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The RAS Onboarding Programme project follows the ADDIE process to create an ideal onboarding experience for new company recruits. In the Analysis phase, I identify the needs and objectives for the onboarding process. During Design, I plan and outline the content and activities. The Development phase

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Transcript

by Lily Lunan

RASEmployeeOnboarding

Professional Diploma in Digital Learning DesignProject Assessment

Start

Click Herefor More Info

Commentary

Read More

Quote

Jump to Page

Next Page

Index

04

02

01

03

Uses timelines to tell stories.

And makes them a part of the message.

Key:

Index

The evaluation plan and design checklists

EVALUATION

The roll out, layout, staffing/resources, launch and learning marketing plans

IMPLEMENTATION

The design and development plans

MICRO Design

The who, why, what and how of learning

MACRO Design

The LXD Plan: Who, Why, What & How

Part 1: Macro Design

Hi, we're Billy and Sean, the Directors of RAS. Our goal is to become the leading geotechnical contractor in the country.

Client

Rope Access Solutions (RAS)

Founded in 2018 as a small rope access labour supplier, RAS has evolved into a reputable subcontractor specialising in geotechnical and railway civil engineering. They now have a team of 150 dedicated professionals, with 140 site operatives and 10 office staff.

Step 1: The WHO of learning

Learner Personas

Calum Reid

Calum is a 21-year-old Level 1 Rope Access Technician living in Bristol.

Dmitri Volkov

Dmitri is a 35-year-old Level 3 Rope Access Technician living in Glasgow.

Tommy Lewis

Tommy is a 58-year-old Large Machine Driver living in Swansea.

Jane Sanders

Jane is a 29-year-old Training Coordinator living in Derby.

Step 2: The WHY of learning

L03

L02

L01

Level 3 - Apply

Level 2 - Understand

Level 1 - Remember

Compile and submit the mandatory documents to fulfil the legal requirements for working with RAS.

Summarise the payroll process and vehicle hire protocol at RAS.

Outline the organisational structure, guiding principles, strategic vision and key policies at RAS.

Benjamin Franklin

“Tell me and I forget. Teach me and I remember. Involve me and I learn.”

L06

L05

L04

Level 2 - Understand

Level 4 - Analyse

Level 5 - Evaluate

Learning Outcomes

Identify the importance of proper nutrition, exercise, and future planning for mental well-being, as well as the support network provided by RAS.

Break down the components required to construct comprehensive site and incident reports for RAS.

Interpret best practices in executing daily onsite operations for RAS.

By the end of the onboarding programme, learners will be able to...

Step 3: The WHAT of learning

MODULE

MODULE

MODULE

TOOLKIT

L05

L04

Lesson 4

Site & Incident Reporting

Lesson 3

Daily Operations:Part Three

Lesson 2

Daily OperationsPart Two

Lesson 1

Daily OperationsPart One

TOOLKIT

LO3

L02

Lesson 4

Vehicle SetupPart Two

Lesson 3

Vehicle SetupPart One

Lesson 2

PayrollBasics

Lesson 1

Required Documents & PPE

TOOLKIT

LO6

Lesson 4

Planning ForYour Future

Lesson 3

The RASSupport Network

Lesson 2

PrioritisingYour Mental Health

Lesson 1

Nutrition& Exercise

TOOLKIT

LO1

Lesson 4

Our EssentialPolicies

Lesson 3

Our Long-TermObjectives

Lesson 2

Our Values& Work Culture

Lesson 1

Our History& Structure

MODULE

Meet RAS: Who We Are & What We Value

Your Health & Wellbeing

Working Onsite

Modular Framework

Getting Started: Key Info

Step 4: The HOW of learning

LX Design

01

Mode of Delivery

02

Building Blocks &Formats

03

ProgrammeTimeline

04

LearningFlow

CORE

spoke

spoke

spoke

spoke

Learning Flow

Core and Spoke Model

Shank, P., PhD. (2021, May 12). (The right) Learning Modalities to Deliver Digital Learning: Part 3. eLearning Industry. https://elearningindustry.com/asynchronous-digital-learning-modalities-elements

Lombardozzi, C. (2022, May 24). Modern blended learning. Learning 4 Learning Professionals. https://l4lp.com/curated-resources/modern-blended-learning

