SCENARIO-BASED LEARNING FOR online retail company
The example I have provided is one for a growing online retail company specializing in the resale of trendy, vintage, men's, and women's clothing.
My role encompassed the full project lifecycle of this course design.
Performing Needs and Learner Analysis
Use of Data and Reporting Tools to analyze data to drive instruction, close learning gaps, and achieve the learning goals
Project Manager
Course Designer
Learner Experience Designer
Video / Voice-Over
Graphic Designer
Course Authoring to LMS / SCORM
Working closely with their subject matter experts (SMEs), team leaders, and managers, I was able to drill down and identify the course objectives for the New Hire Orientation Course.
Summary of The Client Discovery
What are the needs:
CR Online Resellers is an online retail seller that has identified the need for consistent employee training, especially a New Hire Employee Orientation Training Course. Their staff range in age and have varying degrees of experience selling and purchasing items online. As a result, each staff member has their version of what selling online should be like, and while their viewpoints are important, they do not always align with the company's mission and vision. This confusion has led to a misunderstanding of corporate policy, procedures, and processes, creating tension between staff and management.
Why Training is Needed:
Currently, the training is a series of manuals and online videos that are not specific to CR Online. As a result, the younger staff struggle with sitting and reading manuals, and the older staff struggle to navigate the technology. The need for a cohesive focus regarding the training will allow each staff member to progress at their own pace, learn the material, and bring unity and clarity to the company's mission, vision, and best practices.
Who are the learners:
The following are samples of learner profiles that guided the course design.
- Bruce, 51, is semi-retired and a former banker. He is married with adult children and has no experience with online reselling, apparel, or the various selling platforms. Bruce likes familiarity and only shops on Amazon. He wants to work 30-35 hours per week, has a master's degree in business, and once he understands what to do, he does it well.
- James is 27, single with no children, and has worked as a mold remediation technician for seven years. James has excellent customer service skills and understands technology but has little to no experience buying or selling online. James has a high school diploma and wants a full-time career that will provide for growth and development.
- Leann, 34, is married with middle school-aged children. Leann loves apparel and frequently shops via a variety of online platforms. Leann has done online reselling and hopes to have her online store one day. Leann has a bachelor's degree in social science and desires to work full time, but she needs the flexibility of working remotely.
CLIENT INTERACTION NEEDS ANALYSIS AND WORKFLOW
Course Blueprints are the framework for the course design and are completed by the design team.
course design and data analysis
Instructional Design Model
Instructional Design Model
Instructional Design Model
ADDIE
Backward Design
Bloom's
Universal Design for Learning
Scenario-Based Learning
The process starts with ADDIE, where the Analysis phase accomplishes the following:
- The clarity of the need for training and the objectives
- Who are the learners that will engage in the course
- What barriers to learning are there
- What is the learning environment
- Will this be 100% online, Hybrid or Instructor Led
- The timeline for learning
From the analysis phase, the Design Phase blends with the Backward Model of Design in that we take the information from the analysis, specifically focusing on the objectives, and design the course starting with what the learners should know, do, or change and then scaffold the learning experiences until we have all phases designed and a clear learning path from beginning to end.
With a draft of the course completed, we then move to the development phase and build the learner experience that will aid in transferring knowledge and engaging the learner.
The Development phase is typically the most time-consuming as there is a lot of collaboration and Beta testing of the course.
Once the course has been Beta Tested, it is rolled out for the learners to engage and complete.
During the Evaluation Phase, typically, there are multiple opportunities to gather evaluative data to determine learner achievement, the course content's effectiveness, and the learning outcomes. This is done through quick learner surveys, scoring and completion tracking, and formative assessment review.
Needs Analysis
Instructional Design Model
Instructional Design Model
In meeting with the company president and her SME, the client discussed the need for a consistent new hire orientation program to meet the needs of her diverse and growing staff.
The needs analysis identified three gaps that a training course would address: Knowledge, Skill, and Environmental.
Learner Personas
Instructional Design Model
Interaction / Communication With Client
With permission from the president, I was able to survey, observe, and meet with some of the staff to better understand them and the challenges they faced.
Interaction / Communication With Client
Interaction / Communication With Client
Interaction / Communication With Client
I met with the client and select staff in person and via Zoom.
Using various Google tools such as Google Slides was an efficient and effective way to engage and communicate with the client and storyboard the course.
Data Analysis
Interaction / Communication With Client
Data Analysis
Course data were observed and analyzed in real-time as the learners progressed through the course. The data reflected certain course areas that needed adjusting regarding engagement and time. Specific sequences of activities caused the learner to stall, exit the course and return much later. A Survey of the learners indicated the lesson seemed complicated and hard to understand.
Working with the SME, we successfully made the much-needed adjustment, and the data reflected the improvement.
Post Course data reflected that 92% of the staff demonstrated mastery of the content, indicating a successful knowledge transfer.
Time Frame
Interaction / Communication With Client
Data Analysis
This project spanned three months and required multiple revisions along the way.
Portfolio of Instructional Design for eLearning Courses
CR Online Workbook Design
Software used: Adobe Indesign and Photoshop.
The interactive workbook assists learners with understanding course concepts and terminology. In addition, the workbook served as a checkpoint for learning, allowing users to self-reflect and monitor their progress.
