Job Training Cirriculum: March 2013 Update

Learning(Systems(at(Quest(Alliance( ( March(1,(2013( ( Eva(Miller,(Design(Fellow( Design(Impact( (

(Š(Design(Impact(2012(

Quest(Alliance( !

Creates!programs!and!services!to!prepare!youth!for! a!be6er!future:!Quest(is(a(nonCgovernmental( organizaEon(that(designs(job(training(soluEons(for( young(people(who(have(been(failed(by(India’s( educaEonal(system.(English(language(and(vocaEonal( training(maLer,(but(the(true(heart(of(Quest’s( approach(is(life(skills(and(work(readiness,(with(a( growing(emphasis(on(acEve(learning(methods.( Students(understand(themselves(beLer,(grow(in( confidence,(and(see(work(and(educaEon(as(a(path(to( greater(goals(for(their(lives.( ( Works!with!partners!to!deliver!programs!and! services:!Quest(Alliance(does(not(want(to(be(in(the( service(delivery(business(and(creates(partnerships( with(industry,(educaEon,(and(vocaEonal( organizaEons(to(deliver(their(programs.(They(also( train(facilitators(to(assure(Quest’s(educaEonal( philosophy(becomes(reality(in(the(classroom.(

Quest(Alliance(offices(in(Bangalore,(India(

(©(Design(Impact(2012(

Grow!in!reach!and!quality!

Help(Quest(scale(their(work(to(more(partners(and(bring(the(student(perspecEve(to(learning(

The(project(challenge(

(Š(Design(Impact(2012(

Create!a!system!for!learning!that!scales:!

Design(structured(informaEon(that(works(across(all(programs,(from(a(single(piece(of(acEve(learning( to(an(online(environment(that(supports(learners,(facilitators,(partners,(and(Quest(sta(

The(project(challenge(

(Š(Design(Impact(2013(

ONE:(Diary/Field(Study(to(beLer( understand(the(daily(lives(of(our( iniEal(audience(for(a(learning( management(system:(facilitators( (

TWO:(Create(a(content( framework(that(encompasses( Quest’s(educaEonal(philosophy( and(clarifies(acEve(learning(

Milestones(from(November(3(to(March(1(

THREE:(Begin(to(define(the( features(of(the(learning( management(system(we’ll(need(

(©(Design(Impact(2013(

IdenEfied…( Facilitators(who(match(the(desired( audience(from(earlier(work(with( staff:(“eager/overwhelmed(teachers”( Three(from(the(Equip(Youth( vocaEonal(educaEon(program(and( two(from(Skills(to(Succeed(program( Screened(them(and(collected( background(informaEon( Created(a(paper(diary(for(parEcipants( Asked(them(to(keep(the(diary(for(7( days(and(make(3(entries(per(day( ONE:((Diary/Field(Study(

(©(Design(Impact(2013(

Waited…( We(began(in(late(October,(but(had( many(delays(from(fesEvals,(holidays,( or(planned(breaks(between(batches( Some(do(not(teach(every(day.(Some( had(no(class(unEl(midCDecember.( Facilitators(also(found(it(hard(to( schedule(Eme(for(me(to(visit(their( classroom,(review(the(diaries,(and( walk(through(a(typical(day(for(them( (field(study).( This(took(an(extra(8C10(weeks(to(do(

ONE:((Diary/Field(Study(

(©(Design(Impact(2013(

Time( Some(neglect(home(life,(many(come( home(late,(too(Ered(to(prepare(for( the(next(day.(Most(report(preparing( over(2(hours(a(day,(“memorizing”(the( lesson.(They(have(other( commitments(to(their(school(or( center.(Travel(can(take(as(much(as( 3C4(extra(hours(every(day.( Product!opportuniEes:!materials( that(follow(a(paLern(take(less(Eme(to( “decode.”(In(acEve(learning,(most(of( the(“content”(is(provided(by(the( students,(which(reduces(the(need(to( commit(a(lesson(to(memory( ONE:((Diary/Field(Study(

