Digital Facilitator Flashcards
About me
Thanks for the opportunity to be interviewed for the position.
SKILLS & QUALITIES –
Experienced, innovative, creative, adaptable PGCE-QTS Teacher, Lecturer in PS & Certified Digital Learning Professional; passionate about digital curriculum design.
Specialise; crafting engaging dynamic LX’s integrating latest in educational technology pedagogy, ID & UDP’s to empower learners and educators.
EXPERIENCE –
Led on DD across a wide range of curriculums for syn/asyn, blended & F2F learning on VLE/LMS, utilising & integrating authoring tools to facilitate HQ, immersive LX’s.
As SME & working with SME’s in agile teams - included Moodle, Canvas, Blackboard, Sharepoint, MS 365, Adobe Suite, Articulate Storyboard.
Achieved Professional Diploma in DLD; DLI Alumni & CPD subscriber. Attend webinars, training, workshops to achieve micro-credentials to ensure currency, scan for emerging technology, software, hardware & new platforms such as Notion, Gomo, Articulate Rise & Microsoft Co-pilot chat.
Course leader for L2 and L3 Sport and PS vocational programmes of study; consistent DD of curriculums; creation and review of HQ digital resources, interventions to enhance & maximise outcomes for learners. Responsible for internal & external quality assurance and validation from awarding bodies.
T & L Coach - training, mentoring & support for colleagues to enhance & maximise T, L, A DD practice. Delivered 1-2-1 and college wide training sessions & pedagogically driven master classes; such as utilising digital technologies & integration of e-learning resources onto curricula, all supported with HQ accessible training materials. Conducted developmental lesson observations, performance development reviews; acting with integrity, positively encouraging & engaging others in activity that promotes improved performance and outcomes for learners in-line with organisational and stakeholder priorities.
ACHIEVEMENTS –
DD infrastructure of the VLE (Canvas) - bespoke online L3 programme of study for PS. Mapped out end to end UX (ID UDLP), interventions, assessment & data analytics. I facilitated stakeholder engagement - digital T&L team, stakeholders, line managers, SME’s = successful onboarding/engagement/achievement.
As Digital Specialist Lead - DD CPD in depart & across organisation in VLE, LMS and DL assets. e.g. Sprint Start - pre-entry taster course - successful onboarding, APL including digital literacy & creating online community from the outset
Why BAE?
As Curriculum Design Practitioner - excited about the challenge of being part of a specialist team delivering apprenticeship programmes across the UK. Relish the opportunity to join a dynamic & agile team to further develop innovative curricula to support optimising DD of apprenticeship provision. Enthusiastic & motivated by the challenge to utilise my K, S & E & collaborate with various sectors & third-party providers, making a significant impact across EC at BEA Systems, that equip talent & contribute to impactful LXD.
BAE - forefront of innovation, creating cutting edge solutions that have a real-world impact (project Odyssey - advancing simulation & training technologies across air, land & sea) -
Enthusiastic to be part of something bigger & help shape the future through education.
Collaboratively, keen to further advance in innovation, creativity & help shape the skills of the workforce & apprenticeship provision in areas such as engineering. Staying ahead in the digital landscape - curious, inspirational, continuously learning new skills, adapting to emerging trends, networking & collaborating with SME’s and industry professionals.
Why Early Careers?
S - Always collaborated in teams within complex products and protective services setting.
T - Vast K,S,E in DD HQ innovative LX using range of using & integrating e-authoring tools (Adobe, MS, Articulate, Gomo, Captivate onto LMS & VLE’s.
A - Committed to developing practical, industry-relevant curriculum that empowers learners in vocational settings. Proficient in DD materials/resources/courses to facilitate learners to achieve LO’s and achievement of quals. Creative in embedding digital skills into curricular - transferable into the workplace. e.g. Level 5 HE - Police Powers Degree - LO: Upholding 10 standards of professional behaviour when making an arrest (integrity, adhering to PP, reporting unlawful behaviour). Articulate 360 panoramic, immersive scenario - systematic search of a vehicle and record prohibited items on MS Forms (HORTI) MP4 (operational briefing) and (legislation), images with text.
R - Keen to apply K,S,E and be part of a dynamic, inclusive culture & team, valued, encouraged to grow, reach my potential; proactive in reaching out, engaging and collaborating with third party providers. I believe I will make a positive and significant impact across Early Careers at BAE Systems
Adapt to changing direction and strategy
S - Adapt to online Induction Sprint Start Course
T - Convert enrolments and induct 150 students on to the programme of study remotely. Provide student with a taster session/snap shot of the course and APL and K&S technical application
A - It was important to respond to change
with positive action. Pedagogical approach - driven by outcomes, applied ADDIE methodology, focus on accessibility (barriers/preferences) Applied UDP and ID. Wireframe 1 x pager visual (hook, LO’s, navigation, tool kit, 3 sections), screen plans (icons and C.R.A.P. storyboards (content/SOW), script (text & audio). Used Articulate with multiple interventions and assessment - video (LO’s), equipment - drag and drop, assessment & submissions - drag & drop & 3C’s model branching scenario, Technical application - immersive 360 activity.
