Learning before: evidence and knowledge self-assessment tool.
What can we learn from this? l Including a learning technologist to advise on design principles and guide the process of production is essential.
l Lifting and shifting original e-learn- ing content may not be the best solution and the project team and sponsors should invest time to consider alternative approaches. Consideration of the subject matter and suitability for e-learning should be part of the scoping and specification – holding the challenge, “does e-learning add more value to this topic”, is helpful.
l At least a full day should be allocated for action mapping and creating audience personas to inform the overall programme and each module
l Following initial planning, engagement with the working reference group should begin and this group should include at least two representatives from intended end-users. Adequate time needs to be built into the project plan for the refer- ence group to provide feedback. l At the start of a project, the project team must identify and involve subject matter experts (SMEs) and understand their ability to commit. Ideally identify a lead producer who collates and edits content from other SMEs.
l Adopting an iterative, rapid design approach to developing modules can avoid a lot of waste.
50 INFORMATION PROFESSIONAL
l Scenarios should be drawn from real-life situations from a range of NHS organisations and be sense-checked with experts for authenticity prior to full development. Using storytelling principles helps to create compelling narratives.
l Development of visual assets and overarching visual themes should be con- sidered by the project team as soon as is possible and ideally following production of the first quarter of the content.
l Specialist video production companies can inject creativity to a project if brought in early on in the design process
l Conducting an after-action review during the project and a retrospect at the end is a helpful way to distil key learning for future projects.
Conclusion As a result of our after-action review, we
have raised some questions to be con- sidered at the outset of similar projects. These include weighing up the pros and cons of having a dedicated project manager; thinking about ways to enlist user representatives from intended au- diences to take part in reference groups and considering how and when assess- ment should be addressed in the design process. IP
References
1 Health Education England, 2018. NHS Knowl- edge Mobilisation Framework.
https://bit.ly/2I5B3Tl
2 Health Education England, 2014. Knowledge for healthcare: a development framework for NHS Library and Knowledge Services in England.
https://bit.ly/2So7EaR
3 Health Education England, 2018. NHS Knowl- edge Mobilisation Framework, Quick Reference Cards.
https://bit.ly/2LpYwj3
4 Moore, C. 2019. Let’s Save the World from Bor- ing Training.
http://blog.cathy-moore.com/start-here/
April-May 2019
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