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Cast, Inc. (2022) About Universal Design for Learning. Website: https://www.cast.org/impact/universal-design-for-learning-udl

Beata Souders, MSc., PsyD candidate. (2022). Positive Psychological Toolkit. Video: https://positivepsychology.com

n.a. (n.d.). Asana. Website: https://asana.com/

n.a. (n.d.). DevOps. Website: https://azure.microsoft.com/en-us/services/devops/

n.a. (n.d.). aNewSpring. Website:  https://www.anewspring.com/memotrainer/?utm_source=google&utm_medium=cpc&utm_term=a%20new%20spring&utm_content=543235941733&utm_campaign=14502620879&hsa_ad=543235941733&hsa_kw=a%20new%20spring&hsa_grp=126266907106&hsa_tgt=kwd-297028111916&hsa_acc=3448372976&hsa_mt=b&hsa_net=adwords&hsa_src=g&hsa_cam=14502620879&hsa_ver=3&gclid=EAIaIQobChMI4aSbxKi19wIVluh3Ch3P_gx-EAAYASADEgIWofD_BwE

Shivangi. (2021). Design Thinking in Present Times. Blog: https://medium.com/@pgp10shivangi/the-article-gives-a-summarised-perspective-of-articles-written-by-dr-3622e002568d

Wesolko, D. (2016). Peter Morvilles User Experience Honeycomb. Blog: https://danewesolko.medium.com/peter-morvilles-user-experience-honeycomb-904c383b6886

Adato, M. (2017). Setting Up A Data Driven Culture. Blog: https://www.illuminateed.com/blog/2017/05/setting-up-a-data-driven-culture/

Neilson, J. (2019). UX Design Guidelines. Website: https://www.robdavlin.com/p/this-article-is-collection-of.html

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Use Asana to manage your team's work, projects, & tasks online · Asana

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Easily organize and plan workflows, projects, and more, so you can keep your team's work on schedule. Start using Asana as your work management tool today.

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Azure Dev-Ops - Project Management Software

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Azure Dev-Ops - Project Management Software

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Plan smarter, collaborate better, and ship faster with a set of modern dev services.

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Plan smarter, collaborate better, and ship faster with a set of modern dev services. CI/CD for any platform Build, test, and deploy in any language, to any cloud-or on-premises. Run in parallel on Linux, macOS, and Windows, and deploy containers to individual hosts or Kubernetes.

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Why Rise | The online training system employees love™ | Try Rise free for 30 days

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Rise makes online training easy to create, enjoyable to take, and simple to manage. Let your team share what they know by developing training courses from customizable lessons. And your content is always secure--Rise is an enterprise-class training platform with security built in by design.

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Webinar: Training provider perspectives on the 2022 Global Sentiment Survey

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The immensely popular Global Sentiment Survey gives great insights about what's on the minds of learning professionals all over the world. Together with its creator, the one and only Donald H. Taylor, we will discuss and dive deeper into the results, specifically from the training provider perspective.

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Easily upload your coaching program content to turn it into an online course. We'll walk you through the best ways to convert your coaching services into a course, and how you can get started creating today - no coding or advanced tech knowledge required! Create, market, and sell your own online courses with Thinkific.

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What future developments, learnings will you consider after the evaluation?

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What future developments, learnings will you consider after the evaluation?

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What type of insights will you be looking for from the analytics?

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What type of insights will you be looking for from the analytics?

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What engagement tactics will you leverage?

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What engagement tactics will you leverage?

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It's important to identify how well the participants are engaging with the programme throughout. Steps have been set up to ensure the team has a programme the engages them in ways not possible previously.

The Learning Management System will be built with interactive elements and formats of information including video, websites, hotspots, scenario based questions, quizzes, video assignments and discussion forums. The reporting int he LMS will allow us to see how the team is engaging, the time they spent of the platform and where they spent it. This is a great way for us to see what is work well and what we will need to adapt to improve engagement on the programme. The evaluation forms can look at how the programme is impacting them and making a change to their workplace and how they are finding the programmes running. A gamification element can be incorporated with a score, this will allow all participants on the programme to gain points as they progress and more points will be applied to getting the quizzes right for example. This will help to boost engagement levels with the team by creating a subconscious prompt to move up the leaderboard for the programme.

