Digital Facilitator Flashcards
(44 cards)
About me
Thanks for the opportunity to be interviewed for the position.
SKILLS & QUALITIES –
Experienced, innovative, creative, adaptable PGCE-QTS Teacher, Lecturer in PS & Certified Digital Learning Professional; passionate about digital curriculum design.
Specialise; crafting engaging dynamic LX’s integrating latest in educational technology pedagogy, ID & UDP’s to empower learners and educators.
EXPERIENCE –
Led on DD across a wide range of curriculums for syn/asyn, blended & F2F learning on VLE/LMS, utilising & integrating authoring tools to facilitate HQ, immersive LX’s.
As SME & working with SME’s in agile teams - included Moodle, Canvas, Blackboard, Sharepoint, MS 365, Adobe Suite, Articulate Storyboard.
Achieved Professional Diploma in DLD; DLI Alumni & CPD subscriber. Attend webinars, training, workshops to achieve micro-credentials to ensure currency, scan for emerging technology, software, hardware & new platforms such as Notion, Gomo, Articulate Rise & Microsoft Co-pilot chat.
Course leader for L2 and L3 Sport and PS vocational programmes of study; consistent DD of curriculums; creation and review of HQ digital resources, interventions to enhance & maximise outcomes for learners. Responsible for internal & external quality assurance and validation from awarding bodies.
T & L Coach - training, mentoring & support for colleagues to enhance & maximise T, L, A DD practice. Delivered 1-2-1 and college wide training sessions & pedagogically driven master classes; such as utilising digital technologies & integration of e-learning resources onto curricula, all supported with HQ accessible training materials. Conducted developmental lesson observations, performance development reviews; acting with integrity, positively encouraging & engaging others in activity that promotes improved performance and outcomes for learners in-line with organisational and stakeholder priorities.
ACHIEVEMENTS –
DD infrastructure of the VLE (Canvas) - bespoke online L3 programme of study for PS. Mapped out end to end UX (ID UDLP), interventions, assessment & data analytics. I facilitated stakeholder engagement - digital T&L team, stakeholders, line managers, SME’s = successful onboarding/engagement/achievement.
As Digital Specialist Lead - DD CPD in depart & across organisation in VLE, LMS and DL assets. e.g. Sprint Start - pre-entry taster course - successful onboarding, APL including digital literacy & creating online community from the outset
Why BAE?
As Curriculum Design Practitioner - excited about the challenge of being part of a specialist team delivering apprenticeship programmes across the UK. Relish the opportunity to join a dynamic & agile team to further develop innovative curricula to support optimising DD of apprenticeship provision. Enthusiastic & motivated by the challenge to utilise my K, S & E & collaborate with various sectors & third-party providers, making a significant impact across EC at BEA Systems, that equip talent & contribute to impactful LXD.
BAE - forefront of innovation, creating cutting edge solutions that have a real-world impact (project Odyssey - advancing simulation & training technologies across air, land & sea) -
Enthusiastic to be part of something bigger & help shape the future through education.
Collaboratively, keen to further advance in innovation, creativity & help shape the skills of the workforce & apprenticeship provision in areas such as engineering. Staying ahead in the digital landscape - curious, inspirational, continuously learning new skills, adapting to emerging trends, networking & collaborating with SME’s and industry professionals.
Why Early Careers?
S - Always collaborated in teams within complex products and protective services setting.
T - Vast K,S,E in DD HQ innovative LX using range of using & integrating e-authoring tools (Adobe, MS, Articulate, Gomo, Captivate onto LMS & VLE’s.
A - Committed to developing practical, industry-relevant curriculum that empowers learners in vocational settings. Proficient in DD materials/resources/courses to facilitate learners to achieve LO’s and achievement of quals. Creative in embedding digital skills into curricular - transferable into the workplace. e.g. Level 5 HE - Police Powers Degree - LO: Upholding 10 standards of professional behaviour when making an arrest (integrity, adhering to PP, reporting unlawful behaviour). Articulate 360 panoramic, immersive scenario - systematic search of a vehicle and record prohibited items on MS Forms (HORTI) MP4 (operational briefing) and (legislation), images with text.
