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A brief 30 minute self-paced asynchronous (i.e., self-guided with no instructor present, Horton, 2011) online interactive learning object -  developed in Articulate 360 Storyline -  is proposed.  Flexibility is enhanced for the learner as it can be accessed at a time & place of the learners choosing.

By developing in Articulate 360 Storyline - interactive active learning activities can be built into the learning object  - including gamified digital learning activities & assessment by way of quizzes, involvement in solving problems & making decisions & reacting to their decision results.

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Content will be presented via the brief 30 minute self-paced asynchronous  online interactive learning object -  developed in Articulate 360 Storyline  - it has a multitude of interactive elements & options available within it that will be utilised

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A Quick Overview of Articulate 360 Storyline

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A Quick Overview of Articulate 360 Storyline

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Articulate Storyline 360 supports accessibility requirements
eg - alternative formats, alt text, transcripts, captions, audio description, segmenting, colour use & contrast enhancement, controls (play, pause, etc), keyboard alternatives/shortcuts, timing adjustable,etc

However, only partially supports keyboard alternatives for drag & drop interactions - use of dials & slides options are required instead of drag & drop interactions for keyboard use instead of mouse

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Articulate Storyline 360 allows interactivity & gamification.  Gamification uses elements of games to promote learning and engagement (Nieto-Escamez & Roldán-Tapia 2021, Lynn 2020) and has been found to engage, inform, and support learning (Lynn 2020).

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myriad of features -  allows learners to be engaged & to apply knowledge in interactive ways (See & Teetor, 2014)

Allows for interactivity (e.g., branching scenarios, image hotspots, etc.)  - in visually stimulating ways, to promote understanding and engage the learner (Sinclair et al., 2017)

Allows for consistency and clarity  -  information structured & presented in a planned & considered fashion, providing guidance & allowing learners to follow an instructional sequence (Khoury et al., 2011).

Easy to navigate (Khoury et al., 2011).

Allows for integration of text and graphics using concise informal explanations, content can be divided into short segments (i.e., chunking) to minimise cognitive load, & learners provided with control throughout, access to each section  (i.e., forward & back, sections menu, etc.) (Clark & Mayer, 2011).

(Wilechansky, et al., 2016)

Accessible, Simple user interface able to support a variety of interactive exercises (e.g. quizz, matching, branched decision-making scenarios);

Allows information delivery & targeting reasoning skills;

Active learning facilitates content engagement;

Built in animated characters available - simulation of people's expressions & interactions;

HTML5 publication format available for multiple device accessibility

Designed to be interactive & appeal to variety of learning preferences (e.g., narration, reading, diagrams, case scenarios, quizz);

Slides have multiple options available (eg narrated lecture style content with animations; interactive exercises);

Able to insert hyperlinks to additional web-based information;

Saves place - can be completed in more than single session

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Australian Cyber Security Centre (ACSC) n.d., Is this email real or a scam (phishing)?, online quiz, ACSC, viewed 5 August 2022, <https://www.cyber.gov.au/acsc/view-all-content/campaign/know-how-spot-phishing-scam-messages/scam-messages/quiz>.

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Content Examples - Visuals & Content Concepts 

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Content Examples - Visuals & Content Concepts 

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Visuals & Content Concepts Example - ACSC (2020) Presentation of Phishing Concepts - animation with narration (also - subtitles, closed captions & other customisations for accessibility)

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https://www.youtube.com/watch?v=BWFqCrRhYws

The interactive learning object will be located, published & hosted on the existing department Learning Management System (LMS) where it will be accessed by learners.  Learning Analytics including participation & completion is proposed to be tracked through Articulate & the existing LMS

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Brightspace 101 What is D2L Brightspace LMS?

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Australian Cyber Security Centre (ACSC) 2020, What is Phishing, online video, 23 June, ACSC, viewed 5 August 2022 <https://www.cyber.gov.au/acsc/view-all-content/campaign/know-how-spot-phishing-scam-messages/scam-messages/quiz>

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Email Phishing Awareness Asynchronous Online Learning Object

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Email Phishing Awareness Asynchronous Online Learning Object

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What is phishing, why is it important, and how phishing emails in particular (i.e., most common attack method) can be identified.

