This microlearning experience was developed as an assignment for my Professional Diploma in Digital Learning. It was completed as a hypothetical learning and development project for a school I used to work for.
- Responsibilities: Instructional Design, eLearning Development
- Target Audience: International adult and young adult students
- Tools Used: Articulate 360, Padlet, Miro, InSho
The section below highlights the ADDIE Instructional design model used in the management of this project
"The Why of Learning"
- Modernise traditional school methods
- Harness youth engagement via edTech
- Foster HOTS with in-class discussion
- Diverse student backgrounds
- Intense schedule for instructors
- Desire for more hands-on practice
‘Blended Learning, Flipped Classroom‘ initiative. Benefits include differentiated instruction and flexible online modules. The LMS enables data collection and assessment, integrating eLearning and enhancing instruction quality in line with the ‘Transformation Initiative”.
In ‘The Why’ phase, we developed a scoping document addressing:
- Business goals
- Project goals
- Training and non-training performance issues
- Learning gap analysis
- Current and target Bloom’s Taxonomy levels
This culminated in defining clear Learning Goals.
"The Who of Learning"
In striving for learner-centered design, three distinct personas were crafted to cater to diverse learning needs, including various ethnic backgrounds, mobility, digital literacy, and platform accessibility. This ‘Flexible Learning Pathways’ approach emphasises intuitive interfaces, considering both iOS and Android users.
Personally, transitioning from an educator to an Instructional Design (ID) role has heightened my appreciation for prioritising ‘Who’ in the design process, a practice sometimes overlooked.
"The What of Learning"
The What of the project is a content map showing a a simplified overview of the modular framework for the project.
The content was organised at a macro level using a top-down approach, guided by the modular descriptors. The allocation of content to specific topics and subtopics within these modules, on the other hand, followed a bottom-up approach.
Instructional Design Principles
Guided by Universal Design, Mayer’s multimedia principles, and Gagne’s 9 events of Instruction, I designed a program that offers diverse instructional formats. This approach supports discovery, reinforces learning, provides feedback, and aids in evaluation.
Collaboration with SMEs and stakeholders ensures alignment with business strategic goals and relevant learning content.
Learning Experience Design (LXD)
Working as both the ID and the SME I developed a clear overview for a single topic:
- Mode of delivery: Blended, synchronous, Asynchronous
- Formats: Content, Activities, Assessment and feedback, Facilitation technique.
- Flow Model: Core and Spoke, Linear, Network
My Design Canvas integrated this content into a visual representation, clearly indicating the duration of each section.
This experience deepened my understanding of the relationship between content and the time allocated for its completion, as well as effective collaboration with SMEs
Developing a screenplan enabled me to define learning content and LXD at a micro level, emphasizing the importance of key design principles, particularly the C.R.A.P (Contrast, Repetition, Alignment, and Proximity) design principle.
The value of this process could not be overlooked when collaborating with external partners, SMEs, and stakeholders
While developing this, I realised that, especially for microlearning experiences, the screenplan and storyboard documents could be combined into one.
I considered it wise to deliver each microlearning with a delivery schedule table for each learning goal, highlighting activities: pre-class, in-class, and application of understanding.
The advantages of this approach were:
- Gathering data to ensure compliance between schools and teachers.
- Allowing learners of differing abilities to attain a similar knowledge and understanding level in a time-flexible way.
- Fostering discussion-based learning for HOTS in-class with instructor guidance
- Delivering learner data to instructors, keeping them actively engaged and aware of each student’s knowledge level and progression.
- Providing key metrics to key stakeholders for analysis.
As I had access to a limited-time free trial of Articulate, I faced time constraints during content development. I focused on creating a prototype for just one topic.
My most significant lesson from this project was the importance of understanding the capabilities of your authoring tools before commencing a project.
I initially designed a scenario-based learning solution that turned out to be overly complex for Articulate 360’s microlearning program.
In my project, I gained only a theoretical knowledge in implementing a learning program.
Effective learning leaders consider Implementation and Evaluation throughout the project.
During implementation, I would focus on learner experience, utilizing the UXDL Honeycomb model for LMS platform selection. Other key considerations include content, HTML, integrations, tracking, customization, reporting, assessment, and UX enhancements like badges, calendar, proctoring, and authoring tools.
The key points to include in a rollout plan are as follows.
- Preplanning preparation
- Roles and Responsiblities
- Analysis of LMS platform requirements
- Customisation of themes, branding
- Technical setup: integration and population of content
- Content setup and adjustments
- Analytics setup for evaluation plan
- Training and support for users
- Admin technical testing
- Marketing plan
- Contigincy plans
- User testing- Soft launch
- Final rollout, welcome and communication
Data driven decision making
In the instructional design journey, I learned that evaluation isn’t just a final step; it’s woven into every phase. We constantly assess decisions, ensuring smooth progress and timely outcomes.
Data-driven learning enables us to unearth actionable insights. This data is invaluable for stakeholder engagement and gauging the success of our program in terms of hitting the business goals of the project.
A data analysis and collection process:
- Source: LMS or HR system
- Data: Levels 1 and 2 of the Kirkpatrick model
- Monitoring by LMS admin
- Extracting insights and conducting analysis
- Taking strategic action
The Kirkpatrick model
“An evaluation plan from KPI’s to User Experience”
In my role as a learning designer, I find the Kirkpatrick Model’s approach really great. I would incorporate Levels 1 and 2 into digital learning, however Level 3 often involves qualitative methods. Linking learning outcomes to business goals and can be a challenge, it’s attainable, although often through inference.