Welcome to the ‘Fleur Moir’ e-learning Course

Designed by Mia Roditis 10692174

Establishing the e-learning Environment

Employees will commence their learning when they acccess the online e-learning course. Learners are will be presented with the following program.

The layout of the course is designed to present the course is sequence, the activities are presented via the use of multimedia such as video, sound elements, graphics, images and a selection of text.

The participants are presented with ‘what’ they are learning and ‘why’ on the introductory page outlining the mission statement, company objectives and goals of the organisation.

In particular the reason the organisation has developed the course is shown through the e-learning course objectives.

This page confirms the structure, flow, connections and engagement the learner will actually see and receive.

It is the priority of the organisation that the learner is immersed in a well structured, content rich, learning environment.

E-Learning course: Forever Young

Mission Statement: We want to allow learners to build upon the opportunity to develop interpersonal skills. The purpose of this program is to develop learning for employees to build the necessary skills in application to the workplace context.

Why we’ve designed this course to help you

The organisation Forever Young has developed a training program for you. As a learner you are required to complete the online learning course.This course has been evolved for our target audience of Retail Assistants. Within the framework of the course we are not asking you anything you don’t already

know. We have developed Tom. Use your knowledge and experience in the workplace as a tool to reflect on past situations and apply them to the activities. We will guide you through the course but it is up to you to explore your learning environment and get your creative thinking cap on.

We aim to give you feedback on your progress and encourage you to work at your own time, pace. This will include:• You will be presented with engaging activities such as interactive scenarios and role plays.• There are videos to watch, and narration to listen for. • At the end of the course we would like to hear what you thought. Your opinion is valued. Please fill out the Happiness sheet.

The objectives of The Fleur Moir Program include:

• Building skills to work effectively in a team and individually.• Develop detailed knowledge based on procedures, operations and stock.• To deliver excellent customer service.• Work on your communication skills.

“The voyage of discovery is not seeking new landscapes but in having new eyes” – Marcel Proust.

Establishing the e-learning EnvironmentThe e-learning is based on the following principles (Facer 2007p.52)

•For an optimal learning experience learners should be able to control the time, pace and location of their learning.•The learning environments should respond to learners actions and provide quick feedback and levels of gradual changes in levels of difficulty.•That learning contexts should be characterized by challenges which are perceived by participants as authentic and engaging.•Learners should be able to explore multiple identities and explore the interplay between immersion and reflection.•Participants in the learning environment should be able to explore environments that require them to apply themselves with ‘complex challenges and the inter-relation of multiple variables, representations and modalities’ (Facer 2007 p.54).•Learners should be able to collaborate in communities of practice for instance sharing ideas, hints and tips and encouraging progress to higher levels of skills.

Game playingNarration

Presents learners with scenarios

Learners build skillsExperience gained

Learners draw from previous experience

Quiz – multiple choice, statistics, figures, tools

Reading SlideshowComprehension

Spot the differenceRecognising objects and

testing knowledge

Decision MakingClick and Drag exerciseHigh level of interaction

and engagementSlow paced

Receive FeedbackEvaluation

Activities involved in the course

Directions on how to use the module

• You have the option to complete the modules in chronological order OR you can skip activities and return to them when you are ready using the icons on the bottom of the page.

• It is recommended that you complete all activities to gain the optimal experience of the course, deliver the best results and allow us to give you more feedback.

• Each activity has a set of different instructions. Tom the character on your screen acts as your guide. Click on him and he will tell you what to do. If you prefer to have your instructions in plain text they will appear in a side tab just click on the help button.

• Each step is numbered which directs you to what to click on first.

• “If you want to make a dream come true wake up. Wake up your own strength. Wake up the role you play in your own destiny” Keith Ellis.

Instructions Activity One:

1. Press ‘play’ on the yout ube video.

2. Read the questions.

3. Click on the ‘text space’ on the screen to type your answers to the Questions.

4. What was the problem?

5. Place yourself in the situation the retail assistant in the video is facing.

6. Identify 4 steps would you take to resolve the issue?

Icons & Features: Look out for these buttons they can help!

It is our goal at Fleur Moir to allow you to work at a pace that you are comfortable with. Don’t forget to:• Adjust your speakers to a volume that suits you.• Get your thinking cap on.• Look for these Icons ->

Please feel free to:• Look for Tom, the guide for your training course . Tom is happy to give you a hand when you

are after a hint and lead you around. Tom can’t give you the answers because we want to see how much you know & if you can figure it out for yourself.

• Select the following buttons to navigate your way around the pages and move at your own pace.

• ‘Help’ ‘Previous Page’ ‘Next Page’ ‘Stop you’re too fast’ ‘Demonstration’ ‘Quit’

STOP

VolumePlay

Video

Home

“The time has come for me to get my kite flying stretch out in the sun, kick off my shoes, and speak my piece” Harpo Marx.

Guide and Faciliate Learning

Logic Memorising

Fundamental ConceptsSymbolicskey facts

DesignIntuition

Story tellingMultiple

PerspectivesVisualisation

CuriosityPractical

application

Ethics / Social Complications

AestheticsLearning Theory

Wholistic ThinkingResourcefulnessMetacognition

The character TOM acts as the facilitator of the e-learning course. It is the learners choice to involve TOM more or less throughout the learning process. The course has been designed and developed to accommodate to learners needs:

What learners need (Sierra 2008)

As presented by Mayer (2003) the principles of Multimedia Design theorize

that Students learn better:From words and pictures rather than just

words (Multimedia Principle)

When corresponding words and pictures are presented near rather than far from each other on the page/ screen (Spatial Contiguity Principle) or

when presented simultaneously rather than successively (Temporal Contiguity Principle)

When extraneous words, pictures and sounds are excluded rather than included

(Coherence Principle)

The panels have been designed one at a time to guide the learners throughout the course. The layout of the design follows the same colour schemes. The reason for this is to create a continuing pattern so that when learners are faced with a new activity their learning environment is not changed drastically. This allows adaptation. The use of a white background on a busy layout allows for the learner to concentrate on the main graphic or textual elements on the screen. The contrasting colours allow the learner to identify new activities and modules throughout the course. The alignment of a side panel displaying all icons grouped together, delivers an organised effect.

