About the project(s)
Enhancing the Defence Learning Environment (DLE), the Royal Navy’s e-learning platform, to
improve training accessibility,
flexibility, and effectiveness—ensuring cadets receive
solid, upfront training that accelerates their preparation for further offline instruction.
The Defence Learning Environment (DLE) is the Royal Navy’s (and broader UK Defence) E-Learning platform, designed to enhance training accessibility, flexibility, and effectiveness.
What did my UX and UI practice look like?
We conducted reserach to understand who were our main users and what problems their were facing relatively to the access of e-learning.
We discovered that personnel at various stages of their careers (recruits, active service
members, and those transitioning to civilian life) access the e-learning platform.
To ensure
comprehensive insights, we engaged with a wide range of stakeholders, from recruits to
officers.
Images of officers and recruits during training sessions and marching drills.
Source images: leolearning.com,
www.naval-technology.com,
royalnavy.mod.uk,
www.hsdc.ac.uk, Jo Szczepanska
(unsplash.com), Amelie
Mourichon
(unsplash.com), Alvaro
Reyes (unsplash.com).
Research and workshops were conducted to identify the main challenges and explore potential
solutions to improve platform accessibility.
We performed research on the use of the RN
eLearning platform (DLE), its current and potential users, their habits, emotions and
frustrations.
We then prototyped changes and improvements that were tested in different
sprints alongside an implementation culture program to change the mindset and facilitate
adoption.
Following a bespoke Design Thinking method to accomodate the hierarchy nature of the military
life, we served primarily a critical number of users, tested
and iterated on solution
hypothesis by involving the client at each stage on presentation of findings sessions and
workshops.
UX workshops and findings exercise.
Source images: leolearning.com,
www.naval-technology.com,
royalnavy.mod.uk, www.hsdc.ac.uk, Jo Szczepanska
(unsplash.com),
Amelie
Mourichon
(unsplash.com), Alvaro
Reyes (unsplash.com).
During this initial research phase, I visited various Royal Navy establishments throughout
the country, such as BRNC Dartmouth, HMS Collingwood,
CTCRM Lympstone and HMS Raleigh, and
facilitated workshops to assess the platform's current state. Conducted
as-is evaluations with recruits and trainers to identify key areas for improvement.
UX workshops and findings exercise.
Source images: leolearning.com,
www.naval-technology.com,
royalnavy.mod.uk, www.hsdc.ac.uk, Jo Szczepanska
(unsplash.com),
Amelie
Mourichon
(unsplash.com), Alvaro
Reyes (unsplash.com).
We created several deliverables such as business process mapping,
impact maps and risk
assessments, ecosystem maps, stakeholder maps, persona and empathy mapping, user journeys,
user flows, different flowcharts,
reports with key findings and advisory solutions based on
solid problem solving and UX hypothesis. We also created living prototypes using the legacy
user flows, different flowcharts,
reports with key findings and advisory solutions based on
system that we tested throughout the project and a custom-made design system.
DLE (Defence Learning Environment) website courses page.
Source images: leolearning.com,
www.naval-technology.com,
royalnavy.mod.uk, www.hsdc.ac.uk, Jo Szczepanska
(unsplash.com),
Amelie
Mourichon
(unsplash.com), Alvaro
Reyes (unsplash.com).
Example of the DLE user journey.
Source images: leolearning.com,
www.naval-technology.com,
royalnavy.mod.uk, www.hsdc.ac.uk, Jo Szczepanska
(unsplash.com),
Amelie
Mourichon
(unsplash.com), Alvaro
Reyes (unsplash.com).
Example of on-site UX workshops.
Source images: leolearning.com,
www.naval-technology.com,
royalnavy.mod.uk, www.hsdc.ac.uk, Jo Szczepanska
(unsplash.com),
Amelie
Mourichon
(unsplash.com), Alvaro
Reyes (unsplash.com).
We made service design recommendations to improve access to e-learning by scoping personas,
tasks and goals; mapping user journeys,
conducting workshops and interviews face-to-face and
remote (using Teams) from different RN establisments,
and by trying to understand current
challenges. We also collaborated with the RN key stakeholders to change the culture,
consolidate and incorporate
a more agile mindset so we could have effective adoption to the
e-learning platform.
Royal Navy establishments. BRNC Dartmouth, HMS Collingwood, CTCRM Lympstone and HMS Raleigh.
Source images: leolearning.com,
www.naval-technology.com,
royalnavy.mod.uk, www.hsdc.ac.uk, Jo Szczepanska
(unsplash.com),
Amelie
Mourichon
(unsplash.com), Alvaro
Reyes (unsplash.com).
We identified and addressed several areas for improvement, including:
- Mobile optimisation. Necessary seamless access across devices, including smartphones and tablets, for learning on the go.
- Offline mode. The need for downloadable content for remote operations with limited internet connectivity such as in ships.
- Single sign-On (SSO). Easier login integration with MoD systems.
- User-friendly interface. Simplified navigation for quick access to courses and materials.
- Adaptive learning paths that could also incentivise further learning and critical thought. Customisable courses based on role, experience, and prior knowledge.
- Microlearning modules. Short, focused lessons for rapid skill development.
- Scenario-based simulations and up-front recommended learning. Interactive case study
exercises and recommended
learning paths designed to prepare recruits for potential future situations. - Gamification. Leaderboards, badges, and challenges to boost engagement.
- Peer learning & forums. Encourage knowledge-sharing and discussions.
- Cross-branch learning. Standardised training across the Royal Navy, Army, and RAF.
Enhanced accessibility:
Agile military training:
Improved collaboration & engagement: