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Gagne, R.M. (1965). The learning of concepts. Englewood Cliffs, NJ: Prentice-Hall.

Knowles, M. (1984). Andragogy in action. San Francisco: Jossey-Bass.

Williams, R. (2015). The non-designer’s design book. Peachpit Press: Berkeley, CA.

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IMPROVEMENTS/WHAT I WOULD DO DIFFERENTLY NEXT TIME

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IMPROVEMENTS/WHAT I WOULD DO DIFFERENTLY NEXT TIME

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·         I launched into creating the wireframe without having been into Rise. This meant that I had to adapt my wireframe after discovering how lessons worked. I’ll ensure I properly explore new authoring tools before wireframing next time!

·         I might consider a different tool as Rise has limited customisation and can get repetitive, possibly leading to learners disengaging

·         I didn’t apply UDL as much as I should at the prototype stage, and could have included some auditory instruction and imagery descriptions by way of example

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I developed the prototype based on my company’s brand guidelines. To distinguish between screens within lessons, I used background colours from our secondary palette. I applied the same background colour for knowledge checks to make them stand out and so learners could come to know what to expect and what they needed to do next when reaching those screens. Images are predominantly real-life scenes, not staged, which is an important part of my company’s brand. They reflect personality but are still professional.

The C.R.A.P. Design Principles (Williams, 2015) were checked when developing lessons to ensure I produced an aesthetically appealing and cohesive course. I created contrast through colours and different interaction types, repeated layouts and instruction to enable consistency, aligned the course to keep it neat and easy to navigate, and grouped onscreen elements appropriately where necessary.

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I created a bespoke storyboard template for this training. The screen plan is integrated into the storyboard as Rise is a drag-and-drop style builder, so I didn’t feel the need for a separate document. Instead, I’ve included the interaction type for each screen.

I followed key instructional design principles when storyboarding and considered Universal Design Principles for Learning (UDL). Language is accessible and I’ve ensured there are varying interaction types to keep the range of learners engaged, as well as a mix of delivery methods with videos, on-screen text, imagery and supporting resources. I’ve also tried to make the learner as active as possible by concluding lessons with scenarios, giving learners the chance to apply their newly acquired knowledge. The scenarios are all real-life examples that occur at my company, which is important as andragogy (Adult Learning Theory), suggests that adults like to know how the training will have an immediate application and benefit for them (Knowles, 1984).

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I chose Articulate Rise for my authoring tool as I wanted to try something different, and it had positive feedback from my working group. It seemed simple and efficient to use and produces visually elegant courses. Moreover, I felt that the vertical course format would fit with my content.

The course is designed with consideration of Gagne’s (1965) Nine Events of Instruction. Each lesson follows the same structure to create consistency for the learner, except for the first and last lessons which provide an introduction and summary respectively. Regardless, all lessons contain a hook to gain attention, present content in multiple formats, including questions that elicit performance and provide feedback. There isn’t an assessment for this course as it’s part of a wider programme. The assessment will fall at the end and will be ongoing, as it’s most important to assess how managers have applied their learning to real-life situations over time.

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This eLearning course will be developed in Articulate Rise and will take learners approximately 30 minutes to complete.

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The prototype shows the first three lessons (the content storyboarded), and demonstrates the range of interaction types that will be included throughout the course.

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This document outlines the script of the homepage and the first three lessons, including screen plans. Please be aware it doesn't contain video scripts, which will follow at a later date.

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Learning Outcomes of Module 1 (eLearning): Managing the Employee Lifecycle

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Learning Outcomes of Module 1 (eLearning): Managing the Employee Lifecycle

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By the end of this module, you will be able to:

1.       Understand the purpose of the Management Development Programme at PIC, what it entails, and what is expected of you

2.       Use PIC’s HR system, Oracle Cloud HR, to help you practically manage your team

3.       Outline the key steps when recruiting, onboarding and inducting a new starter, including what to do at the end of the probationary period

4.       Explain your everyday management responsibilities

5.       Recognise when further support is required for your team and recall where to seek it

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Learning Outcomes of the Management Development Programme at PIC

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Learning Outcomes of the Management Development Programme at PIC

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By the end of this programme, you will be able to:

1.       Explain your key responsibilities as a people manager at PIC throughout the employee lifecycle

2.       Apply the correct process to recruit a new employee, using appropriate probing techniques to reveal behaviours in candidates during interviews, and scoring candidates objectively and consistently

3.       Discover what your behavioural style is, in terms of how you how you respond to challenges, how you influence and interact with others, your preferred pace, and how you respond to rules and procedures, by participating in a DISC assessment

4.       Examine ways of communicating with your team and motivating them, which achieve collaboration, success, and foster inclusion

5.       Experiment with different communication approaches during practical workplace scenarios

6.       Explore how others have applied their learning so you can plan and continue developing your own management style

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The who, why, what, how of the Management Development Programme at PIC

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The who, why, what, how of the Management Development Programme at PIC

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This Padlet provides examples of learner personas, outlines the business problem and learning gap, sets out what will be included (refer to this section for the content/themes of the module I'm designing/developing for this assessment), and explains how the programme will be delivered.