time" for the early year teachers around the world to get a better understanding of the Finnish pedagogy especially concentrating on holistic learning approach in practice.
This course is supporting the teachers in getting a better understanding of how the daily moments can be changed into a pedagogical learning experiences.
I create one module for each part of the daily routines to explain in detail and with a visual support on how teachers around the world uses the routines as a learning moments.

ADDIE model has been used when creating this online program.

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Business Goal
Our company's mission is to offer high-quality early education around the world by selling the concept of Finnish early childhood education. Finnish education highlights the holistic learning approach meaning that learning is happening everywhere during the day. Learning is not narrowed only for the teacher-lead activities but can happen e.g., when having a lunch or washing hands.
We sell three products at the moment. Our product includes the Finnish design, pedagogical curriculum and teacher training. These are the learning center concept (called HEI Schools), online curriculum (Toolkit schools), and diploma course.

Business Problem
Our business problem at the moment is that the teachers around the world to do not know what the Finnish education looks like in practice.

We offer activity plans and online curriculum for the teachers but the ability to read English is quite limited with some teachers. Also Teachers are having hard time to understand the holistic learning as they have experienced only the subject based learning by themselves. This means that teachers have used to teach math by using the worksheets, when we offer more playful activities e.g., math is practiced while singing or moving. By reading an activity plan many teachers can't visualise how the activity will look in practice.

We also arrange some trainings and online calls to support the teachers from our Finnish HQ. Unfortunately the turn over in this field is so massive that there are new teachers starting every week and old ones leaving. For us it is impossible to arrange these online calls every week.

I have spent 7 weeks in our Australian HEI Schools (learning centers) by mentoring teachers and supporting how to implement the Finnish early childhood education. I have a good understanding in what the teachers need the most support and help at the moment by observing them and answering their questions.