Video
CR Online Welcome and Introduction Video
This video is the first video in the New Hire Orientation Course. It informed learners about the course, the business, and course objectives.
CR Online Course Video
This video was part of lesson two and served to engage the learner in the concepts of creating a high-quality listing.
CR Online Video Course Intro
This video highlights the graphic design and video production used to create powerful learning experiences.
The client had requested a short introductory video for their New Hire Orientation Course to allow new employees to understand better who CR Online is and what they do.
Sample Storyboard
Storyboard for CR Online Course Development
Software used: Google Slides.
The example provided is a sample of the storyboarding process used to draft the course design for CR Online. Sample scripts, production notes, and feedback are in the "notes" section of the presentation. In addition, using Google Slides provided an easy-to-use format to collaborate and communicate any changes and updates.
Learner experiences
Discussion Post
Scenario Based Learning
Discussion Post
Participants in the course provided their input, ideas, and experiences towards multiple guided discussion posts.
Gamification
Scenario Based Learning
Discussion Post
Within the photography lesson, learners engaged in Gamification to introduce a new topic and draw from real-life experiences.
Flash Round is a fast-paced- intuition game where you determine the success or failure of a product.
You will see various images of products, and based on your intuition, press the Green Button if you would purchase the item or the Red Button if you would pass on the item.
There are ten items, and you have just 15 seconds to complete the Flash Round.
When ready for Flash Round, click the forward button to begin.
So how many items did you purchase? What was the determining factor on whether or not you bought an item?
Here is a little factoid: MIT conducted a study of the human brain and our ability to process images, and their findings are astonishing.
The neuroscientists at MIT found that our brains can process images in as little as 13 milliseconds.
Our brains look for concepts and patterns that are appealing to us, and they trigger specific responses and pre-determine if we want to discover more or move in a different direction.
Scenario Based Learning
Scenario Based Learning
Scenario Based Learning
Within the photography lesson, learners had to analyze multiple products and identify errors with the photography.
The scenarios engaged learners in understanding what the errors were, the impact those errors would have on customer satisfaction, and ultimately product delivery.
The scenarios were video-based and provided instant feedback on the choices learners made regarding their selections.
I Do You Do Practice
Knowledge Checkpoints
Scenario Based Learning
In lesson two, learners engaged in creating a high-quality eBay listing. The video lesson demonstrated the step-by-step process of making the listing, which was the " I DO" part.
It was now time for the " YOU DO" part.
Learners were provided via the LMS the supporting exercise files to practice creating their product listings using the listing template found in the workbook.
Learners uploaded their completed listings to the LMS.
The project allowed us to gather instructional data to determine the effectiveness of instruction.
Knowledge Checkpoints
Knowledge Checkpoints
Knowledge Checkpoints
Throughout the course, learners had multiple knowledge checkpoints to gauge their learning progress and demonstrated mastery of the content.
The knowledge checkpoints were simple Q&A sessions, project deliverables, and peer responses to discussion posts.
Summative Assessment
Knowledge Checkpoints
Knowledge Checkpoints
Learners completed a Project-Based assessment where they had items that had to be photographed, listed, and inventoried.
Analysis of the Project-Based Assessment identified which learners needed remedial training, what portions of the course required to be improved, and which learners were ready to begin their careers.
Post Course evaluation and roi
Client ROI
What Went Well
What Went Well
Implementation data reflected that 87% of the staff successfully implemented the skills learned into their daily workflow. As a result, product errors were reduced by 21%, customer satisfaction surveys indicated an improved level of service by 32%, and more importantly, the customer interaction and click-through rates that successfully generated sales increased by 12% all within the first 90 days after the staff completed the training.
What Went Well
What Went Well
What Went Well
The analysis of needs and learner surveys really helped to drill down and flush out the needs of the client and their staff. This was a time-consuming process and one that the president was not overly excited about at first. When the president and I discussed the motivation behind a consistent, cohesive, training program she agreed that the analysis phase was critical to the success of the training program.
What Would I do Differently
What Would I do Differently
What Would I do Differently
In working with the SMEs, their knowledge, experience, and expectations of the new hires exceed reality. As a result, two lessons confused and frustrated the learners causing revisions to the course.
The Kirkpatrick Model
What Would I do Differently
What Would I do Differently
The Kirkpatrick Model of Course Evaluation was used to determine whether the course was a success.
Feedback: Learners were surveyed to determine relevancy and transfer of skill and knowledge to their job
Learning Impact: Learners, SMEs, and the President were surveyed to determine the successful transfer of knowledge and whether course objectives were met.
Implementation: Observation of employee workflow, analysis of company sales and performance data, and learner surveys were used to evaluate the efficacy and impact on the culture and behavior
Alignment to Objective: To measure the effectiveness of the training, pre-course surveys, post-course observations, and post-course interviews were used.
Software used
Adobe Premiere Pro
Adobe Premiere Pro
Adobe Premiere Pro
Adobe In-Design
Adobe Premiere Pro
Adobe Premiere Pro
Adobe Photoshop
Adobe Premiere Pro
Adobe Photoshop
Adobe Captivate
Adobe Premiere Pro
Adobe Photoshop
This website uses cookies.
We use cookies to analyze website traffic and optimize your website experience. By accepting our use of cookies, your data will be aggregated with all other user data.