(©(Design(Impact(2013(

PerfecEonism/Passion( All(work(to(be(wellCprepared(and( take(it(hard(when(class(goes(poorly.( All(expressed(their(love(for(this(work( and(how(rewarding(it(can(be.( Product!opportuniEes:!we(can( reward(passion(by(calling(out(extra( effort(and(ledng(other(facilitators( see(this(appreciaEon.(We(can(reduce( the(pressure(to(be(perfect(by( minimizing(processCheavy(curriculum( and(using(acEve(learning(and(more( flexible(lesson(opEons(instead.(We( can(emphasize(conversaEonal(English( and(integrate(this.( ONE:((Diary/Field(Study(

(©(Design(Impact(2013(

StudentKFacilitator!bond( Students(crave(the(facilitator’s( aLenEon(and(the(relaxed(classroom( atmosphere.(They(want(Eme(with( facilitators.( Product!opportuniEes:!create( conEnuous(feedback(through(the( system(to(give(students(aLenEon( that(promotes(beLer(performance:( show(you(care(in(a(more(professional( way.(Support(communicaEon(among( students(and(facilitators(through( social(tools(that(can(use(mobile( technology,(like(SMS(messaging,(but( collect(conversaEons(in(the(system.( ONE:((Diary/Field(Study(

(Š(Design(Impact(2013(

Keeping!students! engaged( Students(don’t(come(or(come(late,( and(many(can’t(focus(long(on(the( lessons.(The(Life(Skills(workbook( requires(too(much(wriEng,(and(most( come(to(class(to(speak(English(beLer.( Product!opportuniEes:!connect( curriculum(more(firmly(to(work( preparedness,(emphasize(English( conversaEon,(use(more(acEve( learning(methods,(and(run(student( design(research(sessions(to(improve( curriculum(and(see(what(is(most( relevant(to(their(lives.( ONE:((Diary/Field(Study(

(©(Design(Impact(2013(

Support( Some(wonder(if(their(organizaEons( know(or(care(what(they(are(doing.( Classes(are(interrupted.(Equipment( or(online(modules(are(ofen(broken.( Parents(may(not(be(supporEve.(CoC trainers(lean(heavily(on(each(other.(( Product!opportuniEes:!connect( facilitators(online(to(share(issues(and( ideas,(review(each(other’s(work.(Add( key(people(at(the(organizaEon(to(this( community(or(create(conEnuous( reporEng(to(put(progress(in(front(of( them.(Use(success(story(videos(to( persuade(parents(to(have(paEence.( ONE:((Diary/Field(Study(

(Š(Design(Impact(2013(

There(is(sEll(one(more(diary(and(field(study(to(collect—the(last(facilitator( finally(started(to(make(entries(and(responded(to(my(repeated(quesEons( about(her(progress(on(this(only(in(the(last(week(of(February.(I(also(feel(we( should(have(another(male(facilitator(complete(a(diary(and(field(study(to( balance(out(this(group.(But(there(won’t(be(Eme(to(do(this.(

The(other(diary(and(field(studies(have(been(analyzed(for(paLerns(and( insights.(I’d(like(to(add(anything(new(from(the(final(study(and(convert(the( findings(into(a(“Day(in(the(Life”(facilitator(journey.(This(is(an(experience(map( that(calls(out(pain(points(and(opportuniEes(for(our(product.(I(may(wait(for(a( slack(Eme(on(the(project(to(do(this(and(leave(this(more(visual(arEfact(for( other(teams(to(use(in(designing(soluEons(for(facilitators.(