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Link to Miro Board - https://miro.com/app/board/uXjVPfXvRpA=/

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Information Security Training - Constructivism for Teaching & Learning 

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Information Security Training - Constructivism for Teaching & Learning 

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Improved information security behaviour of employees has previously been found to result from applying constructivism (i.e., learner-centred, contextually grounded, learners actively constructing knowledge through interaction; Hu et al, 2021) to information security training (Heikka, 2008).

Both game-based or hands-on delivery methods (Silic & Lowry, 2020) have been found to improve information security training effectiveness.

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Active learning - constructivist in method - meaningful learning through hands-on problem-solving activities promoting actively constructing knowledge  (Jonassen, 1998).

Learner centred instructional approach  -  learners do things and think about those things while actively doing them - indicated as increasing learners’ attention, retention, critical thinking & motivation (Hadi Mogavi et al, 2021).

Active learning activities  - allows learners to actively participate & work with the content - encourages them to think reflectively, make meaning of the content & further propel their understanding of the concepts

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CAST 2022, About Universal Design for Learning, CAST, viewed 5 August 2022, <https://www.cast.org/impact/universal-design-for-learning-udl>.

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Clark, RC & Mayer, RE 2011, E-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning, 3rd edn, San Francisco, Pfeiffer.

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Fiorella, L & Mayer, RE 2015, Learning as a generative activity. Cambridge university press.

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Fiorella, L & Mayer, RE 2018, 'What works and doesn't work with instructional video', Computers in Human Behavior, vol. 89, pp. 465-470.

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Hadi Mogavi, R, Zhao, Y, Ul Haq, E, Hui, P & Ma, X 2021,  'Student barriers to active learning in Synchronous online classes: Characterization, reflections, and suggestions' In Proceedings of the Eighth ACM Conference on Learning@ Scale (pp. 101-115).

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Halpern, R & Tucker, C 2015, ‘Leveraging adult learning theory with online tutorials’, Reference Services Review, vol 43, no 1, pp 112-124.

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Heikka, J 2008, 'A constructive approach to information systems security training: An action research experience', AMCIS 2008 Proceedings, 319.

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Horton, W 2011, e-Learning by design, 2nd ed, San Francisco, Pfeiffer.

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Hu, S, Hsu, C & Zhou, Z 2022, 'Security education, training, and awareness programs: Literature review', Journal of Computer Information Systems, vol. 62, no. 4, pp.752-764.

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Jonassen, DH 1998, ‘Designing constructivist learning environments’, In CM Reigeluth (ed), Instructional-design theories and models, (2nd edn), New Jersey, Lawrence Erlbaum.

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Khoury, A, Nasir Eddeen, L; Saadah, D, & Harfoushi, O 2011, ‘E-Learning: Justifications and Obstacles’,  International journal of emerging technologies in learning, vol 6, no 3, pp. 53–56.

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Kirkpatrick, D 1996, 'Revisiting Kirkpatrick’s four-level-model', Training & Development, vol. 1, pp.54-57.

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Knowles M, Holton EF, Swanson RA & Robinson PA 2020, The Adult Learner, 9th edn, Routledge, New York.

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Larson, MB & Lockee, BB 2013, Streamlined ID: A practical guide to instructional design. New York, Routledge.

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Lynn, CA 2020, ‘Gamification: An emerging strategy for your distance learning toolbox’, American International Journal of Humanities and Social Science, vol 9, no 1, pp 13-23.

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A learner centred and flexible approach (Collis & Moonen, 2002) is proposed in line with the learner preferences outlined in the Learner Persona - self-directed learning, learner indicated time constraints, learner existing skills & needs & the online learning culture already successfully embedded in the organisation.

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Moreno, R, & Mayer, R 2007,  Interactive multimodal learning environments. Educational Psychology Review, vol. 19, pp. 309–326.

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Nieto-Escamez, FA & Roldán-Tapia, MD 2021, ‘Gamification as online teaching strategy during COVID-19: a Mini-review.’ Frontiers in psychology, vol 12, article 648552.

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Sadler, D R 1989, 'Formative assessment and the design of instructional systems' Instructional Science, vol. 18, no. 2, pp. 119–144.