R - Keen to apply K,S,E and be part of a dynamic, inclusive culture & team, valued, encouraged to grow, reach my potential; proactive in reaching out, engaging and collaborating with third party providers. I believe I will make a positive and significant impact across Early Careers at BAE Systems
Adapt to changing direction and strategy
S - Adapt to online Induction Sprint Start Course
T - Convert enrolments and induct 150 students on to the programme of study remotely. Provide student with a taster session/snap shot of the course and APL and K&S technical application
A - It was important to respond to change
with positive action. Pedagogical approach - driven by outcomes, applied ADDIE methodology, focus on accessibility (barriers/preferences) Applied UDP and ID. Wireframe 1 x pager visual (hook, LO’s, navigation, tool kit, 3 sections), screen plans (icons and C.R.A.P. storyboards (content/SOW), script (text & audio). Used Articulate with multiple interventions and assessment - video (LO’s), equipment - drag and drop, assessment & submissions - drag & drop & 3C’s model branching scenario, Technical application - immersive 360 activity.
R - High conversion rates, data analytics 100% engagement. Prototype was showcased and used as an exemplar for other departments. Induction feedback outstanding and now form part of PS induction offer.
Assistive technology from a technical and pedagogical perspective (e.g’s)
S - Create accessible course induction to accommodate preferences and barriers. Using multimedia tool - articulate within the VLE
T - Widen participation and access across devises.
Pedagogical: Accessible and inclusive. Wanted to make to personalised and include an AI generative voice using AT (voicebooking.com). Included HTML coding to describe images on the platform, Included captions on video’s by fully utilising platform and tool capabilities.
A - Technical-input text and saved as an MP3 file and uploaded into the software.
R - Personalised, friendly voice that spoke to and not at the learners. Aided leaners with visual impairment, ESOL and dyslexia. Learners could go through it at their own pace and stop it a anytime.
Collab creators to design, test & evaluate quality LX’s
S - As the lead on PC courses - PC paper base to VLE - Canvas for all modules for all lecturers. On-site & off-site parity. Inclusive for all learners - access to course material, software and systems.
T - Responsibility to lead on the DD, implementation, evaluation of dept LX on VLE for all courses and modules & facilitated colleagues to do so for their modules. Ensure consistent high quality LX
A - Adopted Agile iterative Approach, collaborated with student services, HOS, CM, SME’s, TL eLearning developers to share best practice. Ensure content achieved LO, multiple interventions, engaging content & assessment methods. Applied UDL and ID principles for seamless UI and UX. Tested across devises to ensure compatibility. Fully utilised accessibility options in tools and VLE capabilities & checker to flag errors. Analysed user data, engagement & outcomes for learners
R - High quality LXD. 100% engagement, success and achievement. Model rolled out across other department in the faculty
Collab project Adobe In-Design - infographic
S - Research current trend in digital learning & create/showcase resource - professional diploma in digital learning design.
T - DLI assigned groups - team members from different geographical national and international locations. Empathetic and accommodating to time zones. (9pm in Aussie)
A - Initiate contact & decide on method of commination. I took the lead & initiated contact on DLI LMS message board. I PM the meetings & created a MST group & video called at regular intervals to check off milestones.
We adopted the iterative Agile methodology - logical and organised, create, test fed back and revised. Collectively decided on trend - broke task down and discussed roles based on quals and exp. Format & tool Adobe In-design to create an infographic due to page layout and high resolution capabilities - (my experience). Others pedagogical K,S,E researched apps suitable for VLE - ScoopIt & Pocket. All researched, brought ideas & solutions to the table, changed approach when required (design and content).
Used MS project planner to assign/export roles, tasks & timescales to team members
R - Met deadline and produced HQ LXD resource, visually pleasing, concise and accurate content with excellent feedback. DLI showcased on website & in VC to cohort. Graded distinction.
Collab contin teams
S - DD a technical skills week at BFC
T - Work in agile team alongside other SME’s, Lecturers, CM, Heads of School, e-learning developers & facility managers.
A - Convened as contingent team and decided on content to be delivered, technical skills to be developed and methods of assessment. Individually selected area to be DD to meet the technical framework. I DD crown court prosecution case that included all the rolls and responsibilities of the personnel involved in the process. Technical included production of MP4 video evidence using premier Pro software as an exhibit to be presented in court. Involved editing, trimming and rendering. Evidence packs included images, text statements for prosecution, defence, jury, judge. Ensured consistency in design, layout and logos.
