Supporting Artifact

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Storyboard Instructional Context Form

 

Introductory Training on LGBT inclusion in the Workplace

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Video: Project 1 Digital Storytelling

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To validate that I have the necessary requirements to meet this competency I have selected Project 1 Digital Storytelling and its storyboard from EDCI 566 and my final project from EDCI 572 Introductory Training on LGBT inclusion in the Workplace

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• Identifies and analyzes learning and performance problems

 

The Local Education Authority (Greenwich Borough of London) as a part of its curriculum development has been inviting senior local citizens to tell about local history. Making local history come alive by inviting seniors who had lived through the war to share their stories in the classroom. Weekly training sessions have been addressed and the local students from secondary schools have requested more classroom visits from the seniors.

The Borough needed to develop a project that includes resources that fit in an instructional unit called “Youth and war” required for the students of secondary level. The target audience for this project were secondary school students (aged between 12 and 18 years old) with links classes of British History.  

I participate in this project as project designer, working directly with Greenwich Borough.   My participation was in pre-design, planning and conceptual design activities and I took responsibility to fully develop of the digital storytelling.

As a part of my analysis to build this artifact (Project 1 Digital), I determined that resources such storytelling videos, can bring the opportunity to senior local citizens (storytellers) to participate in this project. I identified a learning gap that could be improved through the introduction of a video aid.

 

Currently, at the beginning of each weekly classroom lesson, each senior visitor has 15 minutes to tell students about their experiences and 15 min to the children to ask questions. The senior citizens have mobilization and healthy problems, and also, weather issues sometimes impede them to visit the students.  Adding a video aid, such my artifact, will help to connect with more storytellers, prevent travel inconvenient and address the learning gap in British history recalled from students. With projects like this, I can help the elderly and offer them the chance to participate in community academic work and also, raise community awareness and help spread the world of British history and the role of elderly on in.

 

• Design, plans, and develops instructional interventions using appropriate strategies and techniques

 

Introductory Training on LGBT inclusion in the Workplace, shows my ability to develop innovative ideas that provide solutions to workplace challenges. This artifact presents an introductory approach of inclusion in LGBT in the workplace as a practical way to improve an organization’s cultural competency.  Lesbian, gay, bisexual and transgender issues have come to the forefront of social consciousness, but many businesses seem to be lagging when it comes to creating a truly inclusive workplace.

This artifact enables productive group relations and prepares individuals working or interacting with others to recognize the role they should play in Equality and Diversity and identify inappropriate discriminating situations involving LGTB employees.  

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As ID, my main role was recognized some LGBT concerns and challenges in the workplace, and rather than including them as part of a larger discrimination training session, I decided to build an introductory training, for Non-LGBT and LGTB community. Introductory LGBT training, explore areas that are frequently misunderstood by employees.  I consulted with a subject matter expert. These topics were very sensitive and needed to be handled in the right way, which is why the SME was a tremendous asset. This artifact shows my ability to bring the value of sensitive content into my designs. By identifying the key issues, inappropriate situations or/and lack of awareness regarding LGBT issues, learners will be prepared to address different discriminatory conditions.

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I designed the entire instructional solution as an asynchronous online learning course. The course content was totally focused on training employees (Non-LGBT and LGTB) on how they would recognize the role they should play in equality and diversity and identify inappropriate discriminating situations at their workplace. Learners had a direct and hands-on opportunity to new vocabulary, laws and management difficult situations.

This approach can be used as a tool to build more positive, productive relationships at work that will help employees make better decisions within their organization.

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Additional Outcomes :

• I have developed a reflective learning process, and I have improved my own practice through reflection and the ability to investigate and create from zero all this artifact

• I have developed new communication skills (particularly in academic writing and presentation skills)

• I have developed skills in researching and using data and information in academic work

• I have developed an understanding of skills and competences sought by my audience, and to reflect upon how I will demonstrate these skills and competences with future exercises

 

• Develops an evaluation plan for a project based on stated goals and recognized standards

 

Also, Introductory Training on LGBT inclusion in the Workplace, will help me to demonstrate to develop an evaluation plan. The evaluation plan designed for this artifact, provides information to improve the module during development and implementation phases.  It was divided into a Pilot test and formative evaluation and it was designed:

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• To assess all the activities intended for the

• The pilot test was completed for employees of a local Design company

• To provide unanticipated insights of the module

• To collect visual information from the instructional designer while pilot learners completed the training.

 

Evaluation plan was a significant element for this artifact.  The main benefits of this pilot test and the formative evaluation were: gain the ability to improve the main course, so that training impact can be stronger, gain evidence that the training objectives were accomplished and to assure high and quality impact of the training or the audience.

 

Reference

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Tinoco-Giraldo, H. (2016). Final Project: Introductory Training on LGBT inclusion in the Workplace.

 

Tinoco-Giraldo, H. (2017). Storyboard and Instructional context form.