During the Virtual Workshops and Action Learning Sets, the teams will be encouraged to share their thoughts and experiences based on the subject and their learning through breakout rooms, interactive whiteboards, questions and polls. This will encourage the team to engage, as this will be part of the criteria to pass the course. The pre-work and applied learning will be essential to complete before joining the Virtual Workshop and Action Learning Set, which will support the teams engagement on the programme to ensure they complete the work on time and keep the teams up to date.

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What is your launch / go live plan for the programme?

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What is your launch / go live plan for the programme?

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During the initial briefing of the project and reviewing the project internally, a systematic approach to the development of the programme was put into place, broken down into phases: Project Initiation, Project Development, Rollout Initiation and Rollout Live.

Project Initiation will focuses on the intial briefing and outlining the resources we will need to develop the project, including the staff, hardware and software. This will then go into a consultation phase with the client which will also include a demo lesson to show the client the basic navigation and tools that the system will have, before finalising the costings, resources and approve the project.

Project Development is where the team will be officially briefed on the project, their roles and responsibilities and the time they are expected to work on the project and when. All the development will take place in this phases of the project, including the content creation, storyboarding and wireframe for the LMS. It's fundamental that the internal team, specifically the SME's and Instructional Designers are liaising using this part of the programme as much as possible. A review process is set in place for after each module has been complete, before testing with the Project Coordinator and signing off. Reviews between the client and with the internal team will happen weekly to keep everyone up to date on progress for the programme. This will also be a time to identify and blockers that may come up and any changes that may need to be made during the development stage. It's important to consider the flow of the timetable, and if the project is set back by delays due to the review outcomes, more internal staff will need to be resourced to keep the project on pace.

The Rollout Initiation will be the point where the programme is up together and the team are all prepared for testing. A Rollout brief will initiate phase 3 with the internal team. Testing will be key to phase throughout all aspects of the programme to ensure a smooth rollout when the programme goes live.  Once this has been complete, scheduling for the coach and admin will commence and a final review of the entire programme will be presented to the client, signed off and the Programme will officially go live.

Rollout Live will be the point where the participants will start to register to the programme. The Administrator will send out invitations, monitor activity with the programme coordinator and IT Specialist and continue to work on query assisting. The early days of launch will see a review period internally and externally with the client and a Review, Assess and Report will take place at the end of each module. Once the first cohort has completed the programme after the 8 weeks, all the evaluations will be reviewed and amendments will be made internally to further improve the course and support future cohorts.

It's important to be able to see live updates as the project progresses, allow the teams to take notes in a shareable space. This is why Azure DevOps and Asana have reviewed to see how the programmes are progressing and allow the teams to mark off work as it's complete. This can be broken down by phases, modules and teams.

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What staff or resources will you need to support the rollout?

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What staff or resources will you need to support the rollout?

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For the programme, we will internally source the Project Manager, Administrator, Coach/SME, X2 Instructional Designers, IT Specialist and Finance Manager.

You will later identify how their roles will play crucial parts within this programme based on the go-live plan. As the company works with other clients simultaneously, some of the resource will not be used on this programme exclusively.

The Project Coordinator will be the main point of call for decision making and liaising with the client to keep everyone on track, if any changes have been made and keep all parties up to date.

The Administrator will be working in the background with the internal team, the platform and involved in a lot of the scheduled calls with the client. Their role and responsibilities will changes as the project reaches each phase. From gathering participant information, registering them on the platform, first point of call for enquiries, gathering reporting internally and externally.

The Coach/SME plays a pivotal role within the project. They will be involved in the content creation, specialising in the learners journey, working very closely with the management team and with the core team building the platform to ensure this fullfills the brief. When the programme goes live, they will be hosting the Virtual Workshops, Action Learning Sets and assessing the work involved on the programme. Their specialist skills and background is key to this project. As future cohorts rollout, these could overlap, which will mean potentially more coaches will be needed to support the added volume.

The Instructional Designer will take on the role of multimedia design. Developing the platform, framework and taking the content from the SME and reinterpreting it into a e-learning experience. They will work very closely with the SME, Administrator and IT Specialist through the programme to ensure the content keeps the essence of its form, whilst ensuring it delivers an interactive and engaging experience that adds value to the programme and a seamless approach to the learners overall journey.

