I used the SMART principle (specific, measurable, achievable, relevant and time-bound) to draft six learning outcomes. The outcomes are written to allow learners to gain knowledge of the National Curriculum and STEM principles, to apply this to a STEM design process and then plan and teach blocks of lessons. Action verbs have been used in the writing of the objectives to clearly communicate intent. Teachers have different amounts of time, to access the course, due to their roles and therefore a varied understanding and knowledge of the Design and Technology curriculum and STEM principles. Therefore the outcomes are based on LOTS and HOTS to ensure learners have all of the knowledge required to progress through the resource.

Business Problem, Learning Gap and Overall Outcome

Overview of Learning Outcomes

I used the bottoms up approach to create a modular framework. This approach helped me refine the course down to three key modules, each of which will cover three topics. Through creating the framework, it has reinforced to me that the flow of learning will be linear – the learner will need to complete each module before they can do the next one. As SME, I feel the key content has been included which will allow learners to achieve the overall outcome. In terms of time allocation, I would expect each topic to have about 20 minutes of learning meaning the course would be 3 hours long in total and for the course to be completed in six weeks. Based on my learning personas, I think this is a realistic amount of time teachers could dedicate to learning around their working hours. I would like to add further learning opportunities within the course where learners can deepen their understanding or practice activities linked to some of the higher-level outcomes. These additions will be helpful for the long term in supporting teachers plan lessons.

The course will be completed over 6 weeks which is equivalent to a half term in a school. I chose to focus on developing Module 4– Application, Planning (Topic 1), which requires learners to complete the main parts of a lesson plan using the knowledge taught from the previous modules. The mode of delivery is asynchronous which allows learners to work through the course at their own pace giving teachers flexibility around working hours. It also means new members of staff can start the course whenever needed. Although the course follows a linear approach, the core, there are some spokes of extra content where learners can further their understanding of how Design and Technology progresses across the primary curriculum.

After ensuring my modular framework was robust, I moved onto planning the learning experience (LX) Through a multimedia eLearning approach, use of info graphics and interactive PDFs, I created engaging content which segments learning into smaller chunks. The use of instructional videos will help communicate accurate modelling of skills required in the ‘CREATE’ stage of the STEM design process. I have included a forum which will allow learners to engage with set activities and communicate with other teachers. In Topic 3 of Module 4, learners would be required to teach their lesson and film a focus section and then upload this to the forum - this would act as a useful coaching tool for teaching. Games and simulations would be a fun way of testing the learner’s understanding after content delivery, for example in Topic 3 – Resources, Risk Assessment, a game simulation could be used to demonstrate the importance of a risk assessment in the teaching of Design and Technology.

Learning Experience Slide 2

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Scoping Plan

After completion of the macro design phase I began the macro design. For the scoping plan, I focused on the learning objectives for Module 4– Application, Planning (Topic 1) before moving onto the resource focus. With the resource focus clearly planned out into sections, I was able to create a wireframe. Building the wireframe allowed me to understand, the importance of ‘getting it right’ at this stage of the design process. It took careful consideration and reinforced to me how clear communication with an SME would be crucial at this stage of the process. If there was any uncertainty over what content to include, it would make designing a wireframe extremely difficult and lead to an ineffective learning experience.

Scoping Plan

Wireframe
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Screenplan and Storyboard

Once the wireframe was in place, I found creating the screenplans a relatively straight forward and a quick process. Using activity and function icons to represent how each slide would briefly look helped me move onto build detailed storyboards for development.

Screenplan Icons

Screenplan Slide 7.1

Fleshing out the storyboard took more time.  I used both Canva and Articulate Storyline. Initially, I planned on using Canva to create the mock ups and then import them into Storyline. However, I found there was an issue with the quality of resolution when importing a full screen into Canva, so instead, created infographics in Canva and used Storyline for type and background shapes. I followed C.R.A.P principles (contrast, repetition, alignment, and proximity) to design my mock ups which has created uniformity of type, colour and graphics. Within the storyboards, I have included ‘developer notes’ to maintain consistency throughout the build of the resource.

Storyboard - Developer Notes

Storyboard Slide 6

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Interactive Prototype

I use Articulate Storyline for development. I found the timeline in Storyline, a great way of animating parts of the screens in time with the voiceover. Before using Storyline, I didn’t know its capabilities and was pleased to find, within it, similarities to other programmes I have used before such as the timeline in Adobe Flash. Throughout the storyboard, in the voice over and graphic design sections, I included notes for the developer for when key graphics and type should be brought into view, in time with the voice over. For further clarity, I highlighted this information in bold. I was surprised how user-friendly Storyline is and found linking screens using triggers a simple way of allowing users to navigate the course. Also, I like how you can create custom buttons allowing more creativity over the design.

Experience the Full Project

Slide 3 - Prototype

Slide 5 - Prototype

Slide 7.1.2 - Prototype

Results and Takeaways

I shared the prototype on the Digital Learning Institute community page and during a virtual classroom and was pleased with the positive feedback about layout and structure of the resource. I received 92% - a distinction - for the design and development of this working prototype by the Digital Learning Institute as part of a Diploma in Digital Learning Design.

xAPI
There are several directions I would like to take this concept project. I would look at using xAPI to collect data for the learner’s engagement and performance while using the resource.

Examples could be the following: 

Analysing how users perform in a quiz after completing a sequence of content. Low quiz scores could mean that content needs to be reviewed and adjusted to create a higher level of engagement.

Personalising the resource to suit the needs of specific learners. It could be, that, more experienced teachers find some module content unnecessary and still perform highly in quizzes. This could mean reducing content based on xAPI data.

Use of Quizzes
‍Feedback from user testing, pointed out that the correct answers could be included in the quizzes if a user is incorrect. Moving into the next stages of development, I would provide learners with the opportunity to retake a quiz and show the correct answers on the after the second attempt, if necessary, based on the learner being successful or not.