Creating learning outcomes. (n.d.). Teaching Commons. https://teachingcommons.stanford.edu/teaching-guides/foundations-course-design/course-planning/creating-learning-outcomes

Staff, T. (2023, September 1). 126 Bloom’s Taxonomy Verbs For Digital Learning. TeachThought. https://www.teachthought.com/critical-thinking/blooms-taxonomy-verbs-2/#google_vignette

Simply Psychology. (2024, February 1). Bloom’s Taxonomy of Learning | Domain Levels explained. https://www.simplypsychology.org/blooms-taxonomy.html

Simplilearn. (2024, June 11). Understanding Top-Down and Bottom-Up management approaches! Simplilearn.com. https://www.simplilearn.com/top-down-approach-vs-bottom-up-approach-article

FutureLearn. (2022, October 25). Updates, Insights, and News from FutureLearn | Online Learning for You. FutureLearn. https://www.futurelearn.com/info/courses/adult-teaching-essentials-student-centred-course-design/0/steps/331159

Part 1 References

Personalization principle: speaking to your learners instead of at them. (n.d.). E-Learning Heroes. https://community.articulate.com/articles/personalization-principle-speaking-to-instead-of-at-your-learners

The Design & Development Plans

Part Two: Micro Design

Step 1: Design Documents

The learning outcomes specific to this first module

Scoping Plan

Proposed solution / Service proposal

Step 1:Target Audience

The intended learners for this module/format and specific design considerations implemented

Step 2:Learning Outcomes

Step 3: Topics

An overview of the topics within this first module

Step 4:Sections & Topics

A breakdown of the sections and topics within each main topic

Topic 1

Topic 2

Topic 3

Topic 4

Topic 5

Topic 6

Module Intro: Game & Intro Video

Our Values &Work Culture

Our Essential Policies

Our History & Structure

Our Long-Term Goals

Module Outro: Quiz & Outro Video

Sections & Topics

Design Documents

Scoping

Considering the who, why and what of learning on a micro-scale

Wireframe

Single-page overview of the first module's learning flow

Screenplan

Plan for each screen, including drafted layout & elements

Storyboard

Full information for each screen, including purpose, VO, OST & imagery

“The most important principle for designing lively eLearning is to see eLearning design not as information design but as designing an experience.” Cathy Moore

Screen 20
Screens 17-19
Screens 7-16
Screen 6
Assessment: Formal assessment of learners' understanding of module contents via quiz.
Animated Video OUTRO: Highlights key takeaways from whole module.
Next Steps: Outlines next steps in learning journey & gives access to module toolkit.
Lesson 4 - Content: Presents knowledge to learners via text/video/imagery/V.O.
Lesson 4 - Practice: Activity testing learner on their understanding of section's content.
Lesson 4 - Summary: Presents section's key takeaways.
Lesson 3 - Content: Presents knowledge to learners via text/video/imagery/V.O.
Lesson 3 - Practice: Activity testing learner on their understanding of section's content.
Lesson 3 - Summary: Presents section's key takeaways.
Lesson 2 - Content: Presents knowledge to learners via text/video/imagery/V.O.
Lesson 2 - Practice: Activity testing learner on their understanding of section's content.
Lesson 2 - Summary: Presents section's key takeaways.
Lesson 1 - Content: Presents knowledge to learners via text/video/imagery/V.O.
Lesson 1 - Practice: Activity testing learner on their understanding of section's content.
Lesson 1 - Summary: Presents section's key takeaways.
Transition: Overview of module sections - learners return here after finishing a section.
Activation: Engages learners in module with mini activity.
Toolkit: Introduces extra resources for support/ further study.
Navigation: Explains which buttons do what e.g. move forward/ turn on subtitles, etc.
Animated Video INTRO:Welcomes learners, explains learning outcomes & learner experience & highlights benefits.
Hook (Game): "What Do You Know About RAS?"