ONE:((Diary/Field(Study(

(©(Design(Impact(2013(

• FesEval(season,(holidays,(weddings,(and(endCofCyear(vacaEons(ofen(meant(I(could(not(make( progress(because(people(were(away(for(extended(periods.(I(did(not(foresee(this(and(could( not(plan(accordingly.(I(had(to(move(ahead(with(other(design(acEviEes(while(waiEng(for( diaries(and(appointments(for(the(field(study(visits( • The(loss(of(Eme(means(trimming(the(project(plan.(This(will(remove(the(iteraEons(of(internal( and(external(workshops(to(perfect(our(content(model.(These(can(conEnue,(but(the(design( work(will(have(to(move(forward(with(iniEal(findings(only.( • Facilitators(seem(ripe(for(burnout.(Most(in(our(study(are(new(to(this(field,(but(already(seem( overCburdened(and(struggling(with(commitments,(though(some(report(they(are(gedng(more( comfortable(in(this(role.((

Concerns(at(this(point(

(©(Design(Impact(2013(

Content!Framework!and!AcEve!Learning!Design!Sessions!

Giving(shape(to(Quest’s(educaEonal(philosophy(

TWO:((Content(framework(and(acEve(learning(

(Š(Design(Impact(2013(

Researching…( How(compeEtors(and(related( organizaEons(and(experts(define(life( skills(and(acEve(learning( Quest’s(own(life(skills,(work( readiness,(English,(and(retail( materials(to(see(what(they(reveal( about(its(educaEonal(goals( This(research(helped(us(create(a(first( draf(of(our(content(framework:( Quest’s(educaEonal(goals(

TWO:((Content(framework(and(acEve(learning(

(©(Design(Impact(2013(

Defining…( Before(our(workshop,(we(revisited( the(user(profiles(for(whom(we(are( creaEng(our(content(framework(and( learning(system.(We(decided(to(add( more(detail(to(our(facilitator(profiles.( To(do(this,(we(used(early(findings( from(our(diary/field(study((and( eventually(added(more(detail(from( the(later(findings).( Ritu(is(a(more(“tradiEonal”(teacher( and(not(our(emphasis(for(this(system(

TWO:((Content(framework(and(acEve(learning(

(©(Design(Impact(2013(

Defining…( “Rashmi”(is(the(eager/overwhelmed( facilitator(who(comes(to(the(work( with(fresh(eyes(and(some(idealism.( She(is(our(primary(focus(as(a( facilitator(using(the(system.(

TWO:((Content(framework(and(acEve(learning(

(©(Design(Impact(2013(

Defining…( We(added(more(detail(to(our(student( user(profiles,(too.( We(revisited(earlier(work(from( Quicksand(for(this.(When(we(do(a( design(workshop(with(students,(we’ll( refine(and(enrich(these.( “Sahir”(is(more(entrepreneurial(and( impaEent(to(get(started(on(a( business(venture(of(his(own.(He(is( not(our(primary(focus(as(a(student( using(the(system(

TWO:((Content(framework(and(acEve(learning(

(©(Design(Impact(2013(

Defining…( “Sona”(is(a(vocaEonal(student(who( has(a(goal(to(get(a(job(to(help(her( family(but(discovers(there’s(a(bigger( world(out(there(for(her.( She(is(not(our(main(emphasis(as(a( student(using(the(system.(

TWO:((Content(framework(and(acEve(learning(

(©(Design(Impact(2013(

Defining…( “Santosh”(is(the(main(student( audience(for(our(system.(He(arose( from(our(earlier(stakeholder( workshop(to(align(key(Quest(staff( around(what(they(want(from(a( learning(management(system.( Staff(most(want(to(support(the( “aimless(student”(like(Santosh,(who( wants(to(earn(money(but(doesn’t( have(a(clear(goal(in(life.( We(should(validate(this.(Is(Santosh( really(there?(Or(does(he(represent( staff(opinion(about(students?( TWO:((Content(framework(and(acEve(learning(

(©(Design(Impact(2013(

TesEng…( How(staff(view(the(content( framework:(categories(and( educaEonal(goals( How(they(would(rank(various( educaEonal(goals(in(importance(for( our(main(user( How(they(would(rate(these(goals(in( complexity(for(our(main(user( How(they(would(categorize(these( goals(themselves(

