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Mode of delivery

This training will be delivered asynchronously and has been structured to have a linear flow. Completion of each module will provide a scaffold of knowledge and skills to progress onto the next section of learning. According to new research (Kurt, 2020) identified 'To help learners achieve independence, Vygotsky outlined scaffolding as a tool for growth. Learners complete small, manageable steps in order to reach the goal. Scaffolding is used as a tool to achieve the potential learning outcomes of a student'

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Creating Learner Personas for Learning Success. (2019). Training Industry. https://trainingindustry.com/articles/content-development/creating-learner-personas-for-learning-success/

Staff, T. (2022, January 27). 126 Bloom’s Taxonomy Verbs For Digital Learning. TeachThought. https://www.teachthought.com/critical-thinking/blooms-taxonomy-verbs-2/

Primer. (2015, April 7). A Focus on Learning Outcomes. https://afocusonlearningoutcomes.wordpress.com/primer/

Kurt, S. (2020, August 18). Vygotsky’s Zone of Proximal Development and Scaffolding. Educational Technology. https://educationaltechnology.net/vygotskys-zone-of-proximal-development-and-scaffolding/

Shank, P., PhD. (2021, May 12). (The Right) Learning Modalities To Deliver Digital Learning: Part 1. eLearning Industry. https://elearningindustry.com/asynchronous-and-synchronous-modalities-deliver-digital-learning

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I used the following new research (Staff, 2022) to write the learning outcomes

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By following the arrows through the framework you can see how this course takes on a linear flow in order to achieve a completion badge at the end.  I have highlighted within the Module titles which learning outcomes each module applies to.  From this you will see that some modules will cover 2 learning outcomes at a time. An example of this is Module 2 'What are the main platforms'. LO2 ensures that knowledge is delivered in a structured way, where LO3 checks that learning has taken place through an end of module activity.

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Self-reflection questionnaire on levels of confidence in using specific digital tools

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Multiple Choice Quiz

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Multiple Choice Quiz

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Scenario pairing activity

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Scenario pairing activity

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Becoming a Digital User at City of Bristol College

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Becoming a Digital User at City of Bristol College

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Staff induction into Online Systems and Learning Technologies used at City of Bristol College

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Topic 4- Activity- Creating and sharing a learning resource

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Topic 4- Activity- Creating and sharing a learning resource

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Topic 4- How to make student referrals to support departments

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Topic 4- How to make student referrals to support departments

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Topic 3- Using Moodle as a Virtual Learning Environment

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Topic 3- Using Moodle as a Virtual Learning Environment

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Topic 3- How to communicate with colleagues about students

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Topic 3- How to communicate with colleagues about students

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Topic 2- How to use the Assignments Application

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Topic 2- How to use the Assignments Application

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Topic 2- How to communicate with individual students

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Topic 2- How to communicate with individual students

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Topic 1- File storage in Microsoft Teams

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Topic 1- File storage in Microsoft Teams

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Topic 1- How to communicate with your student groups

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Topic 1- How to communicate with your student groups

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Topic 2- The College's Digital Vision, current status and future plans

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Topic 2- The College's Digital Vision, current status and future plans

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Topic 1- Course Overview and Learning Outcomes

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Topic 1- Course Overview and Learning Outcomes

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Moudle 5- Managing and creating online learning

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Moudle 5- Managing and creating online learning

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LO6 and LO7

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LO5

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LO4

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LO2 and L03

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L01

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I have reflected on SMART methology to write the expected outcomes and used Blooms Taxonomy adjectives within the terminology
Below shows how I have referenced SMART when writing the LOs.
LO 2- To identify the 3 main digital platforms in place and how to access them

Specific- Specific platforms are identified for this outcome

Measurable-  is assessed through end of module quiz and long-term impact of learning checked during probation process

Achievable- Staff have access to devices and scheduled time to complete training

Relevant- Learning is directly linked to job role and expected daily tasks

Time Limited- Allocated time given to complete this training within working hours

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LO1- To define the digital vision and objectives of the college

LO2- To identify the 3 main digital platforms in place and how to access them

LO3- To interpret which platform to use for different scenarios

LO4- To discover how to utilise digital tools to deliver effective communication

LO5- To understand how tracking systems support the learner journey

LO6- To devise ways of creating and managing an online learning environment

LO7- To design and create a digital learning resource for your students

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Unclear communication on the digital vision for the college

Confusion over the individual purpose of the different digital platforms

Low confidence levels in how to effectively use the range of learning technologies available

Lack of staff understanding of the digital skills needed for their specific role

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The college is on a journey to digital transformation and have invested heavily in the development of a range of learning technologies.  The importance of ensuring staff have the confidence and skills to use these technologies has been highlighted by the recent pressures experienced in education as a result of the pandemic.  Currently there is no structured induction in place for the digital practices that staff are expected to use as part of their teaching roles.  This course will address the following issues impacting teaching delivery which in turn impacts the student experience.

Low levels of staff engagement with using college technologies

Digital capabilities of staff identified as a barrier to the effective use of digital tools

Poor feedback from students in relation to the digital experience they receive during their learning journey

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Existing member of staff who has been employed at the college for a number of years

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Industry specialist with no previous teaching experience

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Newly employed staff member with previous teaching experience

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General design considerations from your analysis of personas

According to new research (Creating Learner Personas for Learning Success, 2019) 'The most representative personas emerge from an audience analysis that includes quantitative data (e.g., from surveys, the learning management system or the human resources team) and qualitative data (e.g., from one-on-one interviews, focus groups, ethnographic research and observations).'   Therefore I used staff feedback and data from HR on the types of prior experience staff have when applying to the college.
Identifying learning personas has provided this project with information on what prior knowledge and skills the teacher may have prior to engaging with this training.  Staff have voiced that previous training has been too generic and unrelatable to their practices.  Understanding the roles and expectations of a teacher has driven the creation of learning content that is specific and relevant.  Breaking the modules down into topics that cover different activities and scenarios creates opportunities for learning that are relatable to everyday tasks.

Feedback has also highlighted the negative impact of limiting training to synchronous sessions that staff find difficult to attend at specific times.  This course will allow staff to access training alongside other priorities.

The accessibility needs of users have been included in the design considerations by ensuring that all content can be accessed through a range of multimedia.  An example of this is the inclusion of captions for each video and configuration tools in place for all text-based content.

Addressing the challenges of inconsistencies in the quality and engagement of previous training materials has given this project an overarching priority of recording and reporting learning analytics.  This driver has informed the decision to use Moodle rather than SharePoint in order to provide specific data on impact.