R - High conversion rates, data analytics 100% engagement. Prototype was showcased and used as an exemplar for other departments. Induction feedback outstanding and now form part of PS induction offer.
Assistive technology from a technical and pedagogical perspective (e.g’s)
S - Create accessible course induction to accommodate preferences and barriers. Using multimedia tool - articulate within the VLE
T - Widen participation and access across devises.
Pedagogical: Accessible and inclusive. Wanted to make to personalised and include an AI generative voice using AT (voicebooking.com). Included HTML coding to describe images on the platform, Included captions on video’s by fully utilising platform and tool capabilities.
A - Technical-input text and saved as an MP3 file and uploaded into the software.
R - Personalised, friendly voice that spoke to and not at the learners. Aided leaners with visual impairment, ESOL and dyslexia. Learners could go through it at their own pace and stop it a anytime.
Collab creators to design, test & evaluate quality LX’s
S - As the lead on PC courses - PC paper base to VLE - Canvas for all modules for all lecturers. On-site & off-site parity. Inclusive for all learners - access to course material, software and systems.
T - Responsibility to lead on the DD, implementation, evaluation of dept LX on VLE for all courses and modules & facilitated colleagues to do so for their modules. Ensure consistent high quality LX
A - Adopted Agile iterative Approach, collaborated with student services, HOS, CM, SME’s, TL eLearning developers to share best practice. Ensure content achieved LO, multiple interventions, engaging content & assessment methods. Applied UDL and ID principles for seamless UI and UX. Tested across devises to ensure compatibility. Fully utilised accessibility options in tools and VLE capabilities & checker to flag errors. Analysed user data, engagement & outcomes for learners
R - High quality LXD. 100% engagement, success and achievement. Model rolled out across other department in the faculty
Collab project Adobe In-Design - infographic
S - Research current trend in digital learning & create/showcase resource - professional diploma in digital learning design.
T - DLI assigned groups - team members from different geographical national and international locations. Empathetic and accommodating to time zones. (9pm in Aussie)
A - Initiate contact & decide on method of commination. I took the lead & initiated contact on DLI LMS message board. I PM the meetings & created a MST group & video called at regular intervals to check off milestones.
We adopted the iterative Agile methodology - logical and organised, create, test fed back and revised. Collectively decided on trend - broke task down and discussed roles based on quals and exp. Format & tool Adobe In-design to create an infographic due to page layout and high resolution capabilities - (my experience). Others pedagogical K,S,E researched apps suitable for VLE - ScoopIt & Pocket. All researched, brought ideas & solutions to the table, changed approach when required (design and content).
Used MS project planner to assign/export roles, tasks & timescales to team members
R - Met deadline and produced HQ LXD resource, visually pleasing, concise and accurate content with excellent feedback. DLI showcased on website & in VC to cohort. Graded distinction.
Collab contin teams
S - DD a technical skills week at BFC
T - Work in agile team alongside other SME’s, Lecturers, CM, Heads of School, e-learning developers & facility managers.
A - Convened as contingent team and decided on content to be delivered, technical skills to be developed and methods of assessment. Individually selected area to be DD to meet the technical framework. I DD crown court prosecution case that included all the rolls and responsibilities of the personnel involved in the process. Technical included production of MP4 video evidence using premier Pro software as an exhibit to be presented in court. Involved editing, trimming and rendering. Evidence packs included images, text statements for prosecution, defence, jury, judge. Ensured consistency in design, layout and logos.
R - extremely well received by leaners, faculty team members and across the students, It allowed students in practical application to excel in scenario and simulation based learning and high standard of performance through cooperation and teamwork
Comm complex information
S - Faculty training on Articulate Storyline easy to understand for audience & transfer K &S (technical to no-technical). On-line training session
T - Video conferencing on Teams. Recorded to provide an additional ‘How to’ instructional video
A - Shared screen, camera and audio. Showcased design & development of a drag and drop and select many exercise. Used audio and visual recording of the screen. Broke actions down/segments. Demo of functions and capabilities , TRIGGERS and STATES. Import in SCORM to VLE
R - applied k&s and created own. Excellent feedback
Create eLearn objects, evaluate effectiveness-data feedback
S - Extensive experience (incl T&L Coach) in creating objects for blended/remote &F2F LX on Moodle, Canvas, Blackbaord with multiple e-authoring and assessment interventions.
T - Remote SM observation. L2 Criminal Investigation.
