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: bredaspillane@gmail.com