R - extremely well received by leaners, faculty team members and across the students, It allowed students in practical application to excel in scenario and simulation based learning and high standard of performance through cooperation and teamwork
Comm complex information
S - Faculty training on Articulate Storyline easy to understand for audience & transfer K &S (technical to no-technical). On-line training session
T - Video conferencing on Teams. Recorded to provide an additional ‘How to’ instructional video
A - Shared screen, camera and audio. Showcased design & development of a drag and drop and select many exercise. Used audio and visual recording of the screen. Broke actions down/segments. Demo of functions and capabilities , TRIGGERS and STATES. Import in SCORM to VLE
R - applied k&s and created own. Excellent feedback
Create eLearn objects, evaluate effectiveness-data feedback
S - Extensive experience (incl T&L Coach) in creating objects for blended/remote &F2F LX on Moodle, Canvas, Blackbaord with multiple e-authoring and assessment interventions.
T - Remote SM observation. L2 Criminal Investigation.
A - important to balance imagination and
information to develop solutions and achievement of LO’s. Designed on VLE and delivered via video conferencing. Immersive and engaging, group work MST breakouts. Multiple Interventions matched to LO’s, scaffolded (Blooms). Embedded Padlet for APL collaboration, procedural video - quiz consolidation 360 crime scene on Thinglink, Evidence Item Record Form on SWAY, Independently - Search Procedures Manual in format choice. Data from e-authoring tools and VLE analytics as embedded in SCORM. See engagement, time taken to complete, outcomes/success, Informed future planning.
R - outstanding feedback and asked to train others on VLE & e-authoring tools- INSET/staff development days. -trouble shooting, solutions to enhance engagement, success and monitoring of their courses.
Develop people staff training
S - As T&L Coach, NQT Mentor & DL Specialist INSET and CPD sessions
T - Enhancing use of technology, e-learning and instructional methods via VLE
A - Prezi Immersive Murder Investigation on campus grounds. Demonstrated software, capabilities and accessibility. Instructional scenario on Prezi video (templates) to set the scene. Used Prezi Present to zoom into locations and evidence. (How to worksheet with images and text). Opportunity to create their own resource for subject area independent and groups. Showcase to each other.
R - Created an inclusive environment in which all individuals could thrive and give their best. Furnished skills to deliver innovative, engaging and high-quality teaching, learning and assessment material that is accessible for all learners. Culminates in high levels of learner achievement, collaborative learning amongst staff and the sharing of outstanding practice with the focus of inspiring individuals and teams to perform at their best. Encouraged a pedagogical approach to online learning.
Curriculum DD
S - DD effective curriculums across L2 - L5
T - three pillars: relevance, engagement, and adaptability. A relevant curriculum meets students’ needs and reflects current standards. Engaging materials motivate learners. And adaptability ensures the curriculum evolves with educational trends.
A - Apply UDP, ID, scoping, wireframe, storyboard, script. Lead with LO’s. Mayers MM, Blooms Tax scaffolding, multiple interventions (video - instructional, infographics, assessment.
Result - digital vocational course:
S - Design, develop and implement an online curriculum/course on VLE
T - Digital specialist lead to project manage the transition from paper format for all SME’s and modules
A - Initiated scoping what is the problem and what is the solution, established methods of communication channels and collaboration methods, created a matrix, broke modules and content down, set time scales and key deliverables, branding, accessibility (WCAG) and UI. methodology adopted liner ADDIE at scoping and iterative agile at development stages due to time constraints. All brought ideas and solutions and changed approach when required (design and content) Constantly testing reviewing at alpha stage before moving to beta. (e.g. articulate imported as SCORM not HTML for hand held devises). I project led the meetings, initially F2F weekly then video conferencing at regular intervals to check off milestones.
PM tools - Microsoft project and planner - set goals, assigned tasks, communicated and collaborated
Authoring tools - articulate, Adobe Illustrator, Adobe In Design, Adobe Photoshop, Adobe Premier pro
R - As an iterative/ agile team we met milestones and collaboratively met deadline and handed over to the CL and T&L to publish. Produced HQ LX infrastructure with consistently applied pedagogical and design methodology on the VLE and integrated resources across modules and units of study. This culminated in operations and technological improvement. Raised the quality of curriculum provision with high levels of engagement, success and achievement .
Develop others - advice, guidance, encouragement in DD of courses
S - As T&L Coach, ‘How to teach difficult subject material’.
T - breakdown barriers to tradition methods ‘chalk & talk’ and incorporate digital technologies.
A - T&L team I delivered staff development across departments and faculties. Each chose a topic linked to LO and chose a learning tools to DD. RB showcased Premier Pro to use as a hook, LO and set the scene. All underpinned with ID principles and methodology - Multimedia, Gagne, CRAP. Active learning supported with pedagogy researched theorists - Donald Clarke, Piaget, Vygotsky and created a learning resource with text, visuals and practical activities. Passionate to share and collaborate these approaches to help others design and develop their practice.