A - important to balance imagination and
information to develop solutions and achievement of LO’s. Designed on VLE and delivered via video conferencing. Immersive and engaging, group work MST breakouts. Multiple Interventions matched to LO’s, scaffolded (Blooms). Embedded Padlet for APL collaboration, procedural video - quiz consolidation 360 crime scene on Thinglink, Evidence Item Record Form on SWAY, Independently - Search Procedures Manual in format choice. Data from e-authoring tools and VLE analytics as embedded in SCORM. See engagement, time taken to complete, outcomes/success, Informed future planning.
R - outstanding feedback and asked to train others on VLE & e-authoring tools- INSET/staff development days. -trouble shooting, solutions to enhance engagement, success and monitoring of their courses.
Develop people staff training
S - As T&L Coach, NQT Mentor & DL Specialist INSET and CPD sessions
T - Enhancing use of technology, e-learning and instructional methods via VLE
A - Prezi Immersive Murder Investigation on campus grounds. Demonstrated software, capabilities and accessibility. Instructional scenario on Prezi video (templates) to set the scene. Used Prezi Present to zoom into locations and evidence. (How to worksheet with images and text). Opportunity to create their own resource for subject area independent and groups. Showcase to each other.
R - Created an inclusive environment in which all individuals could thrive and give their best. Furnished skills to deliver innovative, engaging and high-quality teaching, learning and assessment material that is accessible for all learners. Culminates in high levels of learner achievement, collaborative learning amongst staff and the sharing of outstanding practice with the focus of inspiring individuals and teams to perform at their best. Encouraged a pedagogical approach to online learning.
Curriculum DD
S - DD effective curriculums across L2 - L5
T - three pillars: relevance, engagement, and adaptability. A relevant curriculum meets students’ needs and reflects current standards. Engaging materials motivate learners. And adaptability ensures the curriculum evolves with educational trends.
A - Apply UDP, ID, scoping, wireframe, storyboard, script. Lead with LO’s. Mayers MM, Blooms Tax scaffolding, multiple interventions (video - instructional, infographics, assessment.
Result - digital vocational course:
S - Design, develop and implement an online curriculum/course on VLE
T - Digital specialist lead to project manage the transition from paper format for all SME’s and modules
A - Initiated scoping what is the problem and what is the solution, established methods of communication channels and collaboration methods, created a matrix, broke modules and content down, set time scales and key deliverables, branding, accessibility (WCAG) and UI. methodology adopted liner ADDIE at scoping and iterative agile at development stages due to time constraints. All brought ideas and solutions and changed approach when required (design and content) Constantly testing reviewing at alpha stage before moving to beta. (e.g. articulate imported as SCORM not HTML for hand held devises). I project led the meetings, initially F2F weekly then video conferencing at regular intervals to check off milestones.
PM tools - Microsoft project and planner - set goals, assigned tasks, communicated and collaborated
Authoring tools - articulate, Adobe Illustrator, Adobe In Design, Adobe Photoshop, Adobe Premier pro
R - As an iterative/ agile team we met milestones and collaboratively met deadline and handed over to the CL and T&L to publish. Produced HQ LX infrastructure with consistently applied pedagogical and design methodology on the VLE and integrated resources across modules and units of study. This culminated in operations and technological improvement. Raised the quality of curriculum provision with high levels of engagement, success and achievement .
Develop others - advice, guidance, encouragement in DD of courses
S - As T&L Coach, ‘How to teach difficult subject material’.
T - breakdown barriers to tradition methods ‘chalk & talk’ and incorporate digital technologies.
A - T&L team I delivered staff development across departments and faculties. Each chose a topic linked to LO and chose a learning tools to DD. RB showcased Premier Pro to use as a hook, LO and set the scene. All underpinned with ID principles and methodology - Multimedia, Gagne, CRAP. Active learning supported with pedagogy researched theorists - Donald Clarke, Piaget, Vygotsky and created a learning resource with text, visuals and practical activities. Passionate to share and collaborate these approaches to help others design and develop their practice.
R - All successfully DD digital resource - video, infographic, 7 Taps. Well received and appreciated, inclusive workplace in which
all individuals thrived and gave their best. Colleagues continued to approach me and ask for advice support and guidance.
Differentiate problems from symptoms to accomplish LT goals
S - Fragmented provision of course offer. Some units of study online, filing system, some had access, some engaging, varying skills of staff.
T - Create a high quality, consistent, blended LX
A - I up-skilled and completed Professional Diploma in DLD. Provided me with pedagogy and technical skills to implement LXD
R - Proficient in DLD in order to create an effective flow, a learner journey across module and the course.
