Learning experience and technical documents
Description:
The aim of this work was to draw up the documents needed to guide a production team in the development of a learning experience. This synthesis is divided into three main parts.
Part 1: Development of the “One Pager
The first phase of this project consisted in creating a one-page document (One Pager), which summarizes the proposed learning experience. The training in question, designed to raise awareness among seniors of fraud using voice deepfakes, had to be clear, accessible and engaging. The document summarizes the objectives, target group and implementation context, as well as the pedagogical and technical approaches chosen.
We opted for a socioconstructivist approach, emphasizing the co-construction of knowledge and experiential learning. Multimedia supports include audio and video extracts for enhanced realism, while accessibility was a priority in the choice of formats and visual aids. In addition, a formative and summative evaluation system has been integrated to measure training effectiveness.
Part 2: Development of technical documents
The second phase involved the creation of comprehensive training documentation. Three documents were produced:
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A list of the technical documents required for the entire training course, specifying their purpose and their recipients. This list was drawn up as exhaustively as possible. From pre-training documents to post-training documents.
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Pedagogical, UX/UI and accessibility choices were guided by the specific needs of seniors and best practices in instructional design. The socioconstructivist approach was chosen to encourage collaborative and situated learning, incorporating real-life situations and demonstrations. The interface and visual aids were optimized to maximize readability and reduce cognitive load, with a streamlined design and intuitive navigation. Accessibility was a priority, ensuring inclusive and engaging training, with regular breaks and adapted multimedia formats. These decisions were chosen to promote an effective learning experience tailored to the target audience.
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The technical production guide for activity 5.2. This third document provides clear, concise instructions for the creation of a single activity. We have chosen 5.2 from our training plan. It contains instructions for producing the various examples of fraudulent calls in audio and text format, instructions for creating the documents linked to the evaluation and instructions concerning the accessories and furniture needed to facilitate this activity in the chosen face-to-face training environment. Interesting fact: we once again used generative artificial intelligence (GAI) tools to help us create the different scenarios, and an extract of this reusable methodology is available by clicking here.
Part 3: Formative evaluation plan
Finally, the third step was to design a structured formative evaluation plan to test the solution with the target audience. User tests were designed to measure accessibility, content clarity and participant engagement. The evaluation also involved a technical review by fraud and training experts, as well as an editorial and pedagogical review to ensure program consistency and effectiveness.
Take aways
The power of a well-structured summary
Developing the One Pager gave me a better understanding of the importance of effectively structuring a pedagogical idea in just a few lines. Explaining a complete course concisely, while integrating pedagogical and technical considerations, was a demanding but formative exercise. This synthesis exercise taught me to get straight to the point and develop my communication skills with a production team.
Rigor and precision in the design of technical documents
Writing technical documents has taught me to develop a methodical and detailed approach to designing learning experiences. I have learned to anticipate all the elements required for smooth production, in particular by ensuring that each technical document meets the needs of trainers, participants and other stakeholders in training development.
The integration of UX, UI and accessibility principles enabled me to reinvest my learning acquired in the SIO-6021 course taken in the fall of 2024. The development of this valuable expertise will help me in the future to design inclusive and optimized educational content.
The use of generative artificial intelligence to design the fraudulent call scenarios once again made me realize the potential of these new technological tools in the field of educational technology. This approach not only facilitated the production of realistic content, but also strengthened my ability to use emerging technologies to enrich and accelerate training design.
Testing for better adaptation
The development of the formative evaluation plan confirmed to me that testing a training course before its implementation is essential to guarantee its effectiveness. By defining precise criteria for accessibility, comprehension and impact, I learned how to implement a continuous improvement approach.
The validation phase with experts also reinforced my learning about the importance of crossing several points of view in the design process. By integrating the recommendations of fraud and training specialists, content can be fine-tuned to better meet the specific needs of seniors.
All in all, this experience has consolidated my ability to design pedagogically sound training courses that are accessible and adapted to a variety of audiences. The integration of advanced technological tools and the implementation of rigorous evaluation are skills that I will be able to reinvest in my future projects in technopedagogy.