TWO:((Content(framework(and(acEve(learning(

(©(Design(Impact(2013(

Refining…( We(changed(the(content(framework( slightly(to(reflect(staff(feedback( But(we(discovered(our(proposed( categories(are(largely(the(same(as( staff.(We(didn’t(reveal(our(category( names(and(use(only(colors(and( images(to(indicate(categories.(

TWO:((Content(framework(and(acEve(learning(

(©(Design(Impact(2013(

Prototyping…( We(created(a(workshop(using(our( new(content(framework(to( brainstorm(classroom(acEviEes( Staff(began(by(experiencing(acEve( learning(through(the(“Marshmallow( Challenge:”(teams(have(18(minutes( to(build(the(tallest(freestanding( structure(they(can(from(spaghed,( tape,(and(string(

TWO:((Content(framework(and(acEve(learning(

(©(Design(Impact(2013(

Prototyping…( The(acEvity(showed(that(acEve( learning(has(a(simple(structure:(plan,( do,(give(feedback,(reflect,(and(apply( to(the(future((learn)( Then(asked(staff(to(pluck(a(goal(from( each(category(in(the(content( framework(and(brainstorm(as(many( “acEve(learning”(ideas(as(they(could.( The(content(framework(is(mostly( solid,(but(Work(Skills(topics(are( difficult(for(staff(to(incorporate( Staff(will(need(more(direcEon(on( acEve(learning( TWO:((Content(framework(and(acEve(learning(

(©(Design(Impact(2013(

Prototyping…( We(created(a(content(development( kit(for(curriculum(designers( It(covers(overall(guidelines,(defines( the(content(framework,(and(shows( the(structure(for(acEve(learning( It(gives(a(sample(acEvity(to(show( how(to(apply(the(framework(to(the( acEve(learning(structure.(

TWO:((Content(framework(and(acEve(learning(

(©(Design(Impact(2013(

• Staff(are(responsible(for(various(programs(and(see(them(as(disEncEve(from(others.(The(idea( of(a(content(framework(as(a(single(foundaEon(for(Quest’s(curriculum(design(and(acEve( learning(as(the(structure(for(delivering(it(means(programs(do(not(maLer,(except(as(wrappers( for(content.(This(is(a(big(change(from(the(way(Quest(has(developed(curriculum(in(the(past.( • Doing(only(one(iteraEon(of(acEvity(brainstorming(with(staff(may(not(be(enough.(But(there(is( not(Eme(for(more.( • Staff(is(very(fond(of(Life(Skills(topics(and(explicitly(teaching(students(about(the(self.(But( compeEng(programs(we(looked(at(teach(specific(topics(that(incorporate(Life(Skills.(Quest( staff(may(not(be(persuaded(that(reported(issues(of(relevance(and(engagement(for(students( may(be(miEgated(by(always(keeping(the(focus(on(employability(topics(like(workplace( behavior,(while(using(various(learning(styles,(thinking(skills,(and(social(skills(as(the(way(you( approach(the(topic.((

Concerns(at(this(stage(

(©(Design(Impact(2013(

Defining!system!features!

Beginning(to(see(how(the(system(will(work(

THREE:((Defining(the(learning(system(

(©(Design(Impact(2013(

Discovering!pain!points…( Staff(wanted(to(respond(to( Accenture,(a(partner(who(is(willing(to( help(launch(a(learning(management( system(to(support(Quest(and(other( organizaEons(they(work(with( To(discover(the(features(we(wanted( most,(we(worked(through(pain(points( with(the(current(Moodle(learning( management(system(and(talked( about(what(features(might(help.(

THREE:((Defining(the(learning(system(

(©(Design(Impact(2013(

Finding!soluEons…( We(wrote(a(feature(list(for(Accenture( that(listed(everything(that(addressed( our(pain(points( We(included(some(features(from( earlier(discussions(with(Accenture( To(help(make(our(issues(more(clear,( we(included(benefits(to(the(business( and(to(our(users(