Efficient diligent
S - Lead verifier
T - responsible for the quality assurance and timely sample submissions
A - sample plan & matrix for lecturers liaise with EV, ensure paperwork in place, rigorous monitoring and tracking, meet all deadlines, electronic sample, zip files, accessible on share drive. ensure work is authentic. as lead verifying attend training and ensure up-to-date with current standardisation practice. Collaborating, communicating and mentoring new staff with QA
R - outstanding reports and fed into QIP
Enthusiastic inspire team/help others
S - As T&L Coach, ‘How to teach difficult subject material’.
T - breakdown barriers to tradition methods ‘chalk & talk’ and incorporate digital technologies.
A - T&L team I delivered staff development across departments and faculties. Each chose a topic linked to LO and chose a learning tools to DD. RB showcased Adobe Premier Proto use as a hook, LO and set the scene. All underpinned with ID principles and methodology - Multimedia, Gagne, CRAP. Active learning supported with pedagogy researched theorists - Donald Clarke, Piaget, Vygotsky and created a learning resource with text, visuals and practical activities. Passionate to share and collaborate these approaches to help others design and develop their practice.
R - All successfully DD digital resource - video, infographic, 7 Taps. Well received and appreciated that I inspired others to be their best. Colleagues continued to approach me and ask for advice support and guidance.
High quality thinking (courage) & challenge standard approaches
S - PC paper base to VLE - Canvas
T - Responsibility to lead on the DD, implementation, evaluation of dept LX on VLE for all courses and modules & facilitated colleagues to do so for their modules. Ensure consistent high quality LX, manage risks and lead with humility.
A - Adopted iterative and Agile Approach, collaborated with HOS, CM, SME’s, TL eLearning developers to share best practice. Ensure content achieved LO, multiple interventions, engaging content & assessment methods. Applied UDL and ID principles for seamless UI and UX. Tested across devises to ensure compatibility. Fully utilised accessibility options in tools and VLE capabilities & checker to flag errors. Ensured learners attached to groups correctly/only those enrolled can see info, accept and abide PP. Created GDPR Usage code of conduct policy. Adhered to copyright Checker and ran pages through VLE accessibility. Adhered to WCAG (compliance) Analysed user data, engagement, feedback & outcomes for learners.
R - High quality LXD. 100% engagement, success and achievement. Model rolled out across other department in the faculty
H&S Digital
S - To improve sustainability, accessibility & utilise innovation and technology.
T - DD online course for synchronous/asynchronous, blended modes of delivery
A - Considered ergonomics. audience analysis - how can we meet their needs, barriers and preferences, accessibility. Ensured user compliance with organisational H&S PP, data protection (GDPR) - communicated how & why data collected & how long its to be stored, data privacy measures, secure passwords, online behaviour codes of conduct, screen time & use of approved software/hardware.
R - created a safe & secure environment & online community. 72% - 100% engagement. HQ accessible LX with multiple interventions, assessment and data analytics. Improved digital skills linked to occupational standards
HS Army Residential
S - Insight into the British Army and career pathways
T - Organise a 1 x week Army residential at a military site
A - considered the ergonomics. Produced a risk assessment to manage & mitigate hazards (equipment, fitness, training, ability, disability, medication, transport, accommodation male/female, cover) codes of conduct on behaviour, expectations, use of mobile phones, use of equipment - military simulations & scenarios - night vision googles, radios, armoury usage and storage, carrying equipment, lifting. Consent forms, emergency contact, medical questionnaire & PAR-Q
R - No accidents or injuries. learners experienced simulations, scenarios, military drill & exercises, used equipment and technologies, developed competencies & applied these to a range of career pathways in BA
H&S BAE standards
Employee or user H&S has to be top priority
At BAE H&S policies & procedures are embedded in the culture which are complied with and reinforced through incentives such as bonus schemes.
BAE Global P&P’s focus on
1) Preventative safety management (investigating, mitigating & learning from incidents)
2) Effective Leadership
3) Safety training for all employees
Global Digital Academy has own Occupational Health Safety Management System with specific risk profiles e.g. following security procedures, ensuring password safety, following protocols - (lone working/screen breaks)
ME: Throughout career attended H&S training, always complied with H&S PP and executed risk management strategies e.g. producing risk assessments.
Higher apprenticeships DD - engineering
In higher apprenticeships for engineering, digital learning usually involves a blend of online modules, interactive simulations, and virtual labs. For practical scenarios, learners might engage with 3D simulations of engineering systems, allowing them to troubleshoot and solve problems in a risk-free environment. Virtual reality could also be used for immersive training experiences, simulating real-world engineering tasks. Such interventions make learning more engaging and help develop hands-on skills essential for the field.
The latest trends in digital learning for engineering apprenticeships
There’s a strong focus on integrating digital learning technologies to make training more flexible, consistent, and adaptable to industry changes. Here’s the gist:
1. Interactive Simulations: Learners are engaging with 3D simulations of engineering systems. This allows them to practise problem-solving in a virtual, risk-free environment.
