Week 8 Final Assignment

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Mike Mayo

Week 8 Assignment: Part I

Designing and Developing Interactive E-Learning Courses

University of California Irvine, Extension

Instructor: Jesse Keeler, M.S.

Spring 2015

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1. What is the topic of your interactive eLearning experience?

A medium-sized software development company - XYZ Software, Inc. - has finished beta testing the latest version of its software (Version 5.0). The

company is prepared to release the new version, which includes significant upgrades and new features. Members of the company’s sales and marketing

department need to be trained on Version 5.0.

Module #1 Description: Presents an introduction to the new version of the software, including information about the software’s new features and

functionality. Learners will need to correctly identify, and explain, the new features and functionality of Version 5.0, including how it benefits clients (through

completion of knowledge checks, problem-solving scenarios and simulations). The Storyboard and Prototype focus on the design and development of

Module #1.

2. What application(s) did you use to develop the learning experience?

PowerPoint, along with Articulate Studio, was used to develop the e-learning prototype. Articulate Storyline will be used to develop and deploy the actual

training course. Simulations will be created within Articulate Storyline, using the “Try Mode”. A webpage within the company’s intranet will be created, where

learners can assess and compare progress with their peers during the training. Discussion Assignments will also be completed within the intranet site

(serving as a “community of practice”).

3. Who is the audience for your lesson? What is their demographic?

The audience, or learners, for this training program consist of the eight employees who work in the company’s sales and marke ting department. Technical

support staff and software development technicians will serve as mentors during the training.

4. What are the learning objectives for the experience you are created?

Business Goals/Performance Objectives (Training Course):

1). Members of the sales and marketing team will become proficient at explaining the new features and functionality of Version 5.0 to existing and potential

clients - without the assistance of a software development technician or technical support specialist;

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2). Significantly reduce, even eliminate, time spent by software development technicians and technical support staff explaining the specific features and

functionality of the software (to potential clients, members of the sales and marketing team, etc.) - within the context of sales and marketing.

Learning Objectives (Module #1):

After successful completion of this Module, learners will demonstrate:

1). The ability to identify and explain the new features and functionality of Version 5.0

2). An understanding of how Version 5.0 represents an improvement over Version 4.0

3). The ability to explain how Version 5.0 benefits clients

4). The ability to work within Version 5.0, in a simulated environment

5). The ability to apply new knowledge of Version 5.0 by analyzing and solving problems faced by clients.

5. What learning model or strategies do you use?

First, I wanted to ensure that well-defined learning objectives were at the core of the project, and that all content and activities aligned with those objectives.

Bloom’s Taxonomy proved useful in drafting the learning objectives, as well as creating the storyboard and prototype. As learner’s progress through the

module, they need to apply higher level cognitive skills. For example, they will progress from remembering and understanding the basics of the features and

functionality of the software, to actually applying what they have learned and analyzing (through actual problem solving, as presented through case studies,

scenarios, and simulations).

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Audio: On-screen text: On-screen graphics: Graphic notes & navigation: Reviewer comments:

Short video featuring the company CEO, explaining the Business Goals and Performance Objectives of the Training.

Welcome to Training on Version 5.0! Within the video presentation, the Business Goals and Performance Objectives will be presented by the CEO.

Company logo, along with the video of the CEO Video navigation bar, with audio volume controls. “Next” (screen) button will appear upon conclusion of the video Left-side menu, enabling learner to revisit completed screens (to efficiently move back through the module)

Project Title: Training of Marketing and Sales Team on Software Version 5.0’s New Features and Functionality Date Storyboard Originally Presented: May 22, 2015

Training Message from the CEO - Screen #1

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Here are the Learning Objectives for Module #1 of the Training Course.

Learning Objectives for Module #1

An Articulate character, making reference to the Learning Objectives.

Each new Learning Objective will fade-in on the screen. “Next” button will appear after the Learning Objectives are presented. Left-side menu, enabling learner to revisit completed screens

Learning Objectives (Module #1) - Screen #2

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Click on each of the markers for a brief explanation of the features and functionality of Version 5.0 of the software.

Click on the markers to learn more about Version 5.0 The click-and-reveal interactions will provide a written explanation of each of the new features and functionality of Version 5.0.

This, or similar graphic, with the company logo embedded within.

Numerous markers will be strategically placed around the graphic, providing click-and-reveal interactions that will explain the basics of the new features and functionality of Version 5.0.

“Next” button will appear after the learner has clicked on each of the markers, and reviewed the content associated with each. Left-side menu, enabling learner to revisit completed screens

Introduction to Version 5.0 - Screen #3

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Short video featuring one of XYZ’s software development technicians, explaining the new features and functionality of the software. The video will discuss the impetus behind each of the upgrades, and how Version 5.0 represents an improvement over Version 4.0. Video will also discuss how the new version was created based upon user/client input, and how Version 5.0 will benefit clients who use the software.

Start the video to learn more from Mark (XYZ’s software development technician) about Version 5.0 and how it will benefit our clients! After the video is concluded, a recap (in text) will be provided, addressing the main points covered during the video.

