1. Understand the nature of learning programme (cognitive-based or skills-based)

• IAL's Blended Learning Guide here

• The DIY Guide to Converting Existing Content into an eLearning Course here

• Hold the position that 'we make the best of this situtation' and make the mental shift to embrace that this mode of learning is uncoventional but not impossible

2. Secure a base from which to mount and deliver the online learning (good to have)

• Check out tech-related possibilities listed in our online resource guide here

3. Start from the programme outcomes, assessment (if any) and facilitator's guides for quick amendment

Programme Outcomes 

• What will the graduate know, do and be as a result of attending this programme? What does that look like? 

• How can online learning help him to achieve that?

• Resource - IAL's Blended Learning Guide

Assessment

• Identify key threshold concepts in the curriculum to make decisions on that are "must-haves" and what are "good-to-haves"

• Decide what portions of the programme are paramount to meeting the overall objective (must-have) and which parts are less crucial (good-to-have). 
  • For the "Must-Haves", apportion more time and space for online learning that will allow learners to learn, apply, get feedback and reflect
  • Consider what technologies will allow the learners to do the above (refer to Online Resource Guide)
  • For the "Good-to-Haves", treat them with a lighter touch (eg. self-directed learning, or optional reading)

Facilitator's Guide 

• Add a column for Online Delivery

• Make time for learners to orientate and gain confidence with digital tools - go slow 

• Adjust lessons to focus on "Must-Haves"

4. Leverage on existing technically strong colleagues and associates to help with online learning conversion efforts

• Leverage on their technical skills, knowledge and experience to make adjustments to the programmes

• Leverage on these associates to help the other associates 

• Set reasonable parameters (programme duration, financial renumeration, curriculum flexibility based on threshold concepts) so these associates know what the OB markers are 

5. Work through how assessment can happen digitally

while meeting the principles of

assessment and rules of evidence

• Consider the digital platform for mounting assessment

• How to capture skills-based evidence, and who has access to it (refer to Online Resource Guide)

• Data security

6. Work through how the assessment

sessions can be carried out stored for audit purposes

• Remote authentication and digital signatures (eg. Adobe, Docusign, SignNow)

7. Secure all the platforms and tools required

• Familiarise with features (interaction, collaboration, security) of all platforms and tools to be used in online conversion

• Be careful with recordings so as not to contravene the Personal Data Protection Act (PDPA), especially in the areas of permission and access

8. Work through how to store learning and assessment artefacts

• Data storage (how much and how long? Cloud or local drive?)

9. Establish or adapt processes for operations and administration

• Operational and financial processes such as rescheduling of learning and assessment, payment to associates (amount and process) 

10. Support learners with tech

familiarisation aids before the

the course (eg. short workshops,

video resources, screenshots) so

they can concentrate on learning

• Search for free, ready and appropriate resources on the Internet (eg. YouTube) 

• Create infographic aids with free websites like canva.com

11. Support associates through:

- early communication 

- administrative information

- technical training in tools to be used

- adapted curriculum

12. Align internal processes with revised

work instructions and SOPs

13. Prepare and send out timely communication

to learners