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Synopsis
A team of designers (Al, Val & Becky) worked with FRCC to create training
for their newly hired advisors. This team is referred to as the ATA Team in
this report.
Problem
Statement
Front Range Community College (FRCC) Advising Department requested the Advisor
Training Adventure (ATA) Instructional Learning Technology Team to build an
interactive computer-based training program for newly hired academic advisors
at Front Range Community College. Currently, there is not an official training
program in place for newly hired academic advisors. The current shadow-training
does not assure that all newly hired advisors receive all of the same information.
This inconsistency costs time and money, because advising mistakes occur.
There have been cases where students received information that is grossly
incorrect.
The
Learners
Front Range Community College tries to hire new people who have excellent
communication skills over people who have direct advising experience. Generally,
the learners have no direct academic advising experience. Consequently, a
considerable amount of new training in academic advising is required.
Advisors are average learners, grazers and decision-influencers. New advisors tend to be female, ages 20-60. They are generally familiar with computers, but not highly skilled in academics or technology. They are familiar with the Internet, MS Word/Excel, Email and they generally have no e-learning or CBT experience. The learners have no formal experience with the content, but will be motivated to learn as newly hired advisors interested in their knowing how to advise students.
The Learning
Environment
Newly hired advisors have the advantage of training on-site in a designated
learning environment that is free from incessant interruptions to their training.
The designated time and location for training provides an optimal environment
for a learner to be self-paced and self-directed in their CBT learning experience.
The learners can opt to take the CBT home, but most training will occur on
site at the FRCC advising area.
New advisors
will complete the training on-site at FRCC. The computer utilized for the
training will have all of the necessary software provisions like plug-ins,
Internet and Intranet access and software applications pertinent to the training
and experience of the learner.
Mentor advisors will be available to support the training.
Technology
Infrastructure
After checking with the Webmaster at FRCC, the technology infrastructure is
as follows:
1. preferred browser: Internet Explorer: latest version (6.0)
2. bandwidth: T1 connection
3. standard plug-ins: We can add any plug-ins necessary for the project
4. All video and audio files will be compatible to the system
5. Security: Will be available on both the Internet and the intranet as needed.
6. Database support: Most likely none
Generally, the
technology needed to support the Internet delivery is difficult, but computer-based
learning (CBT) will work for implementation and deployment of the instructional
learning product. The ATA Team will suggest the software and work with the
client to create the product. Technology constraints will be influenced by
using the appropriate media and containing the design to media that can be
modified by the client after the project is completed to build the remaining
modules and make content changes as needed.
Business Constraints
The ATA team recognizes there are some constraints involved in every project. The client point of contact (CPOC) has the ability to interface with the client real-time and as often as we need, so we do not anticipate any challenges around communication between the client and the team. ATA Team is using project management to create a schedule, provide benchmarks to review the project with the client and manage the team projects. The project management is my responsibility on this project to make sure the project is meeting deadlines and the multiple tasks are assigned, completed and accepted by the client.
ATA agreed to meet weekly, allowing for communication in person as well as virtually, using web tools for communication. The sharing of real-time information will be both synchronous and asynchronous. We anticipate there will be challenges in schedules. We plan to use project management to alleviate some of the complications we anticipate around people resources and time management.
Because
of the tight economy, there are several business constraints that the group
needs to keep in mind as the project progresses. Basically, the client has
a minimal budget. The client can provide supplies for job aids, handouts,
and CD's if necessary. Moreover, the client has offered to purchase the necessary
software for the project, approximately $300.00 expenditure. This project
is subject to the constraints of the FRCC business environment. Specifically,
the business constraints consist of the use of FRCC servers, templates and
project scrutiny by the client. No other constraints, like plug-ins, browsers,
and download speeds are issues according to the design of the program and
learning environment.
Organizational
Culture
The culture at FRCC is progressive for the most part. The client point
of contact (CPOC) has met with both the client and her staff to discuss the
project and the reaction was very positive. The client and her staff support
this project and are willing to aid in the development process is need be.
