POSHAN Abhiyan envisages capacity building of AWWs or frontline health workers through 21 training modules of ILA (Incremental Learning Approach), modularising the net learning content into smaller learning topics to help them perform their daily activities. It envisions building skilled AWWs, strengthening supervisory hierarchies, and improving coordination between AWWs (ICDS) services and health programs to achieve common goals such as increasing awareness, improving access to health and nutrition services, and reducing deaths and malnutrition. To better understand the contents of ILA literature, we conducted a content analysis by further breaking down the modules into content types such as facts, concepts, procedures, and principles. Then we framed learning objectives for teaching AWWs. We applied CDT (Component Display Theory by David Merrill) to map the contents with the desired learning objective, following the Specification of Objective chart. In this way, one can easily develop pedagogies from a new training literature. The challenges in framing learning objectives and pedagogies are: The AWWs do not have a (formal/scientific) nutrition and epidemiology background. Therefore, it is important to teach them through examples, familiar to them. AWWs are not evenly and structurally trained across districts. Training materials should be customized based on language, location, and prior knowledge. Delayed refresher courses render them underprepared for their jobs. To overcome these problems, we are developing an Android app based on gamified learning to provide refresher training to AWWs. Conducting content analysis, framing learning objectives, and developing pedagogical approaches will help conceptualize the gamified application.

翻译：POSHAN Abhiyan计划通过21个增量学习法（ILA）模块对安格瓦迪工作者（AWWs）或一线卫生工作者进行能力建设，将网络学习内容分解为更小的学习主题，以协助其日常工作开展。该计划旨在培养技能型AWWs，强化监督层级体系，并改善AWWs（ICDS服务）与健康项目间的协调，以达成提高认知、改善健康营养服务可及性、降低死亡率和营养不良率等共同目标。为深入理解ILA文献内容，我们通过将模块进一步拆解为事实、概念、程序和原则等知识类型开展了内容分析，进而制定了AWWs的教学目标。运用梅里尔成分展示理论（CDT），我们依据目标规范表将教学内容与预期学习目标进行映射。通过此方法，可轻松从新培训文献中开发教学法。在制定学习目标和教学法时面临的挑战包括：AWWs缺乏正规/科学的营养学与流行病学知识背景，因此需通过其熟悉的事例进行教学；各行政区AWWs的培训不均衡且缺乏结构化，培训材料需根据语言、地域和先前知识进行定制；延迟的进修课程使其难以胜任岗位。为解决这些问题，我们正在开发基于游戏化学习的安卓应用程序，为AWWs提供进修培训。开展内容分析、制定学习目标、开发教学法将有助于该游戏化应用程序的概念化构建。