The IT Specialist will support with integrating into Teams itself, S.S.O., and ensuring the technical working of the platform are all running correctly. This role will become more fundamental when the participants are on the platform and send through for technical support, the initial run of the first cohort and ensuring a smooth running throughout for the platform and Teams.

The Finance Manager will be more exclusive to the initial outset of the project and meetings with the client and internally. They will help with the negotiation and ensure the price covers the content creation, design, team hours on the programme and continued finance needed as new cohorts are added to the programme.

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How will the digital learning content be laid out?

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How will the digital learning content be laid out?

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I've developed a digital learning content wireframe to break down the steps that the participants will follow with each module on the programme asynchronously before the start of the Virtual Classroom. This section was taken from Module 1 on the Learning Management System.

The learning journey during the module will start with the Hook, which will be a pre-recorded MP4 from the coach, who will welcome everyone to the programme, and specifically the module, then they will go through the learning experience and what they will achieve from their module, briefly explaining each of the 4 Learning Objectives for the module. A brief explanation that a toolkit will be made available to them to support their learning, which they will be able to come back to after the course is complete.

The Activation is designed to get the team engaging with the platform interactively. For this module, will go to the community discussions and introduce themselves to the rest of the team and what they hope to achieve from this programme. This is a great way of breaking down barriers with the team, create a community and a 'bubble of trust' for the participants. The task allows them to really establish what they hope to achieve from this project and allow the coach to gain this insight before the Virtual Workshop to support how the material aligns and what information needs more attention during the meeting.

The Navigation will outline how to use the Learning Management System, navigate the learners journey dashboard, add notes, discussions and progress through a module in a systematic linear approach.

The Learning Objectives Will be broken down into 4 sections with a heading and brief description, which each of the 4 sections for the module will be broken down into. This coincides with Transition as this will be a way of navigating between each section of the module.

A Toolkit which was briefly mentioned during the Hook will also be added here, which will include 3 pieces of content, which will include video, reading and a worksheet for each of the participants to go through and complete before their Virtual Workshop.

The Transition will redirect the participant to a centralised position where they will be able to view each of the 4 Learning objectives which they can click on and start that part of the content. The participant will be able to navigate this wherever they are on the module, by selecting a button to the left of the screen and view their current activity, work that needs to be complete and progress report.

Each of the 4 learning objectives create 4 separate sections, with further divide into Content, Practice and Summary. Content; Knowledge for the learner with interactive scenario based situations and how to overcome. Practice; Prepare the team with how to put into practice and activity, Summary; Review learning objective, what was covered and what tools from the Toolkit will support this L/O.

The assessment will be designed to support the retention of the knowledge. Using a range of quiz techniques, in this assessing the learner with a quiz using a matching system which has a statement, which will need to match with a corresponding word that summarises the statement. Creating a free-type quiz question will allow them to curate an answer that supports their knowledge from the module - this will be assessed by the coach/administrator.

The summary and next steps will review each of the four learning objectives and summarise the learning - this will be supported by a video from the coach. This will further support the embedding of knowledge. Next steps will be a very useful tool to support the learners journey and further understand what to expect next for the module and programme, by creating a roadmap. This will be designed as a timeline.

Assessment/Event will be embedded into the LMS using Teams. The participants will receive a notification when the event is live and ready. This will be assessed based on engagement and attendance. Synchronous Virtual Workshop will cover the pre-work that the participants will need to complete prior to the call, interactive elements including team whiteboard, breakout rooms, polls, team discussions and debates.

The practice/Assignment will focus on applied learning from each of the participants in their work environment. They will then complete a short video assignment as a way of journalising their thoughts including what went well, what didn't go well, what they would change and what support they need. This will apply directly to their Action Learning Set group.

Assessment/Event will be embedded into the LMS using Teams. 5 events will be created with a minimum and maximum allowance for participants to go onto the LMS and select which group they will want to join, date and times will be flexible around the participants work, but will stay within working hours to ensure they will be available. The ALS will be assessed based on their conversation regarding the applied learning, engagement, support they give to other participants and attendance.

Lastly, an Evaluation and Toolkit will be made available. The evaluation will reiterate the learning objectives, summarising and the toolkits available. This level of repitition within the programme will further support the knowledge embedding. 'Ebbinghaus claimed repetition was the key to not forgetting. He formulated a scheme that made sure knowledge was being stored in the long term memory.'

