In the first update, Alison Hadfield, the project manager, introduced the Leeds Community Healthcare (LCH) induction programme and how we approached it.
In this follow-up entry, I’m going to focus on some of the development aspects of the programme.
For this project we took a mixed approach. This involved using a combination of video scenarios and text-based information throughout the programme.
The programme is launched via a satellite video which zooms into an aerial view of Leeds.
Once loaded, the learner is presented with a menu screen designed and developed to provide the learner with an overview of the available scenarios, and an easy way of accessing them. The technical construction behind the menu involved setting up triggers and variables that all had to work at the same time, the moment the user reaches the menu page.
One thing that I needed to keep in mind was where the user was accessing the menu from. For instance, the learner might be in Scenario Four and trying to go back to Scenario Three. Additionally, areas of the menu needed to be locked down first, prompting users to complete earlier sections in order to unlock the next ones.
As part of our approach of immersing learners in a story, we are creating four scenarios which cover a range of themes, including safeguarding, diversity and inclusion, patient confidentiality, dementia and end of life care. The scenarios take place in different locations (home and clinical settings) to represent the diverse nature of work that students will encounter on a daily basis.
Scenario One introduces Justine, a teenage girl who has taken an overdose of paracetamol tablets.
The development approach is linear; learners select the START and next buttons to move forward and visually learn more about Justine, her circumstances and why she has taken the overdose.
At certain points, a question is presented to the learner to cement their knowledge on Justine’s situation, and how they might help her if this was a real-life event. The learner is given an instant call to action this way – they use the facts given in the video in order to answer the question.
The module was developed with this thought-provoking approach in mind, to check how the user is progressing and provide them with instant feedback on their understanding of the scenario.
In recent years, where we have seen the impressive growth of interactive web content, most people have become accustomed to selecting, watching and exploring this content, be it on their desktops or on mobile devices.
Interactive content can be classified as anything that actively involves the user, getting them to use the content in a way that produces some sort of result. Examples range from simply selecting an answer to a question through to interactive video.
Returning to our brief for the project, I wanted to ensure that the user was consistently engaged with the story and prompted throughout to respond, interact as well as reflect on the information presented.
The example screen above shows how a simple interaction is used to step the learner through key points, in order to aid learning. In addition, the Menu button, progress bar and ‘Magnificent 7’ icon at the bottom of the screen provide optional interactions, allowing learners to navigate the module and access further information.
When a user selects a button or is asked to go through an interaction, assigned triggers allow these to work correctly.
jsCurrentPage = player.GetVar("CurrentPage"); jsPageTotal = player.GetVar("TotalPages");
jsPercentage = (jsCurrentPage / jsPageTotal) 100;player.SetVar("ProgPerc", jsPercentage);
I have enjoyed working on this project, as it has allowed me to hone my technical skills. In particular, I liked the creative process of creating and executing ideas to present the content in an interactive manner – one that engages the users and hopefully provides them with a valuable learning experience.
Currently, we are working on the final scenarios. The whole project is coming together well and we have received great feedback from the client so far.