WIREFRAME

SCREENPLAN

STORYBOARD

Step 2: Prototype

PROTOTYPE

Rose, H. (2024, February 5). Universal Design for Learning (UDL) Learning Guide: UDL Principles. Teach Anywhere. https://teachanywhere.uvic.ca/learning-guide/udl/1-udl-principles/

Williams, G. F. (2023, February 19). A guide to the visual language of closed captions and subtitles. Medium. https://uxdesign.cc/a-guide-to-the-visual-language-of-closed-captions-and-subtitles-2fda5fa2a325

Create eLearning courses with articulate storyline 360. (n.d.). Udemy. https://www.udemy.com/course/create-elearning-courses-with-articulate-storyline-360-or-3

Mayer’s 12 Principles of Multimedia Learning | DLI. (n.d.). Digital Learning Institute. https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning

7 Meaningful Ways to use E-Learning Course Markers. (n.d.). E-Learning Heroes. https://community.articulate.com/articles/7-meaningful-ways-to-use-e-learning-course-markers

Jones, C. (2024, April 10). Brand Guidelines: Font sizes for headings, subheadings, and body text. https://www.linkedin.com/pulse/brand-guidelines-font-sizes-headings-subheadings-body-catessa-jones-rncyc/

MindTools | Home. (n.d.). https://www.mindtools.com/ajqlf65/gagnes-nine-levels-of-learning

Lemhena, I. (2020, September 25). Top 15 Games in Articulate Storyline with Free Examples. E-learning Templates - FasterCourse. https://fastercourse.com/top-15-games-articulate-storyline

Part 2 References

& Evaluation

The Rollout & Evaluation Plans

Part Three: Implementation

Step 1: Implementation

SocialLearning

LearnerSupport

EnablesQuick Rollout

GDPRCompliance

CustomisableLearning Environment

Easy to Manage

Reporting

StraightforwardInterface

ResponsiveDesign

Scalability

Affordability

Integrated Content Creation

Learning Platform

Articulate Reach 360

The RAS Onboarding Team

The team involved in the pre-rollout, rollout & post-rollout of the RAS Onboarding Programme

Staffing & Resources

01

Staffing: Pre-Rollout

The necessary actions and team members involved for the pre-rollout process

02

Staffing: Rollout

The necessary actions and team members involved for the rollout process

03

Staffing: Post-Rollout

The necessary actions and team members involved for the post-rollout process

04

Resources

An overview of the resources needed for the entire rollout process

Launch Plan

Step 1

Step 2

Step 3

'We're excited to announce the launch of the new RAS Onboarding Programme in April 2026."Billy Dyer, RAS Director

During Learning

Responsive DesignAccessibilityAnecdotesNudging

Prior to Learning

Learner Engagement Plan

Learning Marketing & Other Methods

Initial Email NotificationWhatsApp Reminder

I work with the lads every day and I know how tough it can be to keep them motivated. So, getting learners interested in this onboarding programme, and maintaining their interest, will be the real challenge.

Step 2: Evaluation

Outcome-Based

Process-Based

Goal-Based

There will be three types of Digital Learning Experience (DLX) evaluation:

Evaluation Plan

This Level 1: Reaction checklist and action plan outline the elements to be evaluated and subsequent actions to be implemented.

Example Checklist & Action Plan

Level 4: Results

Learning Evaluation

Level 3:Behaviour

Level 2:Learning

Level 1:Reaction

Kirkpatrick's Four Levels of Evaluation

The RAS Onboarding Programme will be evaluated using the Kirkpatrick Four Levels of Evaluation model. After each module, learners will be asked to complete a feedback survey that includes questions designed to address all four levels of the model. Below is the Module 1 survey as an example.

Elements

Images

Reflective Design

BehaviouralDesign

Building a Community

Communications& Connections

Text

The checklist below based on the UXDL Honeycomb Model used to evaluate the RAS Onboarding Programme design has been broken down into 7 sections:

UX Checklist

UX Evaluation

The following checklist, based on the UDL Principles, has been broken down into sections that cover User Engagement, Representation and Action & Expression.

UDL Checklist

UDL Evaluation

The following 5-Step Process will be followed to evaluate learning analytics:

Learning Analytics

Next Steps

A Personal Reflection

This project is a professional milestone and a chance to shape future RAS employees' experiences.