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Assignment 3 was designed to look at the planning and prototyping for the programme. For this assignment, I chose an area that I was less experienced in, Virtual Workshops

Scope considers all our previous research including learning personas, programme overview, learning objectives and the area we will use for the section of the programme for prototyping. This really helped establish they ground work for the assignment and how we can develop the prototype for the client to review.

Wireframe was a great way to plan how the content will be used on each slide of the presentation that will be used during the Virtual Classroom. It was important to make sure all content was delivered in a way that continued the learning journey, kept the participants engaged and used the appropriate materials e.g., images, video, text, animations.

Programme has 4 modules which include an introduction with 3 topics within the pre-work. This will all be accessible on the Learning Management System before the Virtual Classroom. Followed by the Virtual Classroom, which is designed to enrich that learning further, create discussion on each topic, look into each topic in more detail, add interactive elements, breakout rooms and set expectations for the rest of the module. A clear breakdown of the synchronous learning for the Virtual Workshop and Action Learning Sets and what the participants will cover and how the hook will be established to boost engagement during the workshop.

Prototype breaks down how the Virtual Workshop time will be used over the course of the 1:30hrs each one will run for - using the colour association from Assignment 2 to indicate what format of content will be covered at this time. Examples of the invitations that the participants would receive, which includes a video to create a pre-mini-hook and introduce them to their coach, the scripting followed by the coach, example of the presentation that will be used with full animation, testing of the platform that will be used to host the Virtual Workshop and Facilitators checklist. This really helped me establish how much goes into a 1:30hrs Virtual Workshop behind the scenes to make this all happen and cater everyones needs on the call.

Process allowed me to create a walkthrough of the process, which would be very useful when training new facilitators on the programme and what needs to be covered and how the content will look. This section was fundamental to my learning for the programme, and the assignment. This really allowed me to think about how the material will continue the learners journey from the pre-work and continue into the post-work. This also allowed me to establish engagement and how much interactivity the cparticpants will have throughout the programme.

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What approach will you take to learning assessment and evaluation?

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What approach will you take to learning assessment and evaluation?

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Approach to Learning Assessment and Evaluation

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Approach to Learning Assessment and Evaluation

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What platform will you use to rollout the course?

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What platform will you use to rollout the course?

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When deciding on a platform to use for this programme, it was important to look back through the scoping complete for the project to identify what the challenges were for the teams and which Learning Management System and Virtual Meeting software would be suit for the project.

The Learning Management System needs to be a centralised hub for the teams to develop their knowledge, interact with their coaches, track their progress and collaborate with their peers. From a higher level, it is important that the client can receive reports that supply progress, completion rates, quiz results, activity time and interaction.

We tested a few platforms including Rise LMS, Thinkific and aNewSpring.

Rise LMS was first to be tested, which offered a sleek LMS with all the functionality of Articulate 360. The major downfall with this platform was the lack of collaboration and discussion spaces for the teams. This posed a big concern for the platform, how much could this lack of 'community' on the platform impact engagement levels.

Thinkific was the next platform to be tested, which offered a lot more functionality that we were looking for. Creating a more bespoke space for the programme and integrating discussions into each topic, which the other participants can see and comment on. The ability to create a community discussion area for the cohort also supports the collaborative elements that we established was needed to boost support engagement and interactivity. The tools on the system allowed for the content to be developed externally and applied to the LMS, such as SCORM files, presentations, YouTube and recorded videos. Assessments such as quizzes and assignments that can be uploaded would really support with the self reflective learning, designed to be a way of measuring progress after the participant applies the techniques discussed in the module with their team. This LMS was clearly more advanced and aligned to our needs for this programme, but some drawback were found. Integrating events such as talks, Virtual Workshops and Action Learning Sets were possible, but only with Zoom, and as this function was still in BETA, this created some concern for its reliability. The programmes modules and community discussions were all positions as very disconnected learning paths, which meant you had to complete or leave a learning module, access the programme hub and then enter a separate community area, which felt as if it was a lot of steps needed to be completed to add to a discussion. Quizzes and feedback inquiries play a big part in this programme to allow us internally to gain that information and continue to develop and improve the programme for all participants on the platform. I found these features were quite limited, with the options only for multiple choice, free type, brillium exams, assignments and surveys. These are very linear exam types, with minimal interactive and engagement elements. Reporting on the platform went into extensive detail, covering user progress, discussions, quiz results and assignments. More advanced reporting including enrolment and student engagement comes with a higher subscription tier, which limits our reporting data if we or the client weren't prepared to cover the higher cost. Subscription based restrictions need to be considered, to make sure we are fulfilling the expectations set out by us and the client.