2. Virtual Reality (VR): VR is creating immersive training experiences, simulating real-world engineering tasks. This helps apprentices get a feel for the job without being on-site.
3. Customised Learning Paths: Digital platforms allow for tailored training to meet specific industry needs, ensuring apprentices learn what’s most relevant.
4. Microlearning: Bite-sized lessons and modules make it easier for learners to absorb information and fit learning into their schedules.
5. Data Analytics: Tracking progress through learning analytics helps instructors personalise feedback and support, ensuring no apprentice is left behind.
These trends are making engineering apprenticeships more accessible and effective.
Integrity dishonest (bending the truth)
S - CL creativity with assignment submission and referral submission dates. (2 weeks for a submission and one week for a referral). Referrals must be agreed by the lead IV and signed off. Paperwork available for the external SV.
T - As a SV myself and experience as programme leader understood the importance of assignment timetable for all units of study for all courses across curriculum provision. The department didn’t have one. Created problems with workload for both lecturers and learners. It was difficult to meet deadlines as work was set at the same time.
A - collaborated with SME’s and CL and took the lead to produce an assignment timetable using excel spreadsheet. To include hand out/in dates for all modules and for all teachers/learners. Taking into account LO’s and unit content to be covered.
Held on the idrive for lecturers and on VLE for students. All communicated the importance of submission dates and if content not covered teaching would continue if the assignment was set (luxury to have lesson time for coursework) - honesty and integrity with mitigation
R - everyone had access on shared drive in real time. Learners and staff could effectively plan and deliver within timescales. Marking more manageable, learner work manageable. Reduced missed deadline submissions. Improve quality of work. Improved quality assurance and SV reports.
Investigate/solve technical problems - advice options & solutions
S - Year 11 Taster days. Previously on-site design and delivery of curriculum content - Murder investigation around campus
T - Deliver fully remotely to learners from different geographical locations and unknown communities in terms of barriers, preferences and accessibility
A - Met with stakeholders, teaching and learning team. I set up course modules and attached and email addresses for leaners to self enrol. ID principles and pedagogy was utilised and incorporated for engaging, immersive LX (crime scene investigation - Prezi immersive map, markers, images, audio, instructional video. Linked LO’s to learning technology. Applied multimedia principle, Gagnes 9 events, CRAP, WCAG and WAVE checker.
R - Excellent participation/leaners satisfaction and 100% conversion rates - deemed outstanding and now rolled out every year
Inform manager of progress (independent work)
S - Blended learning and off-site
T - As part of a wider team I am responsible for all courses on PS curriculum & success & achievement. Focus on on -site and off-site parity and ensure accessibility
A - I employ Agile principles where we work toward a common goal. I prioritise workload, set time bound goals, make informed decisions without compromising accuracy, tick off, milestones. Developing VLE , assessment and engaging/innovative e-learning resources. (Murder Investigation around campus ground). During weekly meeting with CM & SME’s on MST and monthly with HoS. discuss engagement, progress, sharing of good practice. Students at risk (health &wellbeing). Share information and data analytics which is uploaded onto the share drive.
R - 100% engagement, high attendance for online learning as appose to F2F. Outstanding quality assurance feedback form internal/external verifiers and validating universities, including Lancaster University on program design and delivery.
Longstand relationships
S - Online assessment
T - Prepare sample for external verification. Keen to provide 100% electron, Including all marking and assessment decision. Had some difficulties with mark-up feature annotation on MS Word.
A - Initiated working relationship with learning resource manager at BFC as they provided technical support through workshops. Collaborated and resolved the issue and transferred K&S across the department
R - This was was the start of a long professional relationship, where we still share best practice in the pedagogy and digital technology (Lancs Uni SLM)
MM resource DD Adobe In-design - revision guide
S - Design, develop, implement and evaluate an online revision guide for an examination module within a course
T- Create a multi-media resource - booklet to include revision content, text, visual cues, videos , assessment for learning, quick quiz and short answer.
A - Scoped - considered the audience and accessibility, where it can be accessed and with what software. Design - multimedia to be inclusive, considered where it would fit into the course and when it would be released - 6 weeks into the course. Developed Wireframe - one page visual representation of pages and layout , content. Screen Plans and Storyboard - page content, icons, logos, text, videos. Used Adobe - in-design due to page layout, content, editing and AI capabilities Implemented - Iterative at apha stage and tested accessibility. Moved to beta and published on the VLE homepage of the course. Evaluated. Who, When, Where accessed the revision guide, how long they spent on tasks by tracking analytics on the VLE. Obtained feedback from users
R - High engagement, user friendly, 100% pass rate on the course.
Motivate others of using tech & nurture creative ideas in self/others
S - New NQT. No knowledge of VLE and limited K&S in e-authoring
- Ensure consistency across DD, implementation and evaluation of PS modules and course on the VLE.