Higher level administration, such as Deans and Directors of Technology, have
been informed about the project and have assured the CPOC that support will
be available if needed. New employee candidates are screened for computer
skills. The learners should be able to access the training and successfully
complete the required modules.
The final product, with learner supports is a very large product, requiring a variety of tools, instructional design techniques and project management. Most of the learning requirements for this product required additional knowledge and development of skills and tools to design and deliver the content. This product required review of instructional media to deliver the course. Exploration of using new media and instructional design methods for computer based training was essential to determining the correct path for design and delivery. The team worked collaboratively to review software, computer based training methods and current trends to create interaction and interesting learning modules. Most of the course design came from standards for training and development resources, the Internet, web based learning environment research. Additionally, some knowledge of the learning environment required the analysis, review and research to assure the product would be designed correctly for the client.
The ATA Program was developed for CBT using a Colorado activity theme. The CBT software program allows for a variety of instructional media. The course modules developed utilize video, Flash, audio, assessment, popup, learning maps, job aids, resources, and Robodemo. Throughout the program the user has the support of the mentor advisor to help the user integrate the knowledge. The media utilized in the training takes into consideration the need to provide a variety of instructional methods to work with the needs of the learners. Since most of the content is unfamiliar to the learner, we needed to use a variety to learning tools to help integrate the knowledge. The program provides a blended learning for maximum use of meta-cognitive learning, learning styles and problem based learning. In each module the media compliments the learning and enhances the instructional experience.
Problem
Solving & Real World Training
Each element of training is reinforced by an activity or challenge. For many
situations the learner is using real world examples to learn the specific
task, like visiting the testing center and taking the tests or meeting with
the staff and observing the testing center in action. The instruction delivers
content and interactive learning, while the real world experiences will help
the learner to integrate the knowledge by handling skills relevant to being
an advisor. Advisors complete simple procedures relevant to performing job
functions. These are very basic procedures that every advisor must know before
he/she starts advising students.
Learner Supports
Depending on the module, the training uses learner supports like Internet
resources, job aids, definitions and additional information for finding terms
and locating information pertinent to the training. The CBT has relevant documents
for reference as well as visual job aids for future use. Advisors can print
out the documents, keep them on the CD or copy the CD contents to desktop.
There are several documents involved in this training. Depending on the nature
of the documentation, FRCC will store more confidential level documents on
the Intranet. Some documents, like the SIS job aid will be provided by FRCC
as a printed job aid. Other resources are already on the FRCC Internet site
and are connected to the training.
A journal will be given to the trainee so she/he can write down questions/comments during the session. Each trainee is assigned a mentor to shadow. The mentor advisor is the key person who identifies transference of training to the job and identifies key areas to provide additional shadowing, learning and supports. After each module, the trainee will discuss all questions and concerns with his/her mentor. During the assessment portion questions or challenges will arise are reviewed with the mentor.
Module Overview
Module
1 is a navigational instructional tour to help the user become familiar with
the logistics of using the courseware. This module provides foundational knowledge
and navigational supports
Module 2 uses a video of the Student Services Director to introduce the new advisor to the culture and the philosophy of Front Range. Additionally, the new advisor uses the Seattle Fish Company Video to help illustrate the customer service philosophy. The new advisor integrates the learning by journaling and reflection activities.
Module 3 provides a learning map where the user integrates the knowledge of each of the resources by exploring the resource and then actually exploring in person the resources.
Module 4 uses Robodemo to show the user how to use the Student Information System Program. The learner observes the program in use and then stops the learning to complete a specific learning task. This module reinforces the learning by showing the learner how to use the program and then do the activity program.
Module 5 takes the learners through the tour of students. The Flash module integrates interactivity in the form of voice, action roll-overs and an assessment at the end of each of the tours. This module is an introductory to the types of advising information the learner needs to work with students.