As I prepare to embark on my first Instructional Design role, I feel both excitement and anticipation. The journey ahead involves continuous learning and adaptation. I will need to balance theoretical knowledge with practical application, always keeping new RAS recruits at the centre of my design decisions. I will aim to embrace the iterative nature of design, knowing that perfection is a process, not a destination. I will try to remain open to feedback, ready to adjust and improve, approaching this task with energy and creativity.This Onboarding Programme is more than a project; it is a chance to make a lasting impact on RAS and its people. I am eager to rise to the challenge, and ready to grow as a Learning Designer.

How to Measure the Effectiveness of your Learning Experiences. (n.d.). Digital Learning Solutions Specialists. https://www.elevatelearning.org/insights/how-to-measure-the-effectiveness-of-your-learning-experiences/

Downes, A. (2021, May 12). 4 learning evaluation models you can use. eLearning Industry. https://elearningindustry.com/4-learning-evaluation-models-can-use

How can you evaluate digital learning effectively? (2023, August 16). www.linkedin.com. https://www.linkedin.com/advice/1/how-can-you-evaluate-digital-learning-effectively

Mehta, N. (2023, August 17). Exploring the UX Honeycomb Framework: A Comprehensive guide. Medium. https://medium.com/@nehalmehta36/exploring-the-ux-honeycomb-framework-a-comprehensive-guide-60c0c92dfc7f

Society for Learning Analytics Research (SoLAR). (2024, July 30). What is Learning Analytics - Society for Learning Analytics Research. https://www.solaresearch.org/about/what-is-learning-analytics/

Kurt, S. (2018, September 6). KirkPatrick Model: Four levels of Learning Evaluation - Educational Technology. Educational Technology. https://educationaltechnology.net/kirkpatrick-model-four-levels-learning-evaluation/

Articulate Global Inc. (2024, July 3). Reach 360: A frictionless LMS to distribute E-Learning | Articulate. Articulate. https://www.articulate.com/360/reach/

Ricci. (2023, October 20). Choosing the perfect learning Management System. eLearning Industry. https://elearningindustry.com/choosing-the-perfect-learning-management-system-buyers-guide-getting-lms-that-fits-your-needs

Part 3 References

Slide Design: Drag & Drop ActivityFont: Heading: Arial Black, 28px Subheading: Arial, 18.5 pxD&D Sentences: Text: Arial, 14px Background: #f1f1f1f1 Number Outline: #ffffff, Circle: #000000Background: #f1f1f1, rectangle #dadadaImage: climbing-related image on right
What can you remember about our organisational structure? Drag and drop each position in order of seniority, from the most senior, to the least experienced. When you are ready, click on “submit” in the bottom right hand corner of the screen. You will need to get the order right to finish this practice section and move onto the next topic in this module.
Drag & drop sentences centre screen on top of grey background strip. Learners click, drag and drop sentences into any order. Informed they must get order correct to move on. Unlimited tries. If incorrect, corresponding pop up appears. Once correct, corresponding pop up appears, & learners move on to screen 20. Bottom-left arrow takes learners to previous screen, bottom-right arrow takes learners to next screen.
Our Organisational Structure [Heading: #000000, left]Arrange the following positions in order of seniority, from most to least senior [Subheading: #000000, left]1. Directors2. Regional Managers3. Site Managers4. Site Supervisors5. Rope Access Technicians[D&D Sentences: Numbers #ffffff, Text #000000, left]
To test learners' knowledge on RAS company structure.
Graphic Design
Voiceover
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 19
Screen Title: Lesson 1 Practice Section 2

Future Considerations

Creating a Learner Engagement Plan

Since the programme is mandatory for new RAS team members, the focus was on ensuring they start promptly, using an initial email and a reminder WhatsApp message, rather than on any programme marketing. During learning itself, features like storytelling and nudging seemed good choices to maintain engagement.Although our LMS doesn't support gamification, a proven engagement method, simplicity is prioritised for the initial launch. However, gamification remains on the Director's radar and could be implemented in the future if its benefits justify changing the LMS.