A - Video conferencing MST, screen sharing, screen casting - what outstanding looks like/sharing resources in creative/innovative ways of using digital learning assets. Demonstrated VLE and capabilities with e-authoring integrations (Articulate, SWAY, Video), quizzes and assignments & accessibility functionalities.
R - Effectively DD own modules on programme of study and proficient user of the VLE & assessment formats. Attached learners to groups, added content in HTML editor, embedded MP3/MP4 files & e-authoring resources. Create quizzes and set up assignments - content, submission dates and rubrics.
Problem solving & escalate beyond scope
S - I was designing and developing an Immersive crime scene on Articulate.
T - Learners were required to demonstrate competencies to be transferable to the work place. Systematically search a vehicle, record evidence on a embedded MS Form in the VLE (mirrored occupational standards and documentation)
A - Imported 360 image with markers and hotspots. Imported MP3 audio (voice over) and MP4 video (instructional video created on Premier Pro), used images and captions. included accessibility functions. Tried to embed it onto the VLE, was accessible on PC/laptop but not on hand held devises. Therefore limited accessibility.
Having established a good reputation for implementing new software and having good report I escalated the problem to the T&L department staff, collaborated and trouble shot - I had used HTML editor and iframe but it need to be a SCORM import to work on mobile and hand held devises.
R - HQ immersive, collaborative, learning technology for higher order thinking skills and effective transfer of knowledge into the workplace.
Project Management-course
S - Design, develop and implement an online curriculum/course on VLE
T - Digital specialist lead to project manage the transition from paper format for all SME’s and modules
A - Initiated scoping what is the problem and what is the solution, established methods of communication channels and collaboration methods, created a matrix, broke modules and content down, set time scales and key deliverables, branding, accessibility (WCAG) and UI. methodology adopted liner ADDIE at scoping and iterative agile at development stages due to time constraints. All brought ideas and solutions and changed approach when required (design and content) Constantly testing reviewing at alpha stage before moving to beta. (e.g. articulate imported as SCORM not HTML for hand held devises). I project led the meetings, initially F2F weekly then video conferencing at regular intervals to check off milestones.
PM tools - Microsoft project and planner - set goals, assigned tasks, communicated and collaborated
Authoring tools - articulate, Adobe Illustrator, Adobe In Design, Adobe Photoshop, Adobe Premier pro
R - As an iterative/ agile team we met milestones and collaboratively met deadline and handed over to the CL and T&L to publish. Produced HQ LX infrastructure with consistently applied pedagogical and design methodology on the VLE and integrated resources across modules and units of study. This culminated in operations and technological improvement. Raised the quality of curriculum provision with high levels of engagement, success and achievement .
Resolve conflict
S - BFC L2 not assigned online course content and unable to access resources to supplement classroom learning experiences including assessment and submissions. Programme Leader did not feel that they were ready to navigate the use the VLE. I believed that they were potentially missing out on learning opportunities and if they had access to their courses online it would improve the quality of TLA .
T - It was important to demonstrate & highlight the advantages and positive outcomes for learners by providing digital accessibility & the benefits of moving their modules online.
A - Demonstrated excellent interpersonal skills & listened to his concerns, remained flexible and we agreed to pilot my units first. This was a solution based approach to emphasise positive attitude and behaviour towards LXD. Learners engaged with the content and excelled as previously they felt ostracised.
R - Quality of worked improved (digital, reading, writing, research and analytical skills) alongside the quality of provision with high levels of RAS. Leaners felt empowered and it was rolled out for all leaners on L2 programmes of study
Software & Apps - Storyline
S - Police Powers - Digital Stop and Search of a vehicle
T - Combine education pedagogy and LXD to create immersive, engaging LX linked to LO’s and professional standards (transfer of proficiency)
A - Apply ADDIE, ID and UDP’s to Micro DD process. Led by LO’s - decided on Articulate Storyline. Imported 360 panoramic image of a vehicle. created an instructional video with Premier Pro, imported as MP4, supplemented with character and imported MP3 voice over (personalisation). inserted markers, added images from library with text of prohibited items. Triggered to a formative assessment with character instructions (MP3), multiple choice.
R - SCORM import into VLE allowed data analytics - who had attempted, how long it took them, all items located and correct use of powers of arrest deployed
Brainscape - cuecards, MindGenius & Genially mind mapping/interactive presentations. Video - canva, synthesia. Articulate Storyline (stop/search), Rise. Gomo,VLE’s. Office 365, Adobe Cloud
Apps: Sway (interactive revision guide), Forms (competency worksheets/capture data), Jamboard, Padlet, Prezi (immersive map), MS Clipchamp, Premier Pro, Planet eStream, Gomo, Calude, Perplexity, Thinglink (360 crime scene), Flipgrid, Swivl, Nearpod, Camtasia, Canva, 7Taps
Strategic Vision
S - As a curriculum design practitioner, digital specialist lead T & L Coach posses a passionate and flair for creating HQ digital materials, recourses and curriculums. The pace of technology is increasing at an incredible rate particularity with AI capabilities. Important to plan for future business landscape, keep me to keep up-to-date, collaborate and disseminate best practice, maximise outcomes for learners and develop transferable skills.
