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. 

 

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

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

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

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

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'