THREE:((Defining(the(learning(system(

(©(Design(Impact(2013(

Hi,#Selvi:##Your#account#

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version(of(the(feature(list(

MyQuest Ac6vity:++ Created+by:+ Added:+ Comments:#

Quick+List:++++<+Last+item++|++Next+item+>

Sing#an#angry#song Harita#V,#Raj#K Oct#30,#2012 8#comments#|#Add#comment

Hi,#Selvi:##Your#account#

We(completed(and(added(some( scenarios(from(earlier(work(to(show( how(users(will(interact(with(the( learning(system(we(want(

It’s#a#song#about#anger#from#Harita#and#Raj.#She#remembers# this#one!#Selvi#laughs#again#at#how#clever#it#was.

THREE:((Defining(the(learning(system(

(©(Design(Impact(2013(

Adding!clarity…( We(added(a(few(sketches,(too.( We(want(to(include(a(visual(indicator( of(progress(to(make(it(easy(to(see( how(well(a(student,(facilitator,(class,( or(center(is(doing(over(Eme.(Seeing( that(story(through(data(is(persuasive( to(partners(and(moEvates(students( and(facilitators(

THREE:((Defining(the(learning(system(

(©(Design(Impact(2013(

Content%model

Main%Screen

Notes 1. Main%Site%SecLons.%Content% of%the%learning%system.%All% use%ac-ve%language%for% clarity%and%to%communicate% that%this%is%a%workspace.

2. Course%Phases.%Courses%can% be%given%shape%with%defined% phases%to%give%a%logical%flow% to%materials.

Note:%these%phases%need% defini-on%in%order%to% determine%how%to%tag% ac-vi-es%appropriately 3. Content%Framework.%All% educa-onal%goals,%with% defini-ons%and%assessment% criteria.%Ac-vi-es%are% created%and%tagged%to%meet% at%least%one%goal%in%each% category%here.

4. AcLve%Learning%Structure.% All%ac-vi-es%follow%the%same% basic%structure:%plan,%do,% feedback,%reflect,%learn.% During%the%"feedback"% phase,%students%present% work,%talk%about%what% happened,%and%facilitators% pose%ques-ons%to%help% students%apply%the% experience%to%the% workplace.

LMS%Wireframes,%version%1

1 Work%on% ac-vi-es

See%progress

Give%feedback

Talk%to%others

Tell%my%story

2 Get%Ready

Learn

PLAN

4

Launch

DO FEEDBACK Modeling!the!system ( REFLECT

ACTIVITIES

3

LEARN

The(content(model(shows(how(the( framework(serves(to(organize(the( acEviEes(

WORK%SKILLS%TOPICS

THINKING%SKILLS

SOCIAL%SKILLS

Workplace%behavior

Crea-ve%thinking

Self>awareness%and%iden-ty

Presenta-on%skills

Cri-cal%thinking

Time%management

Problem>solving/Decision>making

Goal>seJng%and%planning Social%issues Job%readiness Informa-on%literacy Con-nuing%educa-on

Wed%Feb%27%2013

THREE:((Defining(the(learning(system(

LEARNING%STYLES

Words%and%language There(is(an(idea(to(give(a(course( Empathy Movement shape(through(phases.(Here,(the( Emo-ons/Stress%and%coping Spa-al/Visual suggesEon(is(a(short(“get(ready”( Communica-onphase,(followed(by(the(main(“learn”( Math/Logic Rela-onships phase.(The(course(ends(with(very( Music/Rhythm Collabora-on%and%team>building Nature pracEcal(work(to(get(the(student( Conflict%management ready(for(job(interviews,(etc.(

Every(acEvity(has(the(same(shape(in( this(system:(plan,(do,(feedback,( reflect,(learn.( Page%1%of%3 (©(Design(Impact(2013(

Main%Screen:%top Notes

1

1. Main%Site%SecLons.%Content$ of$the$learning$system.$All$ use$ac:ve$language$for$ clarity$and$to$communicate$ that$this$is$a$workspace.