A - Completed Professional Diploma in Digital Learning Design with DLI to become authentic and credible in this field.
R - Upskilling in digital learning design positioned me at the forefront of educational trends, aligning with the strategic vision to integrate technology in TLA. It enhanced my ability to create innovative, scalable solutions, improving learner outcomes and keeping the institution competitive.
Sustain me
S - Sustainability efforts
T - Reduce environmental impact and contribute to the Global Sustainability Agenda in personal and professional life
A - Make a positive social and economic contribution to local community. High standards of conduct and behaviour. Recycle waste, compost and collect rainwater for the garden, Shower not bath, use a dishwasher and eco friendly dishwater tables, cycle, walk, LED light bulbs, electronic tools, sustainable sourcing, glass bottles and reduce plastic waste, eco boiler
R - Reduced carbon footprint, reducing energy & water usage, saving money & contributing to a more sustainable planet, Create a healthier living environment for all.
Sustain PS
Vital to be responsible & committed to building a sustainable future
S - Citizenship Module - Active Citizenship - focus on sustainability on the local community
A - Led on the Green Project at PC - coordinated projects across Preston for 60 L3 learners. initiated contact with stakeholders, HOD, local council, local volunteering groups - Lets Grow Preston, parents, carers. Produced risk management, behaviour compliance and consent forms.
Learners planted trees, recycled wood, recycled waste, used electric tools stimmers and mowers, composted, collected rainwater, worked on allotments - collected fruit and veg for foodbanks, picked up waste from parks, built a small nature space at a local school for flowers and wildlife.
R - engaging learners in sustainability efforts. Inclusive contribution to local community. Transfer of theory into practice. evidenced in project work and achievement of course. Responsible Active Citizens contributing to the Global Sustainability Agenda
Third parties reach- when/why
S - Wanted to further develop mu knowledge and skills DD with Gomo and Captivate
T - Reached out to both providers and emailed them to activate a free trial. Once account set up, downloaded the software.
A - Familiarised myself with the UI and features. watched ‘Get going video tutorial’, accessed Gomo academy videos and community academy and learning hubs for tips and techniques. Created an Engineering course to inform apprenticeship opportunities Advanced, Higher, Degree. Applied UDLP, ID by scoping, storyboarding, scripting. used built-in functions - assets for text, screen overlays, images with hotspots, markers, flip cards, video, quizzes. contacted Huw Edwards at Gomo learning and had a 1-2-1 tutorial on setting states and variables for objects.
R - Published course, rendered it to SCORM and imported to personal VLE for my portfolio. Created HQ LX with multiple interventions to engage learner throughout the journey. Ready to hit the ground running with the use of Gomo, Captivate and Articulate for the DD of course for EC and Engineering
Trends and technologies
Achieved Professional Diploma in DLD; DLI Alumni & CPD subscriber. Attend webinars (digital transformation in learning, AI revolution, governance in corporate learning ((claude - coding, summarise videos, chatGPT Voice, perplexity - research publish as webpage)), training, workshops to achieve micro-credentials to ensure currency, scan for emerging technology, software, hardware & new platforms such as Notion, Gomo, Articulate Rise, Camtasia & Microsoft Co-pilot chat, AI agents
Up-to-date innovative practice/research and disseminate
S - AI - changing the digital landscape. e.g. ChatGPT and authenticity in assessment
T - To reduce risk of learners using AI written work and encourage academic integrity.
A - Attended DLI webinar, included segment on Tunitin where they are making advancements in their software to detect 97% of AI authoring. Also included segment on how best to facilitate authenticity. Q’s in assessment to be paraphrased/not verbatim, code of ethics, consequences, code of conduct, open book/extended time. Utilise and applications and software, audio, webcam.
R - Cascaded to the team, to include assessment using paraphrased questions and not verbatim. Social learning to encourage ‘real life scenarios’ teamwork and collaboration.
Video resource Adobe Premier Pro in Articulate
S - Create a video as part of a multi-media induction course in Articulate
T - Video to act as a hook, to be engaging and gain the attention of the audience and inform on the units of study.
A - Scoped - audience, content that was to be presented - units of study why chose this course? Design - wireframe one page visual, screen plan (not much storyboard - limited text so not to cognitively overload). Images, motion, music, utilising the software editing capabilities. Used Adobe Premier Pro. Include Gagne’s 9 events of instruction, C.R.A.P principles. Imported stock images, short video. added text and imported into Articulate Storyboard as a SCORM file.