aNewSpring was the third LMS to be tested. This platform offered very extensive tools and capabilities, designed for a blended learning experience. What was particularly striking with the LMS was the dashboard, which created a learning journey with clear steps to be taken in a systematic approach. When a participant left the platform and returned, they were met with an activity bar, which enabled them to quickly pick up where they left off. The journey can be broken down into blocks for each module and further divided by lesson formats. The tools built into the system allowed for all material to be fully customised to our preference using a template that can be adapted to suit the material. The platform is SCORM compliant and offers a range of assignment options, including video assignments which we initially set out within the criteria. The quiz options are a lot more extensive compared to the offering from the other two systems, with more ways for the participant to interact and engage with this content, using hotspots to select the correct position of an answer, matching sentences with the answers, fill in the blanks and matrix. It's important to establish that these will only be used where they add purpose, rather than because we can, but by having these options, this gives us a lot to work with and see what will work best for the content. The option to create reflective evaluations is a feature not initially considered, but can be applied to this programme. For example, creating a questionnaire for the beginning of a programme based on where they rate themselves against statements, which they can then retake at the end and easily see how their answers have changed and reflect of that change. The ability to also embed the events for the Virtual Workshops and Action Learning Sets allows this programme to cover all aspects of the programme from one centralised location. The discussions aspects are clearly an important feature of this platform. Participants can discuss within each module and with a community discussion section which will appear as a widget on the right hand side of the platform to really promote engagement and collaboration across the teams.

After much consideration, we have decided to go with aNewSpring as the Learning Management System. Based on the initial outline of the company issue and what we want to deliver, this platform allows us to develop a system the supports a blended learning experience, enables us to create engaging and interactive programmes, centralises all aspects of the course, including events, and key to the brief, allows us to create a space that will be collaborative and encourage discussion within the team.

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Assignment 2 established four key areas: Who, Why, What and How.

Who establishes the company that has approached us to support them with a digital learning programme. Understanding the company and an overview of the issues, we can now develop learning personas, each with unique skills, level of knowledge and competencies, age demographics and geographical limitations.

Why looks at the business problem , learning gaps and outcomes that we want to achieve from the programme. This is only possible by identifying where the business help is needed. It's important to keep the questions as open as possible when first speaking to the client, because they may think they know what the issue is, but part of the reason why they could potentially be in this situation, is because they're missing key learning gaps that they can't identify on their own.

What breaks down the programme outline for The Purposeful Leader. This includes each of the topics and learning objectives. This will make it easier for the participants on the programme to focus their learning on a key area identified in the business learning and learning gaps. By breaking it down like this, the learning will also be able to really dive into that subject matter and retain more of the information.

How brings together all the background work developed so far and builds the framework for the programme. We were able to establish the best mode of delivery, which based on the requirements, learning gaps and considering the personas, a Digital Blended Learning programme worked best for this client. Using the Content, Activities, Assessments and Facilitation shapes/colours, I developed the format, programme outline and spokes. This helped when referring back to the planning stage of the project, what we established each section to cover and in which format. Next, developing a timeline for the programme allowed the client to establish the length of the programme, what will be covered and establish internally how many cohorts they will want, timings and work responsibility impact.

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The programme has been split up into four modules that cover each learning objective.

Module 1 is designed to establish the leader. Using emotional intelligence they will gain the skill and knowledge of Self-awareness, Self-regulation, Motivation, Empathy and Social skills. Using the strengths that make them who they are, they will understand how to build high self esteem and recognise when some strengths are being overused.

Module 2 is designed to teach leaders how to coach. This will create a more trusting, inclusive culture, breaking down barriers within a team that allows all members to feel they can talk openly, challenge one another and innovate.

Module 3 is designed to encourage teams to collaborate. This will encourage communication, inspire teams and help leaders deal with potential conflict and behavioural challenges that may occur.

Module 4 is designed to support your teams learning and development. With new ways of leading, comes change which can provoke team anxiety. Using psychological techniques seen in Kotter Change Model, will help leaders deal with these situations in their teams. Making all team members feel as important as one another by creating an inclusive culture across a diverse team.