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· Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman.

· Digital Learning Institute. (2022). Module 2: Design Principles, Lesson 2: Learning Outcomes & Bloom's Taxonomy, [eLearning]: https://courses.flexlabs.io/courses/take/module-2-design-principles-2021-diploma-programme/multimedia/28345346-lesson-2-learning-outcomes-bloom-s-taxonomy

· Digital Learning Institute. (2022). Module 3: Analysis & Definition, Lesson 2: Outcomes & Content, [eLearning]:

https://courses.flexlabs.io/courses/take/module-3-analysis-definition-2021-diploma-programme/multimedia/28568930-lesson-2-outcomes-content

· Goodwin, K. (2009). Designing for the digital age.Wiley Publishing Inc.

· University of California. (2021). SMART Goals: A How-To Guide. Retrieved 15 January, 2022, from University of California website: https://www.ucop.edu/local-human-resources/_files/performance-appraisal/How%20to%20write%20SMART%20Goals%20v2.pdf

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The European Institute of Economy has decided to launch civility training for all staff, after a series of harassment and bullying complaints.

To create learner personas, data from questionnaires, interviews and HR interventions was collected. Personas are important, as they "encapsulate and explain critical behavioral data in a way that designers can understand, remember, and relate to" (Goodwin, 2009).

The three identified personas represent learners with different needs, hopes and fears.

· Theodor represents learners who feel threatened by this type training, as there have been bullying and harassment complaints against them.

· Olivia represents another group, who is afraid of discussing these topics out of fear that contracts will not be renewed.

· Lastly, Monique represents a group of learners who were frustrated with digital learning courses in the past.

These three learning groups have different knowledge of the topic and different learning preferences ranging from microlearning to social and immersive learning.

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Lack of awareness of what constitutes bullying has been identified by HR as the root cause for the deteriorating working environment. This has been confirmed by the learner personas:

·      Theodor's persona has revealed that some learners are not aware of the impact of their own behaviour.

·      Olivia's persona has demonstrated that newcomers and short-term staff cannot define or explain what constitutes inappropriate behaviour.

·      Monique's persona has indicated that previous training programmes did not help employees gain better understanding of these issues.

The purpose of this training therefore will be to increase awareness of what constitutes inappropriate behaviour at work.

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What has become clear is that all learners are at the lower levels of Bloom's taxonomy. For this project, the revised version of Bloom's taxonomy has been used (Anderson & Krathwohl, 2001).

The goal will be to get all employees from the "remember" and "understand" levels to the "apply" and "analyse" levels, while managers will need to progress to the "evaluate" and "create" levels in the revised Bloom's taxonomy.

The learning outcomes have reflected these needs.

In this project, there are six modules corresponding to six learning outcomes, each of which addresses a different level of learning in Bloom's taxonomy.

The learning outcomes were used as guides to create associated modules.

Subsequently, each module was broken down into sections representing smaller chunks of knowledge or skills that learners need to acquire.

To help increase awareness and solidify understanding even at more advanced levels of learning, it will be good to duplicate topics focusing on awareness across different modules.

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· The Civility at Work programme is to be completed over ten weeks.

·  There are six core modules in the programme.

·  The mode of delivery is asynchronous/self-paced learning.

·  The building blocks are content – assessment – activity for each topic.

·  The core delivery format consists of interactive videos and multimedia eLearning courses.

Based on the above, the following should apply:

·  Learners are expected to complete each module within ten days after starting it.

·  Learners can only move to the next module after having successfully completed the previous module assessments and activities.

·  Learners will be asked to share their learning in a discussion forum.