The biggest challenge I faced while developing learner personas was creating realistic archetypes of target learners. I couldn't gather data using traditional needs analysis methods like questionnaires, surveys, or focus groups. Instead, I had to work from a basic idea of my potential learners, supported by research on demographic factors related to fake news and disinformation.
I also used ChatGPT to help analyze common characteristics of the learner personas. This analysis led me to reconsider my course's target audience. Initially, I planned to target adults broadly, but I soon realized this was impractical—the most effective training for younger adults wouldn't work as well for older adults, especially those with lower digital literacy.
A traditional multimedia e-learning course might suit older adults, but it might not engage learners under 30. Younger learners might prefer a micro-learning model with bite-sized video and audio content, short interactive exercises, and gamification elements (think Duolingo).
Ultimately, I decided to focus on helping older adults develop the digital literacy skills needed to analyze potential sources of disinformation.
While I was already familiar with Bloom's taxonomy and the SMART goal framework for crafting learning objectives, applying these theories proved more challenging than understanding them.
Disinformation is such a broad topic that finding the best angle was both challenging and intimidating. Attempting to address the negative impact of fake news on modern social and political discourse seemed ambitious, so determining the most effective online intervention was no easy task.
Studies by the European Commission and the UK's Office of Communications (Ofcom) provided crucial insights into various aspects of disinformation. The Ofcom study revealed a clear learning gap, which informed the development of learning outcomes. The European Commission study was my primary inspiration for determining module topics.
For designing the modular framework and overall learning flow, I found Gagné's Nine Events of Instruction most useful. Having taught ESL to adults for over a decade, this framework felt most similar to the lesson structure I used in my teaching career. In the future, I'd like to explore other approaches like Merrill's First Principles and the Experiential Learning Cycle. These seem particularly suitable for skills-based courses as they promote learning by doing and use real-life examples like scenarios and projects.
Choosing an appropriate learning flow model was tricky due to competing factors. The modular framework suggested a linear approach, as each module's content and activities built on the previous ones. However, I also wanted to offer learners some flexibility and multiple entry points into the course.
I believe I struck a balance by using a core-and-spoke approach within each module while proposing a linear path for the overall course. In future iterations, I'd like to experiment with the network model, as I think an informal and flexible approach would appeal to a wider audience. I'm also interested in exploring personalized learning paths.