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See, A & Teetor, T 2014, ‘Effective e-Training: Using a Course Management System and e-Learning Tools to Train Library Employees’, Journal of Access Services, vol. 11, no. 2, pp. 66–90.

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Communication will be facilitated via the brief 30 minute self-paced asynchronous  online interactive learning object -  developed in Articulate 360 Storyline - it has a multitude of interactive elements & options available within it that will be utilised

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Serdyukov, P 2020, 'Asynchronous/Synchronous Learning Chasm', In CM Sistek-Chandler (ed.) Exploring Online Learning Through Synchronous and Asynchronous Instructional Methods. Hershey, PA: Information Science Reference.

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Learners will practice what they learn via the brief 30 minute self-paced asynchronous  online interactive learning object -  developed in Articulate 360 Storyline.

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Shaffer, J 2016, 5 tips on designing colorblind-friendly visualizations, Tableau, viewed 5 August 2022, <https://www.tableau.com/about/blog/examining-data-viz-rules-dont-use-red-green-together#:~:text=Use%20a%20colorblind%2Dfriendly%20palette%20when%20appropriate&text=For%20example%2C%20blue%2Forange%20is,blue%20to%20someone%20with%20CVD>

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Sinclair, PM, Levett‐Jones, T, Morris, A, Carter, B, Bennett, PN, & Kable, A 2017. ‘High engagement, high quality: A guiding framework for developing empirically informed asynchronous e‐learning programs for health professional educators’, Nursing & health sciences, vol 19, no 1, pp.126–137.

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Learning will be assessed via formative & summative assessment within the brief 30 minute self-paced asynchronous  online interactive learning object -  developed in Articulate 360 Storyline.

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Learning data - generated from learners’ interacting with the learning environment via learning activities & embedded formative assessment throughout the online module.

Data logs - tracked & assessed for usage reporting (eg time spent on the learning platform, completion rates) & learner progress tracking

Summative Assessment - gamified ‘knowledge check’ quiz with auto-graded questions (i.e., multi-choice questions, etc.) will be embedded as summative assessment

Results  - proposed to be logged in the learning        management system & analysed for evaluation of the learning program.

Quiz assessment data -  recorded & used in conjunction with usage logs to analyse & assess the effectiveness of the online learning program & evaluate alignment of the online module with the required learning outcomes for the learner cohort.

Learning analytics -  used to better understand the behaviour of the learners online & continually improve online learning offerings to benefit learners in the future.

Evaluation - Ongoing program evaluation - proposed to be conducted using The Kirkpatrick Model of Evaluation (Kirkpatrick, 1996).

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Articulate 360 Storyline - Accessibility Conformance Report

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Articulate 360 Storyline - Accessibility Conformance Report

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Articulate Storyline 360 supports Web Content Accessibility Guidelines (WCAG) (WCAG, 2022)
Supports alternative formats, alt text, transcripts, captions, audio description, segmenting, colour use & contrast enhancement, controls (play, pause, etc), keyboard alternatives/shortcuts, timing adjustable,etc

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WCAG 2022, WACG Overview, W3C Web Accessibility Initiative (WAI), viewed 5 August 2022, https://www.w3.org/WAI/standards-guidelines/wcag/.

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Real or Scam - Practice Identifying & Thinking Before Clicking

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Real or Scam - Practice Identifying & Thinking Before Clicking

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The first section of Email Examples will go through information about the trickery used by cybercriminals (e.g., , types of actions phishing emails request of recipients, how messages are disguised to mimic known and trusted information sources; common social engineering techniques used in phishing emails to trick victims into performing cybercriminals desired actions). After this, the key activity will be analysis of real life examples of emails  and their elements broken down to identify why they are in fact phishing emails. Presentation will be in first person perspective to assist learners to be more engaged with the learning experience as they are seeing the email messages similarly as they would view them on their own screen (Fiorella & Mayer, 2018). Animations are also to be used to enhance the learning experience where each element is revealed at a time so as not to clutter up the screen with arrows. This allows the learner to focus on each element without distraction, and facilitates sequencing of the ideas being presented (Moreno & Mayer, 2007).

