eLearning Module Design - Hearing Services Program Claims by

eLearning Module Design - Hearing Services Program Claims by https://padlet.com/asalisbury11/7eu95o9n8eced3t4 en-us 2022-08-10 08:18:57 UTC 2023-08-08 00:02:27 UTC hello@padlet.com 1. Context asalisbury11 https://padlet.com/asalisbury11/7eu95o9n8eced3t4/wish/2258597939 Through the Hearing Services Program (HSP), in Australia, registered providers can claim government payments for services and devices, approved by the HSP. For new employees to the field, the claiming process, what to claim and when, is often overwhelming due to the:

a. Amount of knowledge to consume

b. Complexities of claiming rules

c. Lack of dedicated training time, and trainers

d. Impracticality of the HSP documentation (Schedule of Service Items, linked below).

This module is designed to present the most common claims and their rules in ways that assist the learner to retain the information and build knowledge. It will also give access to further information from the HSP for reference and further learning.

]]> 2022-08-11 00:47:01 UTC https://padlet.com/asalisbury11/7eu95o9n8eced3t4/wish/2258597939 2. Platform asalisbury11 https://padlet.com/asalisbury11/7eu95o9n8eced3t4/wish/2258747985 Resources will reside within a Moodle install on the organisation’s private servers. Moodle will include required plugins, H5P and Level Up, to support gamification, assessment, and interactive video elements of the design. Module to be available via the company intranet both from work and from home through the organisation's VPN login.

]]> 2022-08-11 03:52:16 UTC https://padlet.com/asalisbury11/7eu95o9n8eced3t4/wish/2258747985 3. Presentation asalisbury11 https://padlet.com/asalisbury11/7eu95o9n8eced3t4/wish/2259521202
Each short, less than 10 minutes, video will address only one area of service items spacing knowledge over time to increase retention (Pulchino, 2017).

The overview of the learning will lay out which claims will be explained, their names, numbers, and basic rules. Context will be built through the narrative of our example client, Vicky (Figure 1). Her hearing health journey will be used to help learners better connect the material to real life experiences that they will regularly come across in their day to day work, thus assisting retention (Assor, et al., 2002).

Videos will use basic animation with voice-over and subtitle text to drive the narrative. The combination of visual, audio, and text based elements aims to improve learner engagement and knowledge transfer (Stern, et al., 2003)(Bodemer, et al., 2005). These elements will make the material more accessible for learners experiencing disabilities.

Vicky's story will boldface common phrases and situations as "learning highlights", assisting the learner to recognize key information for correct claiming (CAST, 2018). Learners will be able to click on these bolded phrases for an explanation of how the information is helpful and can be applied (Figure 2).

Vicky's journey can be continued through other modules to build on learner knowledge(Figure 3), and allow for repetition of learnings from previous videos.]]> 2022-08-12 02:27:05 UTC https://padlet.com/asalisbury11/7eu95o9n8eced3t4/wish/2259521202 4. Communication asalisbury11 https://padlet.com/asalisbury11/7eu95o9n8eced3t4/wish/2259523955 The module is asynchronous learning as business requirements limit the ability of an on-site trainer or more experienced staff to run face-to-face training. Interaction with SMEs within the business will be facilitated post-completion via follow-up from clinic managers. All questions and feedback will go through this channel. Organisational structure dictates this module would be completed by one person at a time, group applications are not necessary.

]]> 2022-08-12 02:32:01 UTC https://padlet.com/asalisbury11/7eu95o9n8eced3t4/wish/2259523955 5. Practice & Assessment asalisbury11 https://padlet.com/asalisbury11/7eu95o9n8eced3t4/wish/2259565234 Module learnings will be practiced with some matching (Figure 4) and multiple choice questions throughout the video; an end-of-module assessment quiz will need to be successfully completed before the learner can move on to the next module.

Reward badges will be assigned and viewable on the learner's intranet profile to bolster engagement and motivation (Reem & Hamtini, 2016).

Practice questions will be reasonably easy providing most of the needed information to answer correctly. The final assessment will contain a variety of harder, short answer, matching, or multiple choice questions. For incorrect answers, both will provide immediate feedback and additional information so the learner can try again, improving learner efficiency (Dillon & Lekakis, 2022).

]]> 2022-08-12 03:40:44 UTC https://padlet.com/asalisbury11/7eu95o9n8eced3t4/wish/2259565234 HSP Schedule of Service Items asalisbury11 https://padlet.com/asalisbury11/7eu95o9n8eced3t4/wish/2260287377 2022-08-13 10:00:10 UTC https://padlet.com/asalisbury11/7eu95o9n8eced3t4/wish/2260287377 Figure 3 asalisbury11 https://padlet.com/asalisbury11/7eu95o9n8eced3t4/wish/2260295975 2022-08-13 11:06:38 UTC https://padlet.com/asalisbury11/7eu95o9n8eced3t4/wish/2260295975 Figure 2 asalisbury11 https://padlet.com/asalisbury11/7eu95o9n8eced3t4/wish/2260296627 2022-08-13 11:11:40 UTC https://padlet.com/asalisbury11/7eu95o9n8eced3t4/wish/2260296627 Figure 4 - Example Match Game asalisbury11 https://padlet.com/asalisbury11/7eu95o9n8eced3t4/wish/2260312246 2022-08-13 12:45:58 UTC https://padlet.com/asalisbury11/7eu95o9n8eced3t4/wish/2260312246 Figure 1. Our Client Vicky asalisbury11 https://padlet.com/asalisbury11/7eu95o9n8eced3t4/wish/2260312532 2022-08-13 12:47:16 UTC https://padlet.com/asalisbury11/7eu95o9n8eced3t4/wish/2260312532 References asalisbury11 https://padlet.com/asalisbury11/7eu95o9n8eced3t4/wish/2260316545 Assor, A., Kaplan, H. & Roth, G., 2002. Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork.. British Journal of Educational Psychology, 72(2), pp. 261-278.

Bodemer, D., Ploetzner, R., Bruchmuller, K. & Hacker, S., 2005. Supporting learning with interactive multimedia through active integration of representations.. Instructional Science, 33(1), pp. 73-95.

CAST, 2018. Universal Design for Learning Guidelines version 2.2 Checkpoint 3.2. [Online]
Available at: https://udlguidelines.cast.org/representation/comprehension/patterns-features
[Accessed 09 August 2022].

Dillon, J. & Lekakis, N., 2022. Course Materials: Affordances of Digital Technology. [Online]
Available at: https://vucollaborate.vu.edu.au/d2l/le/content/1412275/viewContent/7631383/View
[Accessed 2 August 2022].

Pulchino, J., 2017. The A.G.E.S. Model. s.l.:Brain-Based eLearning Design.

Reem, I. M. & Hamtini, T., 2016. Gamiefied e-Learning Design Model to Promote and Improve Learning. International Review on Computers and Software, 11(1).

Stern, E., Aprea, C. & Ebner, H. G., 2003. Improving cross-content transfer in text processing by means of active graphical representation.. Learning & Instruction, 13(3), pp. 191-203.

]]> 2022-08-13 13:09:42 UTC https://padlet.com/asalisbury11/7eu95o9n8eced3t4/wish/2260316545 Platform - Moodle asalisbury11 https://padlet.com/asalisbury11/7eu95o9n8eced3t4/wish/2260316801 2022-08-13 13:11:05 UTC https://padlet.com/asalisbury11/7eu95o9n8eced3t4/wish/2260316801