Royal Navy - Enhancing the Defence Learning Environment (DLE).
Overview
This case study is a narrative summary of the work and outcomes. Timings are described in terms of phases/sprints rather than exact dates.
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.
What did my UX and UI practice look like?
We conducted research to understand who our main users were and what problems they were
facing regarding access to 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.
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 accommodate the hierarchical nature of military
life, we served primarily a critical number of users, tested and iterated on solution hypotheses by
involving the client at each stage through presentations of findings and workshops.
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.
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
system that we tested throughout the project and a custom-made design system.
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 establishments, 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.
We identified and addressed several areas for improvement, including:
Enhanced accessibility:
Mobile optimisation. Seamless access across devices, including smartphones and tablets.
Offline mode. Downloadable content for remote operations with limited connectivity (e.g., 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. Customisable courses by role, experience, and prior knowledge.
Agile military training:
Microlearning modules. Short, focused lessons for rapid skill development.
Scenario-based simulations & up-front recommended learning. Interactive case studies and guided paths for likely situations.
Improved collaboration & engagement:
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.
User Flow (first-time recruit)
First-time flow with resume and nudges reinforcing continuation.
5 - Adoption, Handover & Next Steps
We prototyped changes and iterated in short sprints, paired with a culture-change programme to shift mindsets and
accelerate adoption. Alongside the prototypes, we prepared a practical handover so instructors and recruits could
access training faster and continue learning with fewer blockers.
Handover deliverables: A library of page templates (course landing, lesson, assessment, glossary, resources) and
reusable course structures (intro → objectives → content → check-for-understanding → practice → assessment → reflection) to speed up
build and ensure consistency.
Learning design recommendations:
Visual/Example-led (worked examples, annotated screenshots, short demo videos).
Scenario-based & branching simulations that mirror operational decisions.
Microlearning (5–10 min units) with spaced repetition and retrieval practice.
Mastery learning with frequent formative checks and adaptive remediation.
Project/Problem-based tasks and social learning (peer discussion, reflection).
Dual coding (concise text + visuals) to improve recall; avoid heavy narration over dense slides.
(Optional preferences: VARK — visual, auditory, read/write, kinaesthetic — used as a lens, not a constraint.)
Personalisation & gamification: Role-based dashboards, recommended “next steps”, resume-where-you-left-off,
progress bars, points/badges/leaderboards, completion certificates and gentle nudges to sustain momentum.
Pathways & alerts: Clear pathway journeys with “continue learning” CTAs, reminder emails/app notifications when a
learner pauses, and deadline alerts for mandatory modules.
Mobile & offline delivery: Responsive desktop/mobile templates plus offline-capable packages (e.g. SCORM/xAPI) for
constrained environments such as ships/submarines, with secure background sync when connectivity returns.
LMS implementation (DLE): Guidance and configuration for a Moodle-based LMS (or equivalent), including SSO,
access control, WCAG 2.1 AA accessibility essentials (colour contrast, captions, keyboard flow), and analytics dashboards for
enrolment, progression and completion.
Change enablement: Train-the-trainer sessions, a champions network, weekly office hours, and short “how-to”
videos to embed new practices and reduce support load.
Note: Where the DLE stack differs, these recommendations map 1:1 to other LMSs; references to “Moodle-based”
reflect the legacy LMS in use at the time.
Example of an implementation checklist and process I would have followed:
SSO & access — enable/verify SSO (MoD directory), map roles/permissions, test account provisioning and revocation.
Templates live — publish course landing, lesson, assessment, glossary, and resources page templates; share usage guidelines.
Content packaging — export modules as SCORM/xAPI with offline packages for ships/submarines; verify resume & score tracking.
Personalisation — turn on role-based dashboards, “next steps” recommendations, and resume-where-you-left-off.
Gamification — configure points/badges/leaderboards, set award rules, add completion certificates.
Two complementary approaches that make learning lighter and outcomes stronger. Short bursts for memory; checkpoints and support for true understanding.
⚡ Microlearning
Short bites (5–10 min)
Teach one idea at a time in compact units. Easier to fit into busy days and kinder on attention.
⏱️
5–10 minutes each Just enough to learn one concept without overload.