R - All successfully DD digital resource - video, infographic, 7 Taps. Well received and appreciated, inclusive workplace in which
all individuals thrived and gave their best. Colleagues continued to approach me and ask for advice support and guidance.
Differentiate problems from symptoms to accomplish LT goals
S - Fragmented provision of course offer. Some units of study online, filing system, some had access, some engaging, varying skills of staff.
T - Create a high quality, consistent, blended LX
A - I up-skilled and completed Professional Diploma in DLD. Provided me with pedagogy and technical skills to implement LXD
R - Proficient in DLD in order to create an effective flow, a learner journey across module and the course.
Efficient diligent
S - Lead verifier
T - responsible for the quality assurance and timely sample submissions
A - sample plan & matrix for lecturers liaise with EV, ensure paperwork in place, rigorous monitoring and tracking, meet all deadlines, electronic sample, zip files, accessible on share drive. ensure work is authentic. as lead verifying attend training and ensure up-to-date with current standardisation practice. Collaborating, communicating and mentoring new staff with QA
R - outstanding reports and fed into QIP
Enthusiastic inspire team/help others
S - As T&L Coach, ‘How to teach difficult subject material’.
T - breakdown barriers to tradition methods ‘chalk & talk’ and incorporate digital technologies.
A - T&L team I delivered staff development across departments and faculties. Each chose a topic linked to LO and chose a learning tools to DD. RB showcased Adobe Premier Proto use as a hook, LO and set the scene. All underpinned with ID principles and methodology - Multimedia, Gagne, CRAP. Active learning supported with pedagogy researched theorists - Donald Clarke, Piaget, Vygotsky and created a learning resource with text, visuals and practical activities. Passionate to share and collaborate these approaches to help others design and develop their practice.
R - All successfully DD digital resource - video, infographic, 7 Taps. Well received and appreciated that I inspired others to be their best. Colleagues continued to approach me and ask for advice support and guidance.
High quality thinking (courage) & challenge standard approaches
S - PC paper base to VLE - Canvas
T - Responsibility to lead on the DD, implementation, evaluation of dept LX on VLE for all courses and modules & facilitated colleagues to do so for their modules. Ensure consistent high quality LX, manage risks and lead with humility.
A - Adopted iterative and Agile Approach, collaborated with HOS, CM, SME’s, TL eLearning developers to share best practice. Ensure content achieved LO, multiple interventions, engaging content & assessment methods. Applied UDL and ID principles for seamless UI and UX. Tested across devises to ensure compatibility. Fully utilised accessibility options in tools and VLE capabilities & checker to flag errors. Ensured learners attached to groups correctly/only those enrolled can see info, accept and abide PP. Created GDPR Usage code of conduct policy. Adhered to copyright Checker and ran pages through VLE accessibility. Adhered to WCAG (compliance) Analysed user data, engagement, feedback & outcomes for learners.
R - High quality LXD. 100% engagement, success and achievement. Model rolled out across other department in the faculty
H&S Digital
S - To improve sustainability, accessibility & utilise innovation and technology.
T - DD online course for synchronous/asynchronous, blended modes of delivery
A - Considered ergonomics. audience analysis - how can we meet their needs, barriers and preferences, accessibility. Ensured user compliance with organisational H&S PP, data protection (GDPR) - communicated how & why data collected & how long its to be stored, data privacy measures, secure passwords, online behaviour codes of conduct, screen time & use of approved software/hardware.
R - created a safe & secure environment & online community. 72% - 100% engagement. HQ accessible LX with multiple interventions, assessment and data analytics. Improved digital skills linked to occupational standards
HS Army Residential
S - Insight into the British Army and career pathways
T - Organise a 1 x week Army residential at a military site
A - considered the ergonomics. Produced a risk assessment to manage & mitigate hazards (equipment, fitness, training, ability, disability, medication, transport, accommodation male/female, cover) codes of conduct on behaviour, expectations, use of mobile phones, use of equipment - military simulations & scenarios - night vision googles, radios, armoury usage and storage, carrying equipment, lifting. Consent forms, emergency contact, medical questionnaire & PAR-Q
R - No accidents or injuries. learners experienced simulations, scenarios, military drill & exercises, used equipment and technologies, developed competencies & applied these to a range of career pathways in BA
H&S BAE standards
Employee or user H&S has to be top priority
At BAE H&S policies & procedures are embedded in the culture which are complied with and reinforced through incentives such as bonus schemes.
