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Breda Spillane, Newlon Housing
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Designing Learning Maps – The Crucial Elements
Using blended learning techniques to develop an accessible learning programme
Breda Spillane, Instructional Designer
Classroom based learning in Outward – why it wasn’t working:
•Demand constantly exceeding supply•Flexible hours staff unable to attend training during office hours•Access to training venues – high travel and staff costs•Pre-scheduling of training means it is not always timely, nor delivered as soon as learning need arises•Limits to scope of learning in classroom training does not meet the needs of Outward’s services and client groups needs•The high number of core modules for completion within first 6 months of employment for new staff means staff are away from services for extensive periods – impact on consistency of service delivery and cost.
Stage 1 – Analysis of what is already in place (Toolkit: Post-Its and a paper covered wall)
What Outward’s Learning Programme looked like at the beginning of the session…
What Outward’s Learning Programme should look like by the end of the session
Stage 2 – Redefining the Learning Needs of Support Workers
Module 1 – How to work safely
Module 2 – How to deliver excellent support and care
Module 3 – How to enable SUs to take positive risks while staying safe
Module 4 – How to engage with stakeholders
3. Performance:
2. Given (Conditions):
5. Standard:
4. Learning Method:
1. Pre-requisites:
Design of the Learning Units – piece by piece
Designing Learning Maps – The Crucial Elements
Have clear research and
evidence prepared to
demonstrate the advantages
of this learning programme
over the current programme
Have clear research and
evidence prepared to
demonstrate the advantages
of this learning programme
over the current programme
Don’t just focus on cost (although
this is important!) – emphasis on
benefit to staff and service
delivery must be considered
Don’t just focus on cost (although
this is important!) – emphasis on
benefit to staff and service
delivery must be considered
Do your homework! Find out how
other providers are delivering
training programmes, and talk to
commissioners about their
expectations (current and future)
Do your homework! Find out how
other providers are delivering
training programmes, and talk to
commissioners about their
expectations (current and future)
Designing Learning Maps – The Crucial Elements
Take the time to consider all the
resources that you will need to
complete your Learning Map – be
honest and realistic with yourself and
your organisation!
Take the time to consider all the
resources that you will need to
complete your Learning Map – be
honest and realistic with yourself and
your organisation!
Don’t just look externally when
recruiting your team – your
staff are a wealth of knowledge
and experience – use them!!!
Don’t just look externally when
recruiting your team – your
staff are a wealth of knowledge
and experience – use them!!!
Talk to Learning
Pool!!!
Talk to Learning
Pool!!!
Don’t be tempted at this stage to underestimate the resources you will need – take the time to demonstrate the long-term gains against the short-
term investment
Don’t be tempted at this stage to underestimate the resources you will need – take the time to demonstrate the long-term gains against the short-
term investment
Designing Learning Maps – The Crucial ElementsHave a programme of works and
review / update it at regular
intervals
Have a programme of works and
review / update it at regular
intervals
Don’t under-estimate how
long it will take to complete
each unit, and stay firm with
your timescales
Don’t under-estimate how
long it will take to complete
each unit, and stay firm with
your timescales
Be responsive to change! The best made plans
can change. Regular reviews of the
programme of works can accommodate these
changes and ensure everyone is aware of the
impact of these changes on the project
Be responsive to change! The best made plans
can change. Regular reviews of the
programme of works can accommodate these
changes and ensure everyone is aware of the
impact of these changes on the project
A simple excel spreadsheet with tasks plotted against time worked for Outward. The information
that you put into the work-plan is the important bit – even a sheet of paper will do!
A simple excel spreadsheet with tasks plotted against time worked for Outward. The information
that you put into the work-plan is the important bit – even a sheet of paper will do!
Designing Learning Maps – The Crucial Elements
Use your staff!!!
Draw on the expertise of individuals and
use their knowledge to inform and quality
check first draft of each unit.
Use your staff!!!
Draw on the expertise of individuals and
use their knowledge to inform and quality
check first draft of each unit.
Be clear about who YOU want, and WHAT YOU NEED
from them!
This minimises design sessions being side-tracked by
individual ideas or egos!!!
Be clear about who YOU want, and WHAT YOU NEED
from them!
This minimises design sessions being side-tracked by
individual ideas or egos!!!
KNOW YOUR SECTOR!
Be aware of all legal learning requirements, existing
resources (online and in borough) and support
information already available
KNOW YOUR SECTOR!
Be aware of all legal learning requirements, existing
resources (online and in borough) and support
information already available
Everyone has hectic workloads, and it can be tricky to convince colleagues to take on more
work or to get managers to release high performing staff from their duties… In Outward we went to the top – we got permission from our chief executive to work with staff as and when necessary… then it was just a case of working meetings into the programme of
works!
Everyone has hectic workloads, and it can be tricky to convince colleagues to take on more
work or to get managers to release high performing staff from their duties… In Outward we went to the top – we got permission from our chief executive to work with staff as and when necessary… then it was just a case of working meetings into the programme of
works!
Designing Learning Maps – The Crucial ElementsAs the programme develops, different colleagues will
have input at the different stages. Be clear about your
expectations from each person before you start, and
explain their role in the process
As the programme develops, different colleagues will
have input at the different stages. Be clear about your
expectations from each person before you start, and
explain their role in the process
Be clear about the impact of any changes to
the original schedule, and ensure everyone is
in agreement before proceeding
Be clear about the impact of any changes to
the original schedule, and ensure everyone is
in agreement before proceeding
Learning and Development is an area that everyone (quite rightly) has an opinion on – great for discussion but not when working to design deadlines!