R - Seamless UX within short course - introduction to the course. Delivered the course on INSET and trained staff
Video tools
e.g. Planet e-stream design and deliver a stop and search instructional and demonstrational video. Recorded TV programme. Trimmed and edited, text overlay. formative assessment - quick quiz. Rendered as MP4 embedded into module on VLE
e.g. Interactive video - murder scene investigation - training and scenario and recorded a police operational briefing using Nearpod - used live actors/SME’s as a new bulleting of the crime, included interactive maps of location and crime scene, evidence and prime suspects
Synthesia and canva - generated text to speech with realistic AI avatars. Can generate personal AI by recording certain words
Camtasia and Planet eStream - Instructional videos,
Articulate 360 Storyboard and Powtoon - animated videos,
Adobe Premier Pro and Nearpod - interactive videos
Clipchamp - promotional productions.
Audacity - audio recording
Work with stakeholders/departments to get the best out of them?
S - T&L Coach in an agile team across campus and faculties. I supported and encouraged staff which best practice
T - Delivered a session on DD using VLE capabilities and tools for immersive, engaging content that students can interactive, revisit and create a community - NQT - lacked confidence, reinforced structure of lesson and directed to pedagogical approaches/literature and eLearning interventions. Provide constructive feedback , empower and provide lecturers with the tools be outstanding by liaising and cascading best practice in applying pedagogy in the design of learning technology resources.
A - Motive, enthuse SME’s to ‘bring subjects alive. create and innovative and embrace technology to create a culture of digital learning in faculties with the VLE being the centre of community for students and staff. provide support, guidance and feedback for improvement.
R - all achieved QTS and good/outstanding graded observations.
Wrk with providers of DL tools & VLE systems
S - Creating digital induction course - immersive, interactive, engaging - linked to LO and occupational standards - demonstrate K&S relevant to the workplace.
T - To become efficient in creating high-end LX’s using Articulate for immersive, self directed learning, can be tracked and data analysed for effectiveness.
A - Referred to online help documents, attended webinars (DLI) and articulate, engaged in live chat and instructional videos. Had a one-to-one digital learning session with articulate 360 panoramic images, markers, MP3/4 uploads.
Liaised with T&L who contacted Canvas technical support in the capacity of scrum.
Watched tutorials on infrastructure support - ‘How to import Articulate’
R - Created engaging induction course that was accessible and inclusive
When tried something and it didn’t work
S - student achievement - were passing but weren’t achieving aspirational grades
T - improve high grades and achievement for the following year
A - as a team communicated, collaborated, troubleshot and looked holistically at curriculum offer and realised revision and mock exam preparation and process could be improved. Homed in on its provision. Offer only included in-classroom paper mock exam
A - I led on the authoring tools and platforms
revision guide - Adobe in design
Online mock exams - real time feedback
Multi-media assets (video tutorials, additional resources and materials, to widen accessibility, on-site and off-site parity, self-paced practice, personalised learning pathways.
All members of the team adopted the same DD
R - high levels of engagement derived from data analytics which was now available - engagement, tasks completed, time taken, times logged on, grades achieved which informed lesson DD
R - students exceeded target grades and met aspirational grades across the department.
Why want the job
S - Passionate about pedagogy of education and the value of digital learning to increase quality of provision and engaging LX’s. Keen to further develop and be a valued agile team member in an outstanding department/uni who are also embarking on an exciting DL journey/new digital strategy.
T - Upskill and engage in CPD. Attain qualification to further enhance TLA and DL skills. Transfer skills/ share knowledge, learn and develop
A - Professional Diploma in DLD - distinction. Engage in research/community forums, e-authoring providers/Articulate and VLE. (AT gov, JISC, DL Institute - webinar). Also DLI mentor - support/guide new enrolees and attend coaching and new trends training.
R - Created an exciting and wonderful opportunity
Academic integrity and technological solutions
S - Apply and improve upon past experiences of undertaking online exam DLI - remote proctoring with Edexam.
T - 60 minute Multiple choice only - 75% for a distinction
A - Initially informed proctored by webcam and human invigilation. 360 of room, no books, show hands and face at all time. Login was with DLI password. Couldn’t access before start time. Downloaded software onto machine before exam.
R - Only having multiple choice was a limitation to graduation attributes & showcasing excellence. Limited opportunity to to apply K&S and deeper levels of learning (concepts) HOT’s. Needed long text questions with variety, potentially open book with extended timescale/deadline. Webcam proctoring didn’t take place and raised some doubts on my part of others integrity. Some questions were repeated which effected the academic integrity of the method of assessment.
So when I am designing online assessment, I ensure instructions are accurate beforehand and are adhered to. All materials are proof read by appropriate contingent team members and students are aware of academic integrity guidelines.