Assessment
Evaluation
Evaluation was completed on the following levels:
Whether or not the newly
hired advisors learned something- assessed by the
mentor and evaluation questions within CBT.
The ability of the
newly hired advisors to transfer the learning to the work environment and
specifically student advising.
Each training module
evaluation and the mentor advisor provides evaluation and feedback to assure
the core competencies / learning objectives are satisfied.
Usability testing to
establish functionality and instructional design. Usability was conducted
for each of the five modules.
The evaluation is measured
against the core learning objectives.
Feedback
Early assessment is designed into the modules, providing learners with opportunities
to recognize the areas they understand and improve the knowledge the learners
have not yet learned. A variety of assessments including tests, quizzes, case
scenarios and on-the-job assessment are used throughout the instruction. Sample
situations that test the learner's ability to complete a given exercise that
ties directly to the learning objectives will be the primary focus for the
testing. The learner has real advising situations where they need to use the
resources provided to solve a particular student issue.
The initial review of the product during the usability testing and the client review provided some interesting results. Generally, the product works as is expected and there were not many design changes.
The usability testing revealed a few areas where there were some improvements to make in the product. The areas of improvement were architecture and navigation related. These user interfaces were somewhat confusing or allowed the user control over content areas that we felt needed to be explained before the learner had control and access. An example was taking the access to the main navigation away from the user until they had completed module 1 and learned how to use the navigation. We also found a few things that the client requested changes like graphic images that made the usability a bit more clear.
Generally, the changes to the product have been minimal and have definitely improved the final product. We appreciated having the opportunity to watch users with the product and learn where there were areas of improvement. The usability testing revealed the most helpful information, which we were able to take back into the design and improvement of the product.
The
Continuation of the Program Development
ATA set the scope at five modules. The ATA team constructed the five modules
in Spring, 2003. The final product will be eleven modules. The
remaining six modules will be continued by the team and the CPOC over the
next several months. The team plans to continue to work on a few of the remaining
modules over the summer. The
CPOC is an advisor at FRCC and will carry through with the project through
Summer, 2003.
The testing of the product with the client has revealed a level of full satisfaction with the final delivered modules and architecture of the computer based training.
The initial review through usability testing and product review with the client and stakeholders has revealed a variety of positive comments. Existing advisors commented they wish the training when they were first hired. Some advisors indicated the content clarified information. The advising staff confirmed the content and instructional delivery provided a solid framework for new advisors. Likewise, personnel from other departments have requested parts of the training for their staff, as some of the content can be reused to train personnel in other areas that require some of the same information for their staff.
The value of the product will be revealed when the course is delivered to newly hired advisors. The client has expressed satisfaction with the content, delivery and course instruction. The product does meet the client's training requirements and will be utilized with all newly hired advisors, as they are hired.
This product provides a variety of positive instructional learning design experiences. The product scope of five modules to be completed in less than 90 days was a bit challenging. The team was required to stay focused, on schedule and manage the project.
Until this project I have not worked with the instructional media we chose to deliver this product. In this project I was able to help work with the team to create a training course that utilizes several instructional mediums. Specifically, I designed a whole module using Flash which provided a deeper understanding of how to utilize this design program.
This project was a team effort. The project required the entire team work collaboratively to create a team agreement, blueprint, high level design plan, project schedule and plan and the instruction. The collaborative environment allowed the team to combine efforts and work together. Throughout the project each member contributed to the whole, which made the project easier to complete by combining skills. Each member was able to develop new skills and share these skills with the team through the mentoring process.
In previous projects there have been opportunities to collaborate, but generally the challenges of the project make the project difficult and challenging. On this project the team worked very effectively, the subject matter expert and CPOC were able to deliver the content and work with the team to accomplish the product goals on schedule. The biggest challenge was learning new tools under tight timelines and delivering five modules on schedule.
