Portfolio & Skills:
Peter’s experience includes designing training in Articulate Storyline, Moodle LMS, Google Suite for Education and the Aula platform.
His big strength is his expertise in both adult and digital learning, with a Masters with merit on these from Edinburgh University, and acting for many years as “trainer of trainers” at Wycliffe UK and abroad.
He has worked with Subject Matter Experts in such as the not-for-profit, local government and Higher Education sectors, both to create new online courses and to convert existing courses into digital format.
eLearning Portfolio
(See also under eLearning for Faiths & Cultures for further examples of courses in those fields)
Project Background: This training was developed from a classroom 'learn and try' course on Listening Skills. Scenarios replaced face-to-face interaction and feedback from tutors. The digital course meant greater learning from specific scenarios, all without active tutor time needed.
Technical Background: Storyboards used MS Office and scenarios used Articulate Storyline.
Storyboards: the first describes screen layout and functioning, and the second gives responses to user interactions.
Storyboard 1: Screen Layout
Storyboard 2: Screen Content
Scenarios appeared as follows:
Participants were asked to drag and drop each of the 'thoughts' on the right side into the 'conversation':
They could then choose whether this 'thought' caused MORE or LESS listening by clicking a 'headphone':
Then some feedback on their choice:
They could then choose each 'thought' to see its effect on listening.
Outcome: This scenario challenged how attitudes can affect ability to listen, highlighting positive attitudes and how these are more productive in terms of business benefits longer term.
Technical Background: Storyboards used MS Office and scenarios used Articulate Storyline.
Storyboards: the first describes screen layout and functioning, and the second gives responses to user interactions.
Storyboard 1: Screen Layout
Storyboard 2: Screen Content
Scenarios appeared as follows:
Participants were asked to drag and drop each of the 'thoughts' on the right side into the 'conversation':
They could then choose whether this 'thought' caused MORE or LESS listening by clicking a 'headphone':
Then some feedback on their choice:
They could then choose each 'thought' to see its effect on listening.
Outcome: This scenario challenged how attitudes can affect ability to listen, highlighting positive attitudes and how these are more productive in terms of business benefits longer term.
Project Background: This training was developed from a classroom Communication Skills course. Information became interactive and was grounded in identifiable stories. The slide after gave reflective questions to ask oneself in situations in order to avoid using any of these Stories.
Technical Background: Storyboards used MS Office and scenarios used Articulate Storyline.
Storyboards: the first describes screen layout and functioning, and the second gives the information to be provided.
Storyboard 1: Screen Layout
Storyboard 2: Screen Content
Scenarios appeared as follows:
Participants were asked to click on a 'thought' on the right side to see what she is thinking:
After her thoughts were displayed, they could then click on a light bulb to see what had really happened:
They were then shown what had happened that she did not know about. The blackboard area gave the learning from it:
They could choose the other 2 'thoughts' to see the learning from each case.
Outcome: This helped to raise awareness if participants (or colleagues) were using these stories. The next slide addressed what to do to avoid using them.
Technical Background: Storyboards used MS Office and scenarios used Articulate Storyline.
Storyboards: the first describes screen layout and functioning, and the second gives the information to be provided.
Storyboard 1: Screen Layout
Storyboard 2: Screen Content
Scenarios appeared as follows:
Participants were asked to click on a 'thought' on the right side to see what she is thinking:
After her thoughts were displayed, they could then click on a light bulb to see what had really happened:
They were then shown what had happened that she did not know about. The blackboard area gave the learning from it:
They could choose the other 2 'thoughts' to see the learning from each case.
Outcome: This helped to raise awareness if participants (or colleagues) were using these stories. The next slide addressed what to do to avoid using them.
Project Background: This training was developed from a series of monologue videos on Prayer for Church Teams. Learning activities were thus developed from 'scratch' to implement in digital format.
Technical Background: Storyboards used Google Slides (so interactivity could be seen by reviewers!) and then implemented in Articulate Storyline.
Storyboards: these gave screen layout and text, with instructions within Lecturer Notes. Reviewers could share the screen and so leave their comments on it.
Storyboard: Slide Layout
Storyline output appeared as follows :
Participants could click on each footprint around the team to display an idea for prayer. Footprints conveyed the metaphor of taking steps:
The relevant section of the team was highlighted depending what footprint they chose:
As each footprint was selected, previous ideas remained. Thus when all footprints were clicked, a full list of ideas was displayed:
Outcome: This slide gave a lot of information but in a much more interactive and interesting format than simply a list of text.
Technical Background: Storyboards used Google Slides (so interactivity could be seen by reviewers!) and then implemented in Articulate Storyline.
Storyboards: these gave screen layout and text, with instructions within Lecturer Notes. Reviewers could share the screen and so leave their comments on it.
Storyboard: Slide Layout
Storyline output appeared as follows :
Participants could click on each footprint around the team to display an idea for prayer. Footprints conveyed the metaphor of taking steps:
The relevant section of the team was highlighted depending what footprint they chose:
As each footprint was selected, previous ideas remained. Thus when all footprints were clicked, a full list of ideas was displayed:
Outcome: This slide gave a lot of information but in a much more interactive and interesting format than simply a list of text.
Project Background: Cultural Skills Training content came from various books provided. Key learning was developed into a visual and interactive format for digital. Digital training in this case was the 'flipped classroom' part of a blended learning experience, prior to interacting face-to-face.
Technical Background: Planning Guide prepared in MS Office and implemented in Google Suite for Education.