BAE Global P&P’s focus on
1) Preventative safety management (investigating, mitigating & learning from incidents)
2) Effective Leadership
3) Safety training for all employees
Global Digital Academy has own Occupational Health Safety Management System with specific risk profiles e.g. following security procedures, ensuring password safety, following protocols - (lone working/screen breaks)
ME: Throughout career attended H&S training, always complied with H&S PP and executed risk management strategies e.g. producing risk assessments.
Higher apprenticeships DD - engineering
In higher apprenticeships for engineering, digital learning usually involves a blend of online modules, interactive simulations, and virtual labs. For practical scenarios, learners might engage with 3D simulations of engineering systems, allowing them to troubleshoot and solve problems in a risk-free environment. Virtual reality could also be used for immersive training experiences, simulating real-world engineering tasks. Such interventions make learning more engaging and help develop hands-on skills essential for the field.
The latest trends in digital learning for engineering apprenticeships
There’s a strong focus on integrating digital learning technologies to make training more flexible, consistent, and adaptable to industry changes. Here’s the gist:
1. Interactive Simulations: Learners are engaging with 3D simulations of engineering systems. This allows them to practise problem-solving in a virtual, risk-free environment.
2. Virtual Reality (VR): VR is creating immersive training experiences, simulating real-world engineering tasks. This helps apprentices get a feel for the job without being on-site.
3. Customised Learning Paths: Digital platforms allow for tailored training to meet specific industry needs, ensuring apprentices learn what’s most relevant.
4. Microlearning: Bite-sized lessons and modules make it easier for learners to absorb information and fit learning into their schedules.
5. Data Analytics: Tracking progress through learning analytics helps instructors personalise feedback and support, ensuring no apprentice is left behind.
These trends are making engineering apprenticeships more accessible and effective.
Integrity dishonest (bending the truth)
S - CL creativity with assignment submission and referral submission dates. (2 weeks for a submission and one week for a referral). Referrals must be agreed by the lead IV and signed off. Paperwork available for the external SV.
T - As a SV myself and experience as programme leader understood the importance of assignment timetable for all units of study for all courses across curriculum provision. The department didn’t have one. Created problems with workload for both lecturers and learners. It was difficult to meet deadlines as work was set at the same time.
A - collaborated with SME’s and CL and took the lead to produce an assignment timetable using excel spreadsheet. To include hand out/in dates for all modules and for all teachers/learners. Taking into account LO’s and unit content to be covered.
Held on the idrive for lecturers and on VLE for students. All communicated the importance of submission dates and if content not covered teaching would continue if the assignment was set (luxury to have lesson time for coursework) - honesty and integrity with mitigation
R - everyone had access on shared drive in real time. Learners and staff could effectively plan and deliver within timescales. Marking more manageable, learner work manageable. Reduced missed deadline submissions. Improve quality of work. Improved quality assurance and SV reports.
Investigate/solve technical problems - advice options & solutions
S - Year 11 Taster days. Previously on-site design and delivery of curriculum content - Murder investigation around campus
T - Deliver fully remotely to learners from different geographical locations and unknown communities in terms of barriers, preferences and accessibility
A - Met with stakeholders, teaching and learning team. I set up course modules and attached and email addresses for leaners to self enrol. ID principles and pedagogy was utilised and incorporated for engaging, immersive LX (crime scene investigation - Prezi immersive map, markers, images, audio, instructional video. Linked LO’s to learning technology. Applied multimedia principle, Gagnes 9 events, CRAP, WCAG and WAVE checker.
R - Excellent participation/leaners satisfaction and 100% conversion rates - deemed outstanding and now rolled out every year
Inform manager of progress (independent work)
S - Blended learning and off-site
T - As part of a wider team I am responsible for all courses on PS curriculum & success & achievement. Focus on on -site and off-site parity and ensure accessibility
A - I employ Agile principles where we work toward a common goal. I prioritise workload, set time bound goals, make informed decisions without compromising accuracy, tick off, milestones. Developing VLE , assessment and engaging/innovative e-learning resources. (Murder Investigation around campus ground). During weekly meeting with CM & SME’s on MST and monthly with HoS. discuss engagement, progress, sharing of good practice. Students at risk (health &wellbeing). Share information and data analytics which is uploaded onto the share drive.
R - 100% engagement, high attendance for online learning as appose to F2F. Outstanding quality assurance feedback form internal/external verifiers and validating universities, including Lancaster University on program design and delivery.
