Portfolio
Jude Bostock
Learning Designer
Signature Strengths
Love of Learning
innovation
design thinking
I am committed to exploring
innovative ways to ignite and
sustain users' interest. Using
strategies like gamification,
storytelling and scenario-
based learning, I engage and
motivate, whilst also aiding
understanding and
retention.
Connection
I believe in the power of
fostering strong
connections. I empathise
with my users and strive to
understand their
motivations, allowing me to
design highly effective,
personalised learning
experiences that meet
specific needs and pain
points.
I am passionate about
discovery and developing
skills and knowledge. With a
background in primary
education, I excel at breaking
down complex concepts into
clear, coherent chunks and
creating scaffolding to
support learners.
With a meticulous eye for
detail, I ensure I design with
my learners in mind. This
approach enhances
engagement, facilitates
seamless learning and
improves overall educational
outcomes by making content
more accessible and intuitive
for my learners.
About me
Immersive eLearning Experience
Across the country, teachers
require support in
communicating effectively with
children who struggle with
'pathological demand avoidance'.
This can negatively impact the
child, the teacher and the other
children in the class.
This is a recording of the
scenario-based PowerPoint
prototype.
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Learning Design Process
This immersive scenario-based eLearning concept project
was designed to help teachers communicate
- more effectively with children experiencing 'pathological
demand avoidance'.
My Process
I used the ADDIE model to guide me through the planning
process. I iterated on each step of my
process until I was confident with the learning experience.
Demand avoidance is a characteristic of some, but not all, autistic people. There has been very little quality research into it
and therefore there is very little support out their for families and educators. Children who experience ‘demand avoidance’
can experience high levels of anxiety when given a demand. This can lead to an overwhelming need to avoid or resist
demands, even if it is something they actually want to do. This can make school very tricky for them, their classmates and
their teachers.
Analysis: The problem
How can teachers successfully make demands of children who experience 'pathological demand avoidance'?
Audience: Time poor teachers and teaching assistants - all ages and genders.
Objective: To reframe demands for a child experiencing pathological demand avoidance in the classroom.
Name: Mr. Johnson
Occupation: Primary School Teacher
Experience: 10 years
Challenges: Mr. Johnson is dedicated but finds it challenging to meet the diverse
needs of his students, particularly those with Special Educational Needs and
Disabilities (SEND). He wants to create an inclusive classroom environment
where every child can thrive but feels overwhelmed by the complexity of
addressing individual needs effectively. With a busy schedule that includes
lesson planning, grading, and extracurricular activities, he needs practical
strategies and resources tailored to support SEND students in his classroom. Mr.
Johnson is eager to learn effective techniques that will enhance his teaching and
support his students' learning journey.
USER Persona:
After careful analysis of the problem and possible solutions, I decided a scenario-based eLearning project could help to
support teachers by allowing them to experience real-world situations and there possible outcomes in a time efficient
manner. Keeping pupil wellbeing in mind, the learning experience would help the learner make a link between using
connection, humour and role-play and creating a positive experience for the pupil.
The solution
Smart Goal: Reduce disruptive outbursts by 50% after 6 months of use (measured over the space of 1 week).
As this is a concept project, I
acted as a Subject Matter
Expert and thoroughly
researched how to best
communicate with children who
experience 'demand
avoidance'. As a classroom
teacher, I also have first-hand
experience of this, so I was able
to use all my real-world
practice.
Action Map
Once I'd identified my most important objectives, I began planning my project. This is where I used learning theory such as
Gagne's Nine Events to support my project. The storyboard was designed to be used with Articulate Storyline.
Text-based storyboard
the scenario
The experience places the learner in the
scenario as a Year 2 classroom teacher and
allows them to respond to real-world
situations. I love to weave story-telling into
my experiences, as I find a narrative
enhances retention and ensures the
content is relatable.
The mentor
For each question, the learner has a mentor they can call on for advice - Olivia. I
have ensured Olivia uses a conversational tone when providing advice as this
puts the learner at ease.
Olivia also provides in-the-moment feedback for each answer so that the learner
can gain knowledge and understanding from the consequences of their
responses. If the answer is incorrect, they can see by the child's face that they
have not helped him to feel comfortable and Olivia explains why. If they make the
correct choice, the child remains on task and the learner receives a gold star,
allowing them to see their progress and provide encouragement.
At the end of the experience the learner will have earnt 6 gold stars, encouraging
them to feel confident. This was added after responding to feedback from my
peers. I have been exploring the principles of gamification to make learning more
engaging and boost motivation.
Next I used Figma to create a
wireframe and test colour
schemes, fonts and layouts,
before moving into Microsoft
PowerPoint to trial prototypes.
I always aim to create inclusive
experiences so I use sans serif
fonts and keep my colour
schemes muted with a high
contrast, making them easier to
read.
Visual mockups
Characters' facial expressions can quickly provide real-time feedback to the learner.
Characters emotions
Prototypes
Next, I used my findings in Figma to help me to create some quick prototypes in PowerPoint, until I was confident with my
choices.
The experience is then created in Articulate Storyline and uploaded to the clients
Learning Management System.
To encourage the learner to retain the strategies, they can click a button to
download a PDF handout at the end of the experience. This can then go with them
into the classroom to aid retention and help them to continue their learning in a
real-world setting.
Finished Format
PDF Handout
Analysis and reflection are a vital part of my process because they allow me to assess the effectiveness of the learning
experience in achieving its intended learning objectives. By examining learner performance, results, engagement levels
and feedback, I can identify areas of success and areas that may need improvement. I use Kirkpatrick's Model of
Evaluation - reaction, learning, behaviour and results.
I reflect on several areas:
- content,
- instructional design,
- user interface,
- overall user experience and satisfaction
- achievement of objective - has disruptive outbursts been reduced by 50% after 6 months of use (measured over the
space of 1 week)?
This analysis and reflection provide valuable insights that inform my iterative design process. I use feedback from learners
and stakeholders to make informed decisions about adjustments, updates or revisions to the learning materials to
enhance their effectiveness. I find this promotes a culture of continuous improvement in my learning design. By regularly
reviewing and reflecting on learner feedback and performance data, I can identify opportunities for enhancement and
innovation to keep the e-learning experience relevant and impactful.
Analysis, reflection and revisions
I have adapted the Articulate
360 'Demand Avoidance'
learning experience and created
an Articulate Rise Microlearning
course. The themes and styles
are similar but I have made
adjustments to better suit this
style of course.
Micro-learning has lots of
benefits. It is learner-centric,
accessible, less time-consuming
and can be made available to the
learner precisely at the moment
of their learning need.
Articulate Rise Microlearning
Take me there
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Classroom Content Design
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Creative Design