Storyboards: instructions and content were developed in MS Word, with its Review feature used to finalise design with stakeholders. The Planning Guide format enables integration of differing blended components of training.
Sample Planning Guide:
Knowledge gained through various digital media checked by quizzes:
Multiple choice options provided while still with access to learning resources:
Since understanding culture is complex, learning nuances are highlighted in answers provided. Quizzes are thus much more important than simply knowledge checks:
Outcome: This training helps learners to check they have understood but also to see how their understanding works out in the complexities of everyday life.
Technical Background: Planning Guide prepared in MS Office and implemented in Google Suite for Education.
Storyboards: instructions and content were developed in MS Word, with its Review feature used to finalise design with stakeholders. The Planning Guide format enables integration of differing blended components of training.
Sample Planning Guide:
Knowledge gained through various digital media checked by quizzes:
Multiple choice options provided while still with access to learning resources:
Since understanding culture is complex, learning nuances are highlighted in answers provided. Quizzes are thus much more important than simply knowledge checks:
Outcome: This training helps learners to check they have understood but also to see how their understanding works out in the complexities of everyday life.
Project Background: Cultural Skills Training required learning activities to connect learners to each other and to staff and to their own latent experience of culture, all before face-to-face training in Southall. A video of life in Southall was used to invite them to share their own cultural background in a closed online forum. This is a safe way to start online since they can never be 'wrong' about their own experiences!
Technical Background:
Planning Guide in MS Office, implemented in Google Suite for Education.
Storyboards: instructions and content developed in MS Word.
Sample Planning Guide:
Invitation to forum initiated through viewing of video:
Outcome: This training helps learners to 'find their feet' when contributing online and to raise awareness of cultural backgrounds within the class. This is also 'good to know' for trainers both in online and face-to-face training.
Technical Background:
Planning Guide in MS Office, implemented in Google Suite for Education.
Storyboards: instructions and content developed in MS Word.
Sample Planning Guide:
Invitation to forum initiated through viewing of video:
Outcome: This training helps learners to 'find their feet' when contributing online and to raise awareness of cultural backgrounds within the class. This is also 'good to know' for trainers both in online and face-to-face training.
Project Background: This training was a trial version of a Conflict Resolution Skills course. It was implemented within the University of Edinburgh Masters course in Digital Course Design, which used Moodle LMS to explore ways to build training courses online.
Technical Background:
Planning Guide from previous course, implemented in Moodle LMS.
Storyboards: instructions and content were developed in MS Office.
Sample Screen:
Moodle also enables Articulate Storyline learning activities to be easily inbuilt into the training:
Outcome: This training introduced learners to an approach to address team conflict situations. This environment enabled a high level of integrated synchronous and asynchronous interaction (drag & drop activities, Skype calls and discussion forums).
Technical Background:
Planning Guide from previous course, implemented in Moodle LMS.
Storyboards: instructions and content were developed in MS Office.
Sample Screen:
Moodle also enables Articulate Storyline learning activities to be easily inbuilt into the training:
Outcome: This training introduced learners to an approach to address team conflict situations. This environment enabled a high level of integrated synchronous and asynchronous interaction (drag & drop activities, Skype calls and discussion forums).
Methodology (layout using ADDIE)
Analyse Client Needs for Training:
Adeola Akintoye (Head of International Finance, WaterAid):
- scope project with stakeholders to agree on implementable learning objectives
- work with end users to construct scenarios relevant to daily situations
Adeola Akintoye (Head of International Finance, WaterAid):
"Peter is an excellent training consultant. He is meticulous with attention to detail. His expertise in adult learning helped me to develop a great financial training programme for senior managers in International Charities, ensuring it is structured in an easy to follow format with clear outcomes. Despite not being a finance expert he was able to quickly grasp the concept and provided valuable suggestions."
Design Training to Utilise Digital Innovations:
Suzette Pearce (L&D Manager, Royal Borough Kensington & Chelsea):
- apply adult learning principles to maximise digital environment benefits (main purpose of Masters)
- shape content to motivate and meet needs of specific learner groups
Suzette Pearce (L&D Manager, Royal Borough Kensington & Chelsea):
"Peter designed a very engaging Cultural Awareness training course for Kensington and Chelsea Council. It was the first time we had commissioned this type of training and it was an exciting new development for staff as we try and change the way we work with the community."
Develop / Implement Training within a Range of Media :
Cookie Liverman (Training Manager & Equipping Consultant, Hope Consultants):
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- develop draft learning resources on- and offline (picture is resource for financial management training for WaterAid non-financial managers)
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- use collaborative software (Google Slides / MS Office) to work with Subject Matter Experts to create storyboards for course development
Cookie Liverman (Training Manager & Equipping Consultant, Hope Consultants):
"As movement Training and Coaching facilitator, I was looking for a way to take face to face concepts and make them readily available to learners across the globe. Peter took the concepts and helped design them into a digital format that has great interaction and adult learning activities. The format is sound and reached all of my objectives but it exceeded my hopes. I highly recommend him."
Evaluate Training to Enhance Organisational Growth:
Emanuel Prinz (Chair of Leadership Development Group, Hope Consultants):
- evaluate client feedback for future enhancement of training
- interpret analytics to address blockages in flow of learning
Emanuel Prinz (Chair of Leadership Development Group, Hope Consultants):
"Peter has greatly enriched our already very good team of trainers. With his background in e-learning he has taken our digital equipping forward for the entire organisation. We continue to refer to him as our "guru" in creating meaningful learning tasks."