It can be difficult when a senior member of staff suggests something that is not part of the current programme, but this will most likely happen, so have a strategy to manage
this!!!
Learning and Development is an area that everyone (quite rightly) has an opinion on – great for discussion but not when working to design deadlines!
It can be difficult when a senior member of staff suggests something that is not part of the current programme, but this will most likely happen, so have a strategy to manage
this!!!
Designing Learning Maps – The Crucial Elements
Designing Learning Maps – Top 10 Be’s1. Be Clear take the time to really define what your learning aims are
Designing Learning Maps – Top 10 Be’s1. Be Clear take the time to really define what your learning aims are
2. Be S.M.A.R.T (Specific, Measurable, Achievable, Realistic, Timely)
Designing Learning Maps – Top 10 Be’s1. Be Clear take the time to really define what your learning aims are
2. Be S.M.A.R.T (Specific, Measurable, Achievable, Realistic, Timely)
3. Be Honest recognise the current situation, acknowledge any shortcomings, move on!
Designing Learning Maps – Top 10 Be’s1. Be Clear take the time to really define what your learning aims are
2. Be S.M.A.R.T (Specific, Measurable, Achievable, Realistic, Timely)
3. Be Honest recognise the current situation, acknowledge any shortcomings, move on!
4. Be Rooted stick to your design goals; avoid ‘kitchen sink syndrome’ of overpacking units
Designing Learning Maps – Top 10 Be’s1. Be Clear take the time to really define what your learning aims are
2. Be S.M.A.R.T (Specific, Measurable, Achievable, Realistic, Timely)
3. Be Honest recognise the current situation, acknowledge any shortcomings, move on!
4. Be Rooted stick to your design goals; avoid ‘kitchen sink syndrome’ of overpacking units
5. Be Open consider all learning methods – start at the end ‘ what do I need to know’
Designing Learning Maps – Top 10 Be’s1. Be Clear take the time to really define what your learning aims are
2. Be S.M.A.R.T (Specific, Measurable, Achievable, Realistic, Timely)
3. Be Honest recognise the current situation, acknowledge any shortcomings, move on!
4. Be Rooted stick to your design goals; avoid ‘kitchen sink syndrome’ of overpacking units
5. Be Open consider all learning methods – start at the end ‘ what do I need to know’
6. Be Resourceful use your staff, on-line resources, Learning Pool support & library
Designing Learning Maps – Top 10 Be’s1. Be Clear take the time to really define what your learning aims are
2. Be S.M.A.R.T (Specific, Measurable, Achievable, Realistic, Timely)
3. Be Honest recognise the current situation, acknowledge any shortcomings, move on!
4. Be Rooted stick to your design goals; avoid ‘kitchen sink syndrome’ of overpacking units
5. Be Open consider all learning methods – start at the end ‘ what do I need to know’
6. Be Resourceful use your staff, on-line resources, Learning Pool support & library
7. Be Knowledgeable know your stuff! Read and research your subject matter.
Designing Learning Maps – Top 10 Be’s1. Be Clear take the time to really define what your learning aims are
2. Be S.M.A.R.T (Specific, Measurable, Achievable, Realistic, Timely)
3. Be Honest recognise the current situation, acknowledge any shortcomings, move on!
4. Be Rooted stick to your design goals; avoid ‘kitchen sink syndrome’ of overpacking units
5. Be Open consider all learning methods – start at the end ‘ what do I need to know’
6. Be Resourceful use your staff, on-line resources, Learning Pool support & library
7. Be Knowledgeable know your stuff! Read and research your subject matter.
8. Be Strict You are the boss!!! Don’t be afraid to reject ‘tangent’ suggestions
Designing Learning Maps – Top 10 Be’s1. Be Clear take the time to really define what your learning aims are
2. Be S.M.A.R.T (Specific, Measurable, Achievable, Realistic, Timely)
3. Be Honest recognise the current situation, acknowledge any shortcomings, move on!
4. Be Rooted stick to your design goals; avoid ‘kitchen sink syndrome’ of overpacking units
5. Be Open consider all learning methods – start at the end ‘ what do I need to know’
6. Be Resourceful use your staff, on-line resources, Learning Pool support & library
7. Be Knowledgeable know your stuff! Read and research your subject matter.
8. Be Strict You are the boss!!! Don’t be afraid to reject ‘tangent’ suggestions
9. Be Patient it may take time to convince everyone that this new way is better
Designing Learning Maps – Top 10 Be’s1. Be Clear take the time to really define what your learning aims are
2. Be S.M.A.R.T (Specific, Measurable, Achievable, Realistic, Timely)
3. Be Honest recognise the current situation, acknowledge any shortcomings, move on!
4. Be Rooted stick to your design goals; avoid ‘kitchen sink syndrome’ of overpacking units
5. Be Open consider all learning methods – start at the end ‘ what do I need to know’
6. Be Resourceful use your staff, on-line resources, Learning Pool support & library
7. Be Knowledgeable know your stuff! Read and research your subject matter.
8. Be Strict You are the boss!!! Don’t be afraid to reject ‘tangent’ suggestions
9. Be Patient it may take time to convince everyone that this new way is better
10.Be Inclusive involve staff at every level, communicate with everyone regularly (SCC)
Designing Learning Maps – Top 10 Be’s1. Be Clear 2. Be S.M.A.R.T (Specific, Measurable, Achievable, Realistic, Timely)
3. Be Honest 4. Be Rooted 5. Be Open6. Be Resourceful
7. Be Knowledgeable 8. Be Strict 9. Be Patient10.Be Inclusive
Thank you for listening…
Question Time!Contact: [email protected]