Reflective Commentary (4):

Rollout Steps & Roles

Future Considerations

Choosing the Right Learning Platform

Selecting the right Learning Management System (LMS) to align with RAS's training objectives was crucial. Despite the overwhelming array of choices, we fortunately discovered the ideal solution in Articulate Reach 360.Our goal is to develop skills in new recruits who often feel uncomfortable in digital learning environments. We therefore sought a straightforward LMS without confusing features. Reach balances functionality and simplicity, ensuring an accessible onboarding experience.Budget-wise, with significant investment in Storyline 360, we have limited resources for an elaborate LMS. Fortunately, Articulate Reach 360 comes as part of the subscription, making it a cost-effective choice that meets our needs.A user-friendly interface and smooth integration process are essential for our small, inexperienced team. Articulate's promise of a "frictionless LMS" and positive reviews for smaller organisations aligned perfectly with our requirements.Reach's responsive design capabilities ensure content accessibility across all devices, catering to diverse employee preferences and working conditions.Whilst prioritising simplicity and cost-effectiveness, we also considered future scalability. Reach's capacity to deliver learning to thousands of users ensures it can grow with RAS, accommodating our expanding workforce without necessitating a system change.

Reflective Commentary (1):

Topic 3: Company Timeline
Sections & Topics (2)
Topic 3: The Operations Team
Topic 2: The Support Team
Topic 1: The Directors
Topic 2: Recent Growth
Topic 1: How It All Began
Section 4:Practice
Section 3:Our Staffing Structure
Section 2:The History of RAS
Section 1:Introduction
Topic 1: Guess the Word: RAS History & Structure
Our History & Structure
Slide Design: Interactive Dial ContentFont: Heading: Arial Black, 18px Body: Arial, 14px Dial text: Arial Black 11pxBackground: Left: b&w photo Right: #2656a3
Screenplan remains same as base layer, showing dial and 4 dates. B&w photo changes. First layer displays 2020 info. Marker turns lighter grey (#dadada).Bottom-left arrow takes learners to previous screen, bottom-right arrow takes learners to next screen.
Establishing Our Base [Heading: #ffffff, centre]By 2020, RAS had grown to include four office staff—the two directors and their key assistants—and around 50 ground operatives. // A significant milestone was reached with the establishment of The Yard in Malmesbury, providing essential space for storing ropes and machinery, and serving as a central hub for operations. // This expansion not only improved efficiency but also demonstrated RAS's commitment to investing in its future and meeting the growing demands of its clients.[Body: #ffffff, left]
Layer 1: To instruct learners about how the company developed circa 2020.
Graphic Design
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 12.1
Screen Title: Lesson 1 Content S2 P3 L1
WIREFRAME

This wireframe maps out the whole of Module 1: An Introduction to RAS.The numbered screens that are outlined in orange are the ones which are represented in the screenplan and storyboard and reflect the content in the prototype.

  • Base slide containing images of 8 members of Support Team
  • Directs to 8 layers with corresponding images & OST
  • VO gives instructions on how learners can explore content by clicking on each profile
Date: 01.07.24
Screen ID: 15 - Content
Version: 1.0
Resource Title: An Intro to RAS
Level 4: Results

Several methods will be employed to track RAS's KPIs and assess the extent to which the business problem has been addressed.Firstly, performance metrics for new hires such as productivity, error rates, and client feedback will be tracked and analysed. Additionally, Regional Managers will interview new recruits 8-12 weeks after they start, gathering insights into the programme's impact on their integration and job performance. Finally, the programme's long-term influence on factors such as retention rates, career progression, and overall job satisfaction will be monitored over an extended period.

Images source: Articulate

Both pieces of software come as part of the Articulate 360 subscription

The eAuthoring Tool Articulate Storyline 360 will be used to develop the RAS Onboarding Programme

Articulate Reach 360 will be the Learning Management System used to host the RAS Onboarding Programme

Resources
Our Long-Term Goals
Practice
Our Essential Policies
Our Values & Work Culture
Our History & Structure
  • Buttons with 4 core topics plus end of module quiz displayed on screen
  • VO gives overview of module's learning flow and prompts learners to begin with "Our History & Structure" section
Date: 01.07.24
Screen ID: 6 Transition
Version: 1.0
Resource Title: An Intro to RAS
Post-Rollout Steps & Roles
Learner Support

Effective learner support is crucial for a comprehensive LMS, yet Articulate Reach 360 lacks this feature.However, after discussions with company Directors, we decided WhatsApp groups for learner support during the onboarding process would work well, given the existing group chats between Management and Ground Operatives. That said, if our requirements evolve, we may need to reassess our LMS options.