This product required review of literature and software for developing the product. The client wanted the training to be developed using metaphors, interesting learning and applications of learning that would engage the learner and make the training memorable. The team had to research delivering engaging learning using new methods compatible with the computer based learning. With this module I reviewed current trends in computer based training, web based training, standards for developing training and managing computer based training programs. Most of the research and investigation was used to design the project and compliment the delivery of the learning.
#2: Designs instruction or human performance strategy to meet the needs of learners.
The ATA Modules are designed to address a fundamental training improvement issue. The new advisors need the point of reference, foundation and essential tools to become competent advisors. The ATA Program provides instructional experiences designed to improve the performance of the new advisor, while introducing them to the work environment. The training is designed to help the advisor start their new position while receiving critical information to prevent poor decision-making and poor performance as an advisor. The problem solving, mentoring and situated training provides applied learning to support the new advisor learn the skills and become competent advisors. A full blueprint, analysis, and high level design was created for this product.
#3: Uses a variety
of multimedia
This product uses a computer based training software to deliver the training. In the design the instructional requirements determined the need to use additional media to deliver the content. This product uses Flash for interaction, quiz, sound and a metaphoric trail the learner explores. A learning map is used to familiarize the learner with a visual aid of the terrain, while exploring all of the different components in the module. Additionally, tools like journaling, video, shadow mentoring and static text with navigational supports and index of terms are important components of the learning modules.
#4:
Designs for the needs of the learners
This product was designed to integrate the real work place environment with the needs of the learner to explore the content and assess,and reflect on their training experiences. The use of multimedia to deliver content that would take basic knowledge and help the learner integrate it into skills they could begin using immediately was essential to the design and process of this product. The learners needed a variety of media to support them in learning new skills. For instance the Robodemo provided a visual demonstration with the training reinforcing the knowledge by the learner doing the skill. The importance of the learner actually completing the related tasks was essential to the core skill development. The design of the module ties together the learning goals with the content delivery and application relevant to the particular work skill. This product was designed with great attention to how to meet the metacognitive needs and learning styles of the learners. Since the learning audience is so varied, the product brought all of the learning styles into the training in different applications, to make sure the learners were able to work on their own after the completion of the training, with a high amount of competence in the work skills.
#5:
Manages complex projects and resources in support of learning
The client provided
some foundational materials, but the project needed to be planned, organized
and managed. The scope of responsibilities for this project were specifically
to manage the project and work with the team to assure fulfillment of the
project on time as well as deliver a product to the client with a return of
satisfaction or approval for the product. I used Microsoft Project Management
to schedule the project and manage the tasks, responsibilities and deliverables.
In this project the team completed front-end analysis, blueprint, high-level
design, prototypes and modules for usability testing and client review. In
the four months we were effective in our planning, management and administration
of the project. Specifically, the timelines were met on-time and the product
was delivered the client with their full approval of the final deliverable.
#6: Uses incisive and relevant assessment and evaluation techniques
(e.g., product or project which uses formative and/or summative evaluations).
The prototype and modules were put through several usability tests. The product was initially reviewed by the team and by other instructional learning students. The client signed-off on the high-level design as a starting point to establishing the product criteria. Essentially, the team completed three to four usability tests with students, advisors and the client. In every test we were able to find areas to improve the product either by addressing content, navigation or technical problems. The information gathered during the user testing provided valuable information for the team to address problematic areas and make the corrections. The final deliverable was tested a minimum of four times by different users. The users who tested the product did not have firsthand knowledge of the content or instruction, which provided valuable feedback to the team for how effective the training was and ways to improve the final deliverable. When the product is used in a real training situation, the subject matter expert will be able to continue to develop and improve the product based on information.
This product also utilizes evaluation of student learning. Feedback for the user helps to strengthen the learning and validate for the learner their knowledge and skillfulness in completing the learning objectives. Test questions validate learning objectives and vary in length and quantity depending upon the module. Many of the learning experiences are problem solving based to learn student advising using the resources and tools, which is the formal goal for most of the modules.
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