• An understanding of teaching, learning and/or assessment processes
  • An understanding of your target learners

Candidates should demonstrate their understanding of and engagement with teaching, learning and

assessment processes. ‘Engagement’ may include using understanding to inform the development,

adaptation or application of technology.

Note that your learners are the people with whom you work. For teaching staff this will typically be

students. For many learning technologists this may be students or the staff that you support and

train.

a) An understanding of teaching, learning and/or assessment processes

Statements here might relate to areas such as teaching experience, learning design, curriculum

development, work-based assessment, the creation and execution of a programme of training and so

on.

Evidence might include being on the register of the Higher Education Academy, a PGCE award,

having completed a SEDA-approved course, extracts from your Institute for Learning (IfL) portfolio or

undertaken relevant sections of the Certified E-Learning Professional courses. Commentaries from

peers on your approach would also provide suitable evidence. Other possibilities include teaching

experience, reflective statements that analyse experience in terms of learning theory, pedagogical

approaches, sociological theories, or a comparable, recognised perspective (include relevant

citations). In relation to learning design, a report, specification or reflective statement might be

provided that clearly elaborates the principles that informed the design process. In any collection of

evidence there should be some consideration of how technology is changing approaches to teaching

and learning and/or the roles of learners, teachers and support staff.

b) An understanding of your target learners

Statements should show how you have found out about learners’ needs and the context for their

studies, and how you have developed approaches that reflect this.

Evidence might include a description of how assistive technologies have been used to support

disabled students, how learner feedback has influenced the design of an e-portfolio, how the needs

of work-based learners or overseas students have shaped the curriculum, or records of

conversations with product analysts, marketing departments or course teams and the resulting plans

for your design. Evidence of changed practice, rather than simply the recognition that this is an

important area, is required.

  • Policies and strategies (national or institutional)
  • Technical standards
  • Professional codes of practice

You might also be expected to engage with institutional policies and, where appropriate, national

policies and evidence of some of this should be provided.

The kinds of evidence that would support this would include minutes of meetings with legal advisers,

documentation showing how legal issues have influenced work (such as reports or data protection

forms), justifications for modifications to a course to reflect new policies or a record of how technical


PLearning design

Problem solving

  • Enjoy the intersect of technology, education and design
  • The psychological aspect of chunking information in good design, and taking into account cognitive load… and then how this also naturally ties in with accessibility

Solutions

x

alk about my processes?

Reflection

  • What have I learnt from doing what I describe above?
  • What went well/what could have gone better?
  • What would I do differently another time?
  • What was the impact on my users/students/learning?

Evidence

some sort of project management?

find image

ProDignispace

Problem solving

Co-production method/process

Solutions

Dignispace is an online learning space focusing on the concept of dignity (through a consideration of human rights) that has been designed to help healthcare professionals learn more about the concept and to confidently promote and advocate dignity in practice. The website is made with WordPress, with Rise and Storyline e-learning blocks within it.

I have continued to develop my skills in designing infographics and creative illustrations for e-learning. It’s a useful way to produce imagery that is copyright compliant, low cost, and also strengthen our brand. The illustrations created for Dignispace were done in a loose style, with the important parts of the imagery highlighted, and the rest of the illustration minimal. The subject matter is emotive, and the style needed to reflect this context. It was felt that this would give the end user the most engaging experience, for a subject most people have been touched by.

Feedback from Dignispace project, from Leah Macaden (project owner):

“It has been wonderful having Mhairi on board as part of the team for our DESNEHRA [Dignity Engagement Space for Nurse Education using a Human Rights Based Approach ] project. DESNEHRA is an interdisciplinary pedagogical project that I lead with experts in nurse education, human rights law, participatory research, instructional design, educational technology and pedagogy using co-production to design Dignity Education resources. Dignispace, an output from DESNEHRA, is the first online interactive space for Dignity Education based on the PANEL principles of Human Rights co-produced with students, currently being piloted with nursing students in two Scottish universities. Mhairi brought valuable technical expertise and design to create DigniSpace and worked collaboratively with the team. She is very professional, creative and insightful. She was very efficient in working to deadlines in collaboration with several members of the team on a complex subject. We now have an accessible and interactive resource that has become very valuable for nurse education and possibly wider health and social care contexts in the future.”

