Digital Facilitator Flashcards
Communicate 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
Adobe In-Design - infographic
S - Research current trend in digital learning and 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 - Initiated contact and decide on method of commination I took the lead and initiated contact on DLI LMS on message board. I PM the meetings and created a MST group and 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 and tool Adobe In-design to create an infographic due to page layout and high resolution capabilities - (my experience). Others pedagogical exp and skills researched apps suitable for VLE - ScoopIt & Pocket. All researched, brought ideas and solutions to the table, changed approach when required (design and content).
Used MS project planner to assign/export roles, tasks and timescales to team members
R - Met deadline and produced high quality LXD resource, visually pleasing, concise and accurate content with excellent feedback. DLI showcased on website and in VC to cohort. Graded distinction.
Adobe In-design - revision guide
S - Design, develop, implement and evaluate an online revision guide for a n 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 beat 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.
Video production - Adobe Premier Pro in Articulate
S - Create a video as part of a multi-media induction course
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 production - tools
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
e.g. Planet E-Steam - 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
Project Management 2
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, communcated and collaborated
Aurthoring tools - articualte, 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. Prroduced HQ LX infasrtucture 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 curicculum provision with high levels of engagement, success and achievement .
Able to solve problems & 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 clipchamp), 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.
Work efficiently/diligently to do excellent job
S - Lead verifier
T - responsible for the quality assurance
A - sample plan for lecturers liaise with EV, ensure paperwork in place, rigorous monitoring and tracking, meet all deadlines, electronic sample, zip files, accessible on share drive
R - outstanding reports and fed into QIP
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.
Adapt to changing direction and strategy
S - 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 - 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.
Provide high quality thinking/idea development & 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
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
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.
Positive contribution to resolving conflict
S - BFC L2 not enrolled and unable to access resources to supplement classroom learning experiences including assessment and submissions. Programme Leader considered that they did not have the skill set to navigate use the VLE. I believed that they were missing out on learning opportunities and if they had access to their courses online it would improve the quality of TLA .
T - Demonstrate the benefits of moving their modules online. Needed to highlight the advantages and good outcomes for learners by doing this
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 through LXD 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
Initiates contact, build good longstanding work 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)
Enthusiastic about the 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. Colleagues continued to approach me and ask for advice support and guidance.