The Visual Design

Module Information Session

LEARNING RE-CAPModule One

Conflict Senario

PRESENTATIONModule Two: OHS. What’s

wrong here?

VIDEOModule Three

Decision Making

SUMMARY OF LESSONS LEARNT

Module FourEvaluation

Modules

Module OneConflict Senario

Module Two: OHS. What’s wrong here?

Module ThreeDecision Making

TOM

Select a Module to start

In this session you are required only to absorb the information you are presented with. It only takes a few minutes per session and then you can get started.

Module OneThe issue of Conflict

TOM

Play Video

STOP

Home

•Questions appear at the end of the Video Clip on the screen. •You may replay the video to watch it again.•Click to type your answers to the questions here.

How would you deal with this customer complaint?

Module TwoOHS: What’s wrong here?

STOP

TOM

Home

Volume

•In the workplace there are many hazards which may occur. By using the mouse click to highlight and Identify the obstacles the retail assistant faces.

•Outline what a hazard is.

•Explain 5 Steps that need to be followed.

Click the screen.

Module ThreeDecision Making

Home

TOM

STOP

Click on the box that completes the sentence there is more than one correct answer:Taking Responsibility: You and your employer have shared responsibilities in the workplace - this includes:Employers providing information, instruction, training and supervision.Employers and employees identifying hazards and controlling risks.Looking after yourself and your own safety and not worrying about the safety of your workmates.

Manual Handling: Click on the two boxes where the statements are correct.Manual handling is about any work that requires you to lower, push, pull, hold or restrain a person, animal or thing.Manual handling is about how to lift things that are heavy.If your job involves lifting, carrying etc. you should be informed and trained in correct manual handling methods.

Hazardous Substances: Click on the box where the statement is correctHow hazardous a substance is depends on the type of substance and how it enters your body.If you use a substance often, you don't need to check whether it's safe.You will learn all you need to know about the hazardous substance by reading the label.

Noise: Click on the box that completes the sentence Warning signs of hearing loss may include:Ringing in your ears after noisy work.You experience unusual build up of wax in your ears.Not hearing other background noises such as telephone or doorbells ringing.

Injuries: Injuries caused by mechanical equipment may include:Open wounds.Amputations.Fractured bones.Upset stomach / Gastro

Module FourTesting your Knowledge

STOP

TOM

Home

3. Teamwork building

communication skills

2. Operations

& Procedures

1. Stock Knowle

dge

1. 2. 3.

Select Box 1. You will be led to a new screen to complete an

activity & quiz. The screen will guide you back.

FeedbackTOM

As a follow up to the e-learning course, we are interested in your feedback. This information will assist us in making sure we provide a high level of service, information and follow up. This survey will only take a few minutes. We appreciate your time to assist us!

For the following questions please use the following to decide whether you:

1. Totally Agree2. Agree3. Somewhat Agree4. Somewhat Disagree5. Totally Disagree

Did the content of the course met my expectations.I received the necessary tools to do my job effectively.The training/ mentoring I received has been helpful.I reveived accurate and complete information from the training course?I am satisfied with the quality of the course.The site is easy to navigate.

Thankyou for your feedback! We appreciate your time!

We wish you luck in your future endeavours.

Conclusion

• The design and development of The Fleur Moir e-learning course has been composed of various elements. The elements have involved the application of the cognitivist learning theory and multimedia principles based on the Competency Based Model. The integration of Web 2.0 and multimedia technologies have been selected based on the objectives and purpose of the course to suit the context and needs analysis. Most importantly the course has been structured and delivered in an organized matter for the transfer of information and delivery of insight and meaning.

Reference List• Reference List• Boone, E.J. (2003) ’Developing programs in adult education: A conceptual programming model’,

2nd edn in Chapter 2: A review of major writings’ Waveland, Prospect Heights, pp.21-37.• Brophy, J (1990) Educational Psychology: A realistic Approach, 4th edn. White Plains, New York.• Bye, J. and Reich, A. (2003) Planning and Preparing for Effective Instruction’ in Henley (ed)

Aviation Education and Training: Adult learning principles and teaching strategies, Aldershot, Ashgate.

• Caffarella, R (2002) Planning Programs for Adult Learners, Jossey-Bass, San Francisco.• Lehrer (1993) Learning Networks in Practice (2007) in Emerging Technologies for Learning vol.2.

Becta, United Kingdom. • Mayer, R. and Moreno, R (2003) ‘Nine Ways to Reduce Cognitive Load in Multimedia Learning’ in

Educational Psychologist, Lawrence, Erlbaum Associates Inc, California, Issue. 38, vol. 1, no.43-52.• Reich, A (2007) Program Development Models for Adult Learners, University Technology Sydney.• Rogers, C. (1983),’ The Interpersonal Relationship in the Facilitation of Learning’ in ‘Freedom to

Learn for the 80’s’ C.E. Merill Publishing Co., Columbus, Ohio, pp.119-134• Turner, K. Ireland, L. Krenus, B. Pointon, L. (2008) ‘Thinking and Reflecting’ in Turner, K Essential

Academic Skills, Oxford, Australia.•