Reflection

  • What have I learnt from doing what I describe above?
  • What went well/what could have gone better?
  • What would I do differently another time?
  • What was the impact on my users/students/learning?

Evidence

Design of EDU Branding, style guide and marketing materials

Problem solving

Make EDU more visible within the partnership, let folk know what we do, so they can get the best support possible

Solutions

This year I have been working in the EDU marketing group, and have enjoyed help bring our ideas to life with visual communication and branding. It’s been great having a small dedicated group for this, with a wide range of expertise. Within the group, I have been responsible for the design, this process includes defining a design brief from my standardised set of branding questions (problem definition), creating the colour scheme/font pairs (design exploration), and designing with the target market and project/department objectives in mind. The results have helped further develop the EDU branding and visual identity, they highlight what our department does, and communicates how we can help support staff. I believe we have a style that communicates with clarity and consistency, so it is more visible and recognisable throughout the partnership, whilst fitting under the main UHI brand. I look forward to optimising the brand further with the team.

Reflection

xxx

Evidence


CCC – Health and Safety Course for Senior School Pupils – Caithness Chamber of Commerce Project (THIS TABLE IS ALSO IN 1A)

Problem solving / brief

  • Fully online
  • Track users progress / analytics / follow up for non-engagers
  • Enrollment using SQA number
    • Verification by local school
  • Easy to administrate
  • Keep re-going until completion – summative assessments leading to a pass/retry completion
  • Completion certificate of some kind
  • 4-8 hours long
  • 16-18 year olds
    • how younger students learn
    • visual / look fun / interesting
    • Short sections / constant progress and chunks
    • Go out and come back in / own pace
  • Accessible inside and outside the school
    • 4 North Highland schools
    • Possibly Highland-wide and also to be rolled out nationally
  • Challenges:
    • Digital learning platform for Scotland, GLOW is not used by these schools
    • Alternative needed, that would be accessible in and out of school

Solutions

  • Software we looked at that would fit a small-scale project, and would have the ability to scale up:
    • Moodle
      • complex, previous poor UX testing feedback from both admin and users
    • Google Classroom
      • Didn’t have functionality
    • Easy LMS
      • Doesn’t work with scorm or tin can
      • Expensive
    • WordPress as LMS
      • Lifter LMS
      • LearnPress
      • ScormCloud for WP
      • LearnDash (chosen software)
  • Positives of using WP:
    • Open source
    • Student interface can be edited to be very minimal, so easy to learn and use
    • Front-end interface also very flexible
    • Premium plugins allow WP to be used with SCORM / TinCan files
      • Turn WP into an LMS (Learning management System)
      • and LRS (Learning Records Service)
      • £320 for premium plugins we needed: low cost in comparison
      • “Resume where left off functionality”
      • On-page technical support (chat box), that will email the tech admin if the admin is not online. Better support – better engagement.
  • Hosting Siteground – commercial hosting site
  • Different situation to using tertiary VLE’s
  • Can be scaled up, further units added
  • Not tied to any one place, can be moved to different hosts if needed
  • Multiple admins for different schools
  • Less expensive almost all solutions we looked at, that would cover all our needs
  • Highland Council interested in taking over the project after the
  • The design style I created was very accessible for younger audiences

Reflection

  • What have I learnt from doing what I describe above?
  • What went well/what could have gone better?
  • What would I do differently another time?
  • What was the impact on my users/students/learning?

Evidence

Another app for younger target audiences:

PNHS London – Childs Mental Health app for Attic media (sub-contract)

Problem solving

  • Similar, dev for children, this one even younger audiences
  • Teacher will go through slides with class, and they need to be able to read it form the back of the class – good readablility

Solutions

Storyline course

Reflection

  • What have I learnt from doing what I describe above?
  • What went well/what could have gone better?
  • What would I do differently another time?
  • What was the impact on my users/students/learning?

Evidence

screenshot gallery

xxx

ProUsing illustration and visual communication to brand learning resources,

Problem solving

  • Quality feel to resources
  • Quality feel = better engagement
  • Use of illustration for emotive subject (Dignity in care)

Solutions

xxx

Reflection

  • What have I learnt from doing what I describe above?
  • What went well/what could have gone better?
  • What would I do differently another time?
  • What was the impact on my users/students/learning?

Evidence

xx