After this, learners will be able to practice, test, reflect & receive feedback on their own ability to identify phishing emails using a new set of real life emails. Te concept will be similar to that shown in the ACSC (n.d) online quiz  - link above.  This is considered gamification as it uses elements of games to promote learning and engagement (Nieto-Escamez & Roldán-Tapia 2021, Lynn 2020).  Gamification has been found to engage, motivate, inform & support learning (Lynn 2020). Motivation is internally initiating, maintaining & energising efforts to to engage in learning. It is central to learning (Moreno & Mayer, 2007).

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Provides access, choice, flexibility, expediency (Serdyukov, 2020)

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The interactive online module is proposed to be aligned to principles of adult learning theory (i.e., Andragogy) for effective adult learning (Knowles et al., 2020, Halpern & Tucker, 2015) which includes:

1.      Need to know why

Adult learners need to know why they need to learn & establish there is relevance & value to them in learning

Interactive Learning Object to have clear learning objectives & use of scenarios allowing learners to centre themselves within the scenarios presented

2.      Self-directedness

Adult learners have a self-concept that establishes them as responsible, independent, and self-directed

Interactive online module is to facilitate a self-directed learning process with learners able to freely navigate through sections, allowing learners to set individual goals & address content useful to them

3.      Prior experiences

Adult learners have prior experiences in life & work - this is rich source of learning in themselves

Interactive online module is to provide opportunities for learners to reflect on their experiences & develop new knowledge for themselves from the module content

Reflective activities are to be employed, allowing learners to engage in applying content they are learning to their own situations

4.      Relevancy & applicable to immediate lives

Central to adult learners is their immediate real lives

Application to real-life tasks, situations, and everyday problems orient adult learners toward learning

Interactive online module is to address this by facilitating reflection & problem-based learning through activities, games & quizzes

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LO3 - Identify Phishing Emails - Examples

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LO3 - Identify Phishing Emails - Examples

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Practice Concept Example with Feedback - ACSC (n.d.)  - Interactive Branched Scenario 

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Practice Concept Example with Feedback - ACSC (n.d.)  - Interactive Branched Scenario 

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https://www.cyber.gov.au/acsc/view-all-content/campaign/know-how-spot-phishing-scam-messages/scam-messages/quiz
Interactive Quiz with Feedback - Is this email real or a scam (phishing)?

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Wilechansky, R, Burgermaster M, Jones DP, Seres DS 2016, ‘Obesity, Diet, and Exercise Education for the Primary Care Clerkship Using an Articulate Storyline 2 e-Learning Module’, MedEdPORTAL : the journal of teaching and learning resources, vol. 12, p. 10497.

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Adult learners need to know the “why” behind them needing to learn & establish that there is relevance & value to them of doing so.  The interactive learning object will address this with clear learning objectives presented to learners when commencing (Knowles et al., 2020, Halpern & Tucker, 2015)

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A state government department has identified a learning need in their cohort of 200+ grants assessing officers.  A recent increase of security breaches have occurred that have originated from email phishing attacks sent to employees.  Data has been previously collected on learning needs via IT data, surveys and qualitative semi-structured interviews with samples of workers. Analysis of this data identified that there existed a significant lack of awareness of phishing, it's impacts & how to identify phishing emails & use of safe email behaviours. This Phishing awareness training is part of a larger IT information security initiative.

Mostly experienced career public servants (i.e., adult learning)

A learning culture exists in workplace

Self-paced e-learning (e.g Articulate) already successfully in use

Already use e-learning to obtain content knowledge -  all equipment & resources in place for this

Participants expect short & sharp, relevant & useful instruction

Bite sized self-paced learning identified most engaging for them

Want control over days & times they learn

Attitudes, beliefs, opinions e.g., Isn't malicious emails an IT thing & nothing to do with me?

No special learning needs are present in the worker cohort - however Universal Design for Learning (UDL) is policy in the department  - i.e. UDL principles; conveying information through many different ways with multiple means of engagement, representation and action are (CAST,2022).

