Arpan, 2022
Redesigning Curricula:
In-person, Group Learning to Self-paced Digital Learning
CONTEXT
Arpan, India's largest NGO dedicated to combating child sexual abuse, sought to scale up its work through digital courses during the pandemic. Recognizing the preference for video-based learning among their audiences, they partnered with The Student Act (TSA) to help transform their three-day workshop into a comprehensive digital learning strategy.
KEY QUESTIONS
1.
How could we design for multiple use cases, like online learning through platforms like DIKSHA, YouTube, and a native platform and also classroom-based workshops?
2.
What was the right way to address taboo topics like child safety and sex education outside of the classroom without a human teacher to support difficult conversations?
3.
How should the product be designed for teenagers accessing the materials on shared household devices, given the diverse socio-economic realities as well as differing family values on the topic?
APPROACH
EXPLORING DIVERSE APPROACHES AND SETTLING ON THE FINAL CHOICE
Based on prior research with their learner group, Arpan knew that for the adolescent age group they should create rich media outputs instead of animations or cartoon-like media. They were also keen to create story-based learning as opposed to clinical text and quizzes due to the emotional and sensitive nature of the topic.
Building on this direction, The student act team presented to Arpan various approaches, that kept the primary focus on delivering a rich media output to retain attention and immerse the learner. This included ideas such as an imaginary radio show about child safety, or a TV show called “Today I Learned” where two friends discussed their personal anecdotes related to the topic. There was also an idea called “Ask me anything” in which an adult would give an expert view on the topic.
The approach was carefully chosen to cater to multiple use cases
Utilizing a relatable peer voice complemented by an adult on the topic who would play the role of the expert would help connect with the learner, build a comfort level, and help the teenagers with the new concepts they learned.
Micro videos featuring an adult and two teenagers having a candid conversation on sexual abuse
This would be created as a video series featuring relatable youth characters facing personal safety dilemmas. Some of these would be used as standalone media units and some with two narrators who would be in the same age group, of two different sexes along with the adult .
Short films highlighting the problems that teenagers could potentially face and how to deal with them
DEFINING THE SCOPE FOR EACH SUBTOPIC WITHIN THE THEME AND ESTABLISHING CRUCIAL LEARNING OBJECTIVES
Taking all this into account, we developed non-linear themes that allowed the team to implement the content as a traditional course or showcase the themes as individual stories on YouTube. We articulated the scope of each theme and established key learning objectives based on discussions to ensure the material would not be overloaded, yet were concerned about the priority area. Alongside this, we provided the writing team with a range of scenarios to create media-rich films on the topics. Visuals were added to emphasise the key learning objective.
UNDERSTANDING THE LEARNER’S NEEDS AND AREAS OF CURIOSITY
Immersing ourselves in the existing material and approach of the organization, we examined the face-to-face workshop manual and activities and conducted interviews with their field trainers to gather insights into the learner’s needs, existing knowledge, and areas of curiosity. We were particular to probe and understand what it is that the learners always ask the trainers questions about. Doing this allowed us to include that information in the educational scripts. Additionally, we explored the trainers' and the director's concerns about adopting digital mediums to ensure alignment with our proposed design. Stories were informed real questions as key by students, stay true to that in our storytelling
A realistic approach was carefully used while crafting the short stories
Infographics used in videos for better understanding of learners
AIDING IN THE FILM PRODUCTION PROCESS AND CRAFTING ASSESSMENTS TO GAUGE LEARNERS’ COMPREHENSION
The film creation process was supported by us in the role of review through the scriptwriting stage. We wrote the storyboards that were used to introduce each of the films as well as the introductory videos. Additionally, we designed formative and summative assessments to evaluate the viewer’s understanding.
IMPACT
Need to add details about number of learners and schools the pilot has happened in and the future outreach plans for the product.