2. Progress%Timeline.%Allows$ facilitators$and$students$to$ review$his/her$work$and$see$ effort$over$:me.$Can$shi_$ view$to$compare$self$to$ batch$or$facilitators$can$just$ view$batch$progress$or$a$ single$student Note:$must$allow$facilitators$ to$select$among$mul:ple$ batches 3. Top%Three.%Calls$out$top$ items$from$content$ framework$that$person$does$ well,$needs$to$improve,$and$ did$most$recently.$Leads$to$ "See$Progress"$sec:on$for$ more$detail.

4. To%Do.%Calls$out$next$items$ that$need$acen:on.$For$ students,$this$may$be$a$ longer$list.

5. Manage%AcLviLes.% Facilitators$can$select$and$ plan$the$order$of$classroom$ work.$Or$setVandVforget,$to$ let$the$system$choose.

LMS%Wireframes,%version%1

My Quest

Work$on$ac:vi:es

See$progress

Give$feedback

Talk$to$others

Tell$my$story

Welcome,$Rashmi.$You$have$3$new$messages.$$|$$$Logout 2

Progress%for:

ME

MY$BATCH

BOTH

Or$find$a$student:$ enter$name$here

Search

Great Good

Modeling!the!system(

OK Needs$work Feb$15,$2013

3

4

View:%%%Week%%|%%Month%%|%%All

Designing(a(few(iniEal(screens(helped( me(have(discussions(with(key(staff(to( Feb$22,$2013 show(how(all(the(design(acEviEes(so( History%(13$ac:vi:es) far(could(come(together(

Best%at...

Needs%work%on...

Crea:ve$thinking$(2)

ProblemVsolving$and$decisionVmaking$(2)

Ac:vityName01

08/02/2013

Empathy$(4)

Time$management$(3)

Ac:vityNameSlightlyLonger02

04/02/2013

Collabora:on$(5)

Job$readiness$(2)

Current%acLvity:%We$disagree!$Can$you$help?

This(is(largely(a(“strawman”(design,( Ac:vityNameEvenLongerThan03...

31/01/2013 meant(to(foster(conversaEon(and( See$all$history... quesEons(that(help(clarify(any(last( 5 Manage$ac:vi:es$$|$$See$class$progress issues(or(concerns(

People often disagree, in life and at work. The goal of this activity is to help you learn what to do when you disagree with someone.

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Wed%Feb%27%2013

THREE:((Defining(the(learning(system(

Page%2%of%3

(©(Design(Impact(2013(

Main%Screen:%boOom Notes 1. Give%Feedback.%Students$ and$facilitators$can$see$any$ feedback$they$received$and$ can$respond$to$request$for$ feedback.$They$can$also$ request$feedback.$Can$be$ hooked$up$to$user's$ Facebook,$TwiZer,$or$Google +$account.

2. Talk%to%Others.%Simple$chat$ using$typical$social$controls.$ Can$be$hooked$up$to$user's$ Facebook,$TwiZer,$or$Google +$account.$

My Quest

Work$on$ac:vi:es

See$progress

Talk$to$others

Tell$my$story

Welcome,$Rashmi.$You$have$3$new$messages.$$|$$$Logout

Current%acHvity:%We$disagree!$Can$you$help?

Manage$ac:vi:es$$|$$See$class$progress

People often disagree, in life and at work. The goal of this activity is to help you learn what to do when you disagree with someone.

Conflicts don't have to become a fight between you and others…see more You have not prepared this activity yet. Prepare now?

1

Give%feedback

%%%See$all$my$feedback$$|$$Request$feedback

You%have%new%feedback!

FacilitatorName01%%%%CenterName01

Feb$10$at$10:31am

Reply

FacilitatorName03%%%%CenterName02 Comment$here,$more$comment$here,$more$comment$here,$ more$comment$here,$more...

Feb$9$at$6:20pm

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