This will be internal training for organisation staff only -there are no requirements for standards, levels, accreditation, etc - No formal assessment other than mandatory participation

Full organisation support exists for the IT initiative & initial awareness training - potential challenges include learning object development time & budget constraints (confidential)

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Interactive Hotspots can be overlaid on images so learner can interact with content - obtaining more information on each hotspot.  Active learning, learner centred instructional approach,  learners do things and think about those things while actively doing them thereby promoting increased learners’ attention, retention, critical thinking, and motivation (Hadi Mogavi et al., 2021).

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Segmented / Sections / "Chunking" of information - reduce cognitive load for learners - (Clark & Mayer, 2011)

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Segmenting "chunking" - (Clark & Mayer, 2011)

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Learner can reveal each type & learn more as they go - have interaction with content - use of a dial & slide for accessibility

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Learner can reveal panels  - use of a dial & slide for accessibility - interact with content etc. Active learning, learner centred instructional approach,  learners do things and think about those things while actively doing them thereby promoting increased learners’ attention, retention, critical thinking, and motivation (Hadi Mogavi et al., 2021).

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Learner can reveal information on each panel - learn more on each real life case - use of a dial & slide for accessibility - authentic real life cases to be used.  Aligned to principles of adult learning theory (i.e., Andragogy) for effective adult learning - Relevancy to immediate lives - Application to real-life situations orient adult learners toward learning (Knowles et al., 2020, Halpern & Tucker, 2015); Active Learning (Hadi Mogavi et al., 2021).

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LO2 - Describe Impacts of Phishing - Examples

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LO2 - Describe Impacts of Phishing - Examples

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Word Matching Interactive Activity - Example

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Word Matching Interactive Activity - Example

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Word Matching Interactive Activity - Learners to match words to the appropriate damage/impact area.  Active learning, learner centred instructional approach,  learners do things and think about those things while actively doing them thereby promoting increased learners’ attention, retention, critical thinking, and motivation (Hadi Mogavi et al., 2021).

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Formative assessment (i.e., assessment for learning, Larson & Lockee, 2013; quality judgements of learner responses; Sadler, 1989) in the form of checks for understanding and self-monitoring feedback from results of gamified learning activities, quizzes, involvement in solving problems & making decisions & reacting to their decision results, will be  included throughout the interactive online learning object - see outlined in previous sections LO1, LO2 & LO3.  This is designed to support learners in their learning, inform change, and help shape and improve the learners competence (Sadler, 1989).

The formative assessment also provides immediate feedback to the learner for incorrect answers, indicating further learning material to focus on by the learner.  Quiz questions test recall and understanding as well as sense making, reasoning and problem solving.  High level cognitive functions like these have been identified in research as being able to be assessed through these types of quiz questions (Yan et al., 2021).

Metacognition (i.e., thinking about thinking) encourages motivation (Moreno & Mayer,  2007) with learners using metacognition to manage their motivation & information processing while attempting to learn new material (Moreno & Mayer, 2007).

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Example Items - Formative Assessment - Dial Try with Feedback

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Example Items - Formative Assessment - Dial Try with Feedback

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This is an example of Articulate Dial & Try with Feedback - learner makes a selection & based on their response relevant feedback is shown to the learner

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Gamified ‘knowledge check’ quiz with auto-graded questions (i.e., multi-choice questions, etc.) will be embedded as summative assessment  (i.e., assessment of learning, judge performance and measure mastery, Larson & Lockee, 2013). Metacognition (i.e., thinking about thinking) can encourage motivation (Moreno & Mayer,  2007).  Learners use metacognition  to manage their motivation & information processing while attempting to learn new material (Moreno & Mayer, 2007).

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Yan, H, Lin, F, & Kinshuk 2021, 'Including Learning Analytics in the Loop of Self-Paced Online Course Learning Design', International Journal of Artificial Intelligence in Education, vol. 31, pp. 878–895.

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Universal Design for Learning (UDL) is policy in the department & will be utilised in development - i.e. UDL principles; conveying information through many different ways with multiple means of engagement, representation and action (CAST,2022).

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Example Items - Screen Displays Roll Dice Quiz Concept

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Example Items - Screen Displays Roll Dice Quiz Concept

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Colour palette to be appropriate for those learners who are colour vision deficient (WCAG, 2022)
Use of blue/orange, blue/red, or blue/brown colour palettes have been described as more friendly for those with colour vision deficiency (Shaffer, 2016).