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The most promising idea for a digital learning resource that would meet the needs of my end user is the creation of an instructional module that will allow learners to discover the principles that underpin our critical policies and procedures, examine case studies of policies in practice and work with their peers to create a shared understanding of how policy informs their work. The following is a draft design plan:

Description

The purpose of this digital learning resource is to provide employees with a working knowledge and understanding of critical policies and procedures, gain insight into how P&P assist decision making and how to negotiate a deviation from a procedure.

Learning Goals

The learning goals of this digital learning resource are to:

  • Gain a familiarity of the organizations policies and procedures
  • Come to a shared interpretation of the how the polices are applied in various situations
  • Learn strategies to negotiate situations that require decisions that call for strict adherence, accommodation or deviation to procedure.

Intended Audience

The intended audience for this digital learning resource is placement students and employees new to the organization.

Rationale

This digital resource will meet the needs of placement students and new employees by providing an environment that allows for policies and procedures to be taught in a segmented way that reduces cognitive load (Wong et. al., 2012), promote the construction of knowledge that can be tested in the field and thereby deepen understanding and the creation of a mutually agreed upon understanding (Bates, 2015), and discourse that promotes reflection and critical thinking. The human centered needs assessment that was conducted identified the need to promote critical thinking, shared understanding and the deepening of understanding in the area of policy interpretation and adherence. This digital learning resource is designed to promote these areas of learning in students and staff.

 Tools

The tools that will be used to develop this digital learning resource are:

    1. MoodleCloud – MoodleCloud will be used as the learning management system for our organization. MoodleCloud was designed for small organizations with no budget. MoodleCloud is free and accessible on computer, tablet and mobile device.
    2. Slack – Slack will be used for cohort collaborative learning. Slack will enable the cohort to engage in discourse that promotes critical thinking and can be moderated by a volunteer mentors (Bates, 2015).
    3. Zoom – Zoom will be used for synchronous online sessions that allow for real-time interaction between the student and the instructor.

Assessment/Evaluation Plan

 Assessment and evaluation in the context of this digital learning resource consist of:

    1. Journals which will be used to assist instructor in identifying when a learner is struggling or excelling.
    2. Project based learning activities will be employed to allow learners to apply learning and give instructor insight into the learners understanding and thinking process
    3. Peer assessment will be utilized to assist the learner to perceive what they have understood as well as to deepen understanding.

 Learning Theories & Instructional Design Principles Used

The learning theories used in the creation of this digital learning resource are Constructivist Learning Theory and Transformative Learning Theory. Constructivism learning theory will inform the design of this digital learning resource by recognizing that the interpretation of policies and procedures are subjective and based on a shared understanding and agreement (Bates, 2015). Transformative learning theory will inform the design of this digital learning resource by underpinning the course of study as an exercise of challenging assumptions, engaging in discourse that promotes critical reflection and thereby transforming ones perspective (Boyer, Maher & Kirkman, 2006). Policies, although sometimes complex and extensive in nature are also not static and unchanging in an organization. It is commonplace for policies and procedures to be reviewed, enhanced or changed based on new best practices, needs of the service population as well as to mitigate risk.   It is for this reason that a constructivist and transformative approach is being taken in the creation of this digital learning resource. Through the process of acquiring an understanding of relevant policies and procedures, learner will deepen their understanding by becoming co-creators in policy development.

The instructional design principles used in the creation of this digital learning resource are Segmentation Principle and Manageable Cognitive Load. It was identified in the human centered needs assessment that the amount of information that is expected to be digested in the current practice of policy and procedure training is overwhelming and therefore the Segmentation Principle (Mayer & Moreno, 2001) will be employed to break down the information into units that will reduce working memory load. The principle of Manageable Cognitive Load will also be employed to eliminate inessential information from cluttering the digital space with distracting material (Halpern, Graesser, & Hakel, 2007).

Instructions for Use

The digital learning resources will be in MoodleCloud. At the beginning, there will be tutorial for the use of the site itself. Learners who are enrolled into the MoodleCloud will then have access to the first module that contains a group forum, resources, activities and a project. A synchronous meeting, via ZOOM, will take place to answer questions prior to the first activity. One slack channel will be set up for the cohort to have real time discussion. The resources will provide context to the subject matter and one activity will be completed in groups with a peer assessment component. The module will conclude with a project.

 Plan for Use

This digital learning resource is an organizationally specific learning prerequisite and may not be applicable to an open resource except within the greater Salvation Army. This digital learning resource will be located on the organization’s MoodleCloud and is intended for use during the orientation phase of placement students and new employees.

 

References

Bates, A. W. (2015). Chapters 6-8. In Teaching in a digital age: Guidelines for designing teaching and learning. Vancouver BC: Tony Bates Associates Ltd.

Boyer, N. R., Maher, P. A., & Kirkman, S. (2006). Transformative Learning in Online Settings: The Use of Self-Direction, Metacognition, and Collaborative Learning. Journal of Transformative Education, 4(4), 335–361. https://doi.org/10.1177/1541344606295318

Halpern, D.F., Graesser, A., & Hakel, M. (2007). 25 learning principles to guide pedagogy and the design of learning environments. Washington, DC: Association of Psychological Science Taskforce on Lifelong Learning at Work and at Home.

Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52. https://doi.org/10.1207/S15326985EP3801_6

Wong, A., Leahy, W., Marcus, N., & Sweller, J. (2012). Cognitive load theory, the transient information effect and e-learning. Learning and Instruction, 22(6), 449–457. https://doi.org/10.1016/j.learninstruc.2012.05.004