After the video concludes, an Articulate character will appear on the screen (along w/ text that provides a recap of the main points covered during the video)

Video navigation bar, with audio volume controls. “Next” button Left-side menu, enabling learner to revisit completed screens

How Version 5.0 Will Benefit Our Clients - Screen #4

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Now, you will be presented with a “real life” scenario – depicting a situation that the users of our software often face, and how the new version is designed to improve ease of use through improved features and functionality. Click on the character to begin the scenario.

Hello. My name is Jane, and I have been using the software for over two years – since the last version was released. The software makes my job easier by enabling me to create beautiful reports. However, I tend to run into problems with certain features, when completing certain processes and tasks. Information is then presented about how these issues are being addressed through Version 5.0 – again, explaining the new features and functionality of the software, within the context of the scenario presented in this screen.

Articulate Interaction: One character will play Jane (the client), explaining how she uses the software on a day-to-day basis. Another character, representing XYZ Software, will explain how the new version of the software will address the issue/problem Jane presents.

“Next” button Left-side menu, enabling learner to revisit completed screens

Scenario: How Clients Benefit from Version 5.0 – Screen #5

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OK, let’s check the knowledge you have acquired, so far. Remember, this module covers some basic information about Version 5.0. As you move through the training course, more complex information and scenarios will be presented. Click on the “Start Knowledge Check” button to test your knowledge!

At the end of the audio, the learner will be presented with a series of questions (consisting of the following question types): Multiple Choice, True/False, Multiple Select, Drag and Drop. Based upon the learner’s response to each question, substantive explanations and intrinsic feedback will be provided (not simply “correct” or “incorrect”). After answering each of the questions, the following text will appear: Thank you for answering these questions. Let's keep moving forward through the training! And remember... Once you have completed this module, you can compare your progress w/ others in the training by checking the leaderboard that has been created in our company’s intranet....”

Strong imagery and/or animation will be provided, based upon the learner’s response to each question – especially when correct responses are provided.

“Start Knowledge Check” button. Left-side menu, enabling learner to revisit completed screens

Knowledge Check – Multiple Screens

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Here, you will be presented with another “real life” scenario – depicting a situation that the users of our software often encounter. This time, however, you will make a written assessment of how the new version of the software will address this situation – demonstrating your new knowledge of Version 5.0. After viewing the scenario, please visit the page that has been created within our company’s intranet that is being used in conjunction with this training. Provide a detailed written narrative response to this scenario within “Module 1 Discussion”.

Let’s check your new knowledge with this interesting “real life” scenario! Hello. My name is Paul, and I started using the software about six months ago. It helps me increase the efficiency of my job performance. However, I tend to encounter this specific situation when working within the software, which is frustrating and time consuming (often requiring me to contact Technical Support at XYZ Software). Can you please explain how, if at all, the new version of the software will address this particular issue? Thanks. After the scenario is completed, the following message will appear: Now, log-in to the training area of the company’s website and participate in the “Module 1 Discussion”, where additional instructions are provided.

After the audio narration ends, an Articulate character will fade-in (Paul), explaining how he uses the software on a day-to-day basis.

After the scenario is presented, a link will be provided to the company’s intranet site, where the “Module 1 Discussion” is located. The “Next” button. Left-side menu, enabling learner to revisit completed slides

Checking Your Knowledge: Another Scenario – Multiple Screens

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Now, let’s work through an interactive simulation – which will give you an opportunity to apply your new knowledge and practice by working within the software.

After audio concludes: Let’s delve even deeper into Version 5.0 by working through this Interactive Software Simulation! Begin by clicking on the “Start Simulation” button.

The simulation will include linked Hotspots and Hotspot Freeform Questions that address information previously covered in the module - along with help instructions, captions, hints and feedback.

“Start Simulation” button The “Next” button. Left-side menu, enabling learner to revisit completed slides

Interactive Simulation - Multiple Screens

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Short video featuring the company CEO, congratulating learners for completing the first module. CEO briefly reviews the features and functionality covered in Module #1. CEO reminds learner to spend time working with his/her mentor – taking simulated client calls - before proceeding to Module #2.

After short video concludes: Congratulations on completing Module #1! You are on your way to becoming an expert on Version 5.0. Now, be sure to log-in to the training area of the company’s website to compare your progress w/ that of your peers. And, don’t forget to spend some time working with your mentor - taking simulated client calls, applying your newly acquired knowledge of Version 5.0. Then, we’ll get started on Module #2!

An Articulate character will fade-in after the conclusion of the video, and accompany the on-screen text using captions/call-outs.

Video navigation bar, with audio volume controls. Left-side menu, enabling learner to revisit completed slides Link to the company’s intranet site Checklist item will appear after video concludes and all on screen text is presented: “I have spent time working with my mentor, taking simulated client calls” When the item above is checked, “Proceed to Module #2” button will appear.