🔁
Spaced repetition Revisit key points on a schedule (e.g., Day 0 → Day 2 → Day 7 → Day 21) so knowledge sticks.
🧠
Retrieval practice Quiz, explain, or apply—actively recalling beats re‑reading.
⏲️ 5–10 min📆 Spaced reviews✅ Recall > re‑read
🎯 Mastery learning
Progress only after you’ve got it
Learners advance when they show solid understanding—no one is pushed ahead with shaky basics.
🧪
Frequent formative checks Low‑stakes quizzes, quick exercises, or micro‑projects give timely feedback.
🧭
Adaptive remediation If a check flags a gap, provide targeted practice or another explanation until it’s mastered.
Check: short quiz or task
↓
If pass: move on confidently
↓
If miss: targeted support → try again
How they work together
Microlearning delivers focused content you can actually remember. Mastery learning ensures you don’t move on until you truly understand. Together: right‑sized lessons + feedback loop = durable learning.
🧩
Bite → Check → Support → Next Repeat in small cycles to build momentum and confidence.
📈
Better retention, fewer gaps Memory is reinforced and misunderstandings are caught early.
Go-Live Runbook (lite)
Week 0: final UAT (desktop/mobile/offline), accessibility spot-check, content freeze.
Week 1: phased rollout to pilot units (e.g., BRNC Dartmouth & HMS Collingwood), enable analytics & alerts.
Week 3: broader rollout incl. ships/submarines, switch on badges/leaderboards.
Week 4: metrics review (TTFL, completion, mobile starts), adjust pathways and nudges.
Note: LMS assumed Moodle-based (legacy DLE). Map steps 1:1 if a different LMS is in use.
Project at a glance
When: Several quarters, delivered in multiple sprints
Ownership: ~90% UX (discovery → handover)
Team: Product, engineering, training, CS, stakeholders across RN establishments
Platforms: Web & mobile; offline packages for ships/submarines
LMS: Delivered within the DLE’s legacy LMS (Moodle-based at the time)
*This case study reflects my recollection and generalised details for confidentiality.*
Key Results
↓ 25–40%Access drop-off (sign-in/auth & first steps)
↑ 15–25%Mobile course starts
↑ 10–20%Module completion rate (boosted by microlearning & scenarios)
↓ 30–50%Time to first lesson
↑ 50–70%SSO adoption across users
*Indicative ranges shown where exact figures are confidential.
Key Results – visualised
Access drop-off
↓ 25–40%
Mobile course starts
↑ 15–25%
Completion rate
↑ 10–20%
Time to first lesson
↓ 30–50%
SSO adoption
↑ 50–70%
Bars show midpoints of the reported ranges for visual comparison.
Reflection
Bringing DLE closer to real Royal Navy contexts meant designing for shipboard constraints,
security, and a hierarchical training model—while still delivering modern e-learning patterns.
By simplifying access (SSO), supporting low-connectivity scenarios (offline content),
and prioritising mobile, we shifted learning from “when I can get to a desktop” to
“when the moment allows,” increasing engagement and reducing friction. Service design work
(personas, journeys, culture change) ensured the platform aligned with training realities,
not just UI best practices.
Clearer pathways from sign-in to first lesson reduced drop-off and time-to-learn.
Microlearning and scenario-based modules better fit operational schedules.
Governance and handover enabled sustainable iteration inside RN teams.
My Contribution
User research & discovery: On-site visits (BRNC Dartmouth, HMS Collingwood, CTCRM Lympstone, HMS Raleigh), interviews, workshops; mapped needs across recruits, active personnel, and leavers.
Synthesis & definition: Personas, empathy maps, stakeholder & ecosystem maps, service blueprints, user journeys and flows; identified access, authentication, and mobile gaps.
Interaction & UI design: Simplified navigation and IA; improved course discovery and start flows; designed for SSO, offline access, and mobile-first usage.
Prototyping & testing: Iterative prototypes validated in sprints with RN stakeholders; refined based on qualitative feedback and usage observations.
Adoption & handover: Supported culture and process changes; documented patterns and recommendations to enable internal teams to iterate confidently.
Outcomes are directional; ranges are illustrative where exact figures are confidential or unavailable.
