Guide to Online Learning
The Guide to Online Learning is a self-directed, interactive course designed for clients in the Language Services team with intermediate to advanced English proficiency. Launched as a pilot in 2022, this course successfully benefited over 500 learners, helping them navigate online learning tools and strategies, while saving the organization 2500 hours in training time. As the project lead for the analysis and development phases, I collaborated with various teams and utilized tools like Moodle to deliver an engaging, results-oriented learning experience. This initiative earned the 2022 Diversity and Inclusion Champion Award by Digital Nova Scotia, and it continues to enhance the online learning experience for diverse audiences.
- Audience: Instructors and Registered clients
- Responsibilities: Needs Assessment, Instructional Design, eLearning Development, Visual Design, Implementation
- Design Tools Used: MS Form, Mindmeister, PowerPoint, Canva, H5P, Moodle LMS, MS Power Automate
Process
In the Analysis stage, I identified the training needs of clients and new employees at ISANS during the pandemic. This involved conducting surveys and interviews to understand their challenges with online learning and the specific skills they needed to succeed. I also assessed existing resources and learning gaps, which informed the course content and structure. The insights gained from this analysis ensured that the self-guided course would effectively address the unique needs of the audience, ultimately enhancing their online learning experience.
During the Design stage, I collaborated closely with Subject Matter Experts and IT professionals to review task lists and refine course content. I developed a comprehensive curriculum for the self-guided course, consisting of five units tailored to meet the identified needs from the Analysis stage. To visualize the user experience, I created mock-ups to present a sample look and feel for the activities. Engaging instructional materials, interactive activities, and exit tasks were designed for each unit to reinforce learning objectives. Additionally, I established clear learning outcomes and incorporated assessments that would generate certificates upon completion, ensuring the course content was relevant, accessible, and aligned with best practices in online learning.
In the Development stage, I translated the design plans into actionable learning materials for the self-guided course. This involved creating engaging multimedia content, including videos, interactive activities, and assessments aligned with the course objectives. I collaborated with IT professionals to ensure the course was properly integrated into the Learning Management System (LMS) and that all technical specifications were met. Additionally, I conducted iterative reviews with Subject Matter Experts to refine the content and ensure accuracy. The final product included five units, each equipped with exit tasks to reinforce learning. A Power Automate process was established to automatically generate and issue certificates upon course completion, enhancing the overall learner experience and providing tangible recognition of achievement.
In the Evaluation stage of the self-guided course, I applied the Kirkpatrick Model to assess its effectiveness. First, participant feedback collected through surveys indicated high satisfaction and engagement with the course content and format. Next, pre- and post-assessments demonstrated a significant increase in knowledge acquisition and skill development. To evaluate behavior change, I conducted follow-up interviews with participants and their supervisors, revealing successful application of learned skills in their roles. Finally, I analyzed key performance indicators, such as completion rates and participant feedback, confirming that the course effectively supported hundreds of clients and new employees, enhancing workforce readiness and performance.
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