Congratulations on Finishing Module #1 – Final Screens

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Task #1: Test functionality of each video

In Module #1 of the course, there are a total of three videos. Testers are to view each of these videos, in their entirety, making sure they play without any technical

glitches or problems. Tester should able to make adjustments to the videos as they play, using the video navigation bar. The tester should make sure that the

controls on the video navigation bar work properly, so that sound can be adjusted, and the tester can pause or rewind the video. Some very important information

will be presented to learners through each of these videos, including a message from the company CEO at the very beginning, and another at the end, of the

module. In another video, one of the company’s software development technicians will explain the new features and functionality of the software. This task is

related to “learner control and freedom” and “support learning objectives” (per Dorian Peters’ 11 Heuristics for the design of learning interfaces).

Task #2: Identify Learning Objectives

Learning objectives form the basis of the instructional design process and should shape every aspect of the e-learning course. In my project, the Learning

Objectives are presented on Screen #2 of the module. Start the testing on Screen #3, and have the testers work through the next couple of screens. Then, based

on the information reviewed, ask the testers to write Learning Objectives (based upon the content covered). The objectives they write should closely reflect the

actual objectives created for the module. Or, the learners could be provided with a list of Learning Objectives, and asked to identify those best reflected in the

content reviewed. This test is designed to ensure that the module “supports learning objectives”.

Task #3: Test Left-Side Menu

At various intervals, while working through the module, request that the tester access previously covered content – making use of the left-side menu (which is

designed to enable learners to quickly and efficiently revisit completed screens and engage in additional practice). This task will test the level of learner navigation

control, which is related to “learner control and freedom” and “usability”.

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Task #4: Test buttons, prompts, markers

On different screens, the user/learner is asked to click on a character or button to access certain content. For example, on one screen, the learner is asked to click

on an Articulate Storyline character in order to begin a scenario, while in another screen, the learner is prompted to click on the “Start Simulation Button” (to begin

a simulation). Yet another screen requires the user to work through a number of click-and-reveal interactions associated w/ a number of markers.

The tester needs to test these various interactions, to ensure they are working properly. While this series of tests are related to “learner control and freedom”, they

are also related to testing the “appropriateness of media and tools” and the “relevance of media and reduction of extraneous load” (to ensure that the media

presented supports learning, and that learners are not overwhelmed with extraneous or irrelevant media).

Task #5: Test access to training area within company’s intranet

A training area has been created within the company’s intranet, which will be used in direct conjunction with the e-learning training course. Within this intranet

area, learners are required to complete specified assignments and tasks during the training (such as participating in Discuss ion Assignments). Within the site,

learners can also evaluate and compare their progress with that of their peers during the training (through a Leaderboard that has been created). Within Module

#1, on a number of screens, direct links are provided to the training area of the company’s intranet. Testers need to test the functional navigation of these links,

while making sure the training area of the company’s intranet site is fully developed and functional. For example, can the testers easily access, and actively

participate in, Discussion Assignments? This test is relevant to “usability”, as well as “learner control and freedom”. To support the integrity of the module, and the

entire e-learning course, the links to the intranet site must work properly, and learners must be able to quickly and efficiently access and work with the content that

has been created within the training area of the company’s intranet.

Task #6: Click-through entire module

For this task, testers will click-through the entire module at a somewhat rapid, consistent pace – testing the interactions and the functionality of the navigation. The

goal of this task is to ensure the linkages make sense to learners as they work through the module – and that all of the on-screen graphics and text are working

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properly and are properly coordinated. This task is related to “usability”, and “appropriateness of look and feel”. It is also a very good opportunity to test the

“relevance of media and reduction of extraneous load” (eliminating processes or media that could be considered irrelevant, and could contribute to learner

frustration while working through the module, thereby reducing learning engagement and motivation).

Task #7: Work through all assessment questions

In Module #1, learners are presented with a series of questions, consisting of various question types. This task requires testers to work through each of these

questions – to make sure the Q&A’s are presented properly, and correct and incorrect responses are recorded properly. Since testers will be members of the

company’s staff, from various departments, the questions and answer selections should make sense – since testers will have some basic familiarity with the

software (even if they have not completed training on the new version). Also important, assessing the reaction of the testers to the substantive explanations and

intrinsic feedback provided, along with the imagery provided, based upon the tester’s response to each question (correct or incorrect). Taken collectively, this

series of tests makes an assessment of the “support for cognitive aspects of learning”, “support for the affective aspects of learning” (i.e., does the design support

the emotional aspects of learning?), and “feedback and responsiveness” (does the design provide both operational and instructional feedback?).

Task #8: Test interactive simulation

Starting on Screen #8 of Module #1, learners will be presented with an interactive simulation. The functionality associated with this simulation needs to be tested.

Testers should start by testing the “Start Simulation” button, and work through the entire simulation (which includes linked Hotspots and Hotspot Freeform

Questions that address information previously covered in the module; along with help instructions, captions, hints and feedback). Again, all of this functionality

needs to be tested in some type of sequential order. This task is designed to assess a number of Peters’ heuristics for learning interfaces – including “support for

cognitive aspects of learning”, “appropriateness of media and tools”, and “usability”. The simulation is a very important part of the module, for it is designed for

learners to apply higher level cognitive skills (per Bloom’s Taxonomy).

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Week 8 Final Assignment