Anecdotes

The Onboarding Programme will place a strong emphasis on anecdotes and storytelling, especially when conveying more complex points. By incorporating personal stories, we aim to make the content more relatable and engaging for learners. This approach not only captures attention but also aids in memory retention, as people tend to remember information better when it's tied to a narrative, no matter how dry the topic may be. Using anecdotes helps to humanise the material, making it more accessible and easier to understand.

Slide Design: Drag & Drop ActivityFont: Heading: Arial Black, 28px Subheading: Arial, 18.5 pxD&D Sentences: Text: Arial, 14px Background: #f1f1f1f1 Number Outline: #ffffff, Circle: #000000Background: #f1f1f1, rectangle #dadadaImage: climbing-related image on right
Let’s see what you can remember about our company timeline. Drag and drop each key event into the correct chronological order. When you are ready, click on "submit" in the bottom right hand corner of the screen. You will need to get the order right before you can move onto the next section!
Drag & drop sentences centre screen on top of grey background strip. Learners click, drag and drop sentences into any order. Informed they must get order correct to move on. Unlimited tries. If incorrect, corresponding pop up appears. Once correct, corresponding pop up appears, & learners move on to screen 19. Bottom-left arrow takes learners to previous screen, bottom-right arrow takes learners to next screen.
Our Company Timeline [Heading: #000000, left]Put the following events from our company timeline into chronological order [Subheading: #000000, left]1. RAS is founded by Billy Dyer and Sean Hoggs.2. Work begins with just a handful of Operatives.3. The Yard is built in Malmesbury to house machinery.4. The Ground Operative numbers rise to 100.5. Two new Coordinators increase the Support Team to 10.[D&D Sentences: Numbers #ffffff, Text #000000, left]
To test learners' knowledge on RAS company timeline.
Graphic Design
Voiceover
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 18
Screen Title: Lesson 1 Practice Section 1
Nudging

Nudging will be employed as a tactic to keep learners motivated and on the right track.This will include sending deadline reminder notifications via WhatsApp to remind learners of the two key deadlines.Additionally, activity analytics will be used to monitor student progress, allowing for timely outreach to those who may be falling behind. This proactive support will help ensure all learners stay engaged and successfully complete the Onboarding Programme.

Lily wears multiple hats in the Onboarding Programme project. As the Instructional Designer (ID), she crafts the programme content, while also serving as the eLearning Developer (ED), creating engaging materials in Articulate Storyline. Additionally, she takes on the role of Project Manager (PM), ensuring the project progresses smoothly and efficiently.

As RAS's Systems Analyst, Callum is ideally suited to assume the role of IT Support (IT) for the onboarding project. He will offer technical assistance to both instructors and learners, ensuring the smooth operation of the LMS.

Eloise, RAS's Training Manager, will also take on key roles in the onboarding process. As Administrator (AD), she will oversee smooth enrollment and maintain accurate records. Additionally, as Community Manager (CM), she will support learners through their journey and address any issues that arise.

The RAS Onboarding Team
Sections & Topics (3)
Topic 3:A Supportive WorkEnvironment
Topic 2:Leadership &Communication
Topic 3:Sustainability &Integrity
Section 1: Introduction
Topic 1: Our Values & Beliefs
Section 3: Company Culture
Section 2: Company Ethics
Topic 2:Accountability &Transparency
Section 4: Practice
Topic 1: Hard Work & Respect
Topic 1: Guess the Word: RAS Ethics & Culture
OurValues &WorkCulture
Slide Design: Content with CaptionFont: Heading: Arial Black, 36px Subheading: Arial, 28px Body: Arial, 14pxBackground: Same as base layerPhoto & Frame: Larger version of base layer photo on right, 2/3rds visibleRules: Above & below text, #ffffff
Photo fades in from right, text from left.Top-left arrow takes learners back to base layer.
Billy Dyer [Heading: #ffffff, left]Director [Subheading: #d9d9d9, left]Billy is the co-founder of RAS and has been in the rope access industry since 2006. His extensive experience informs his focus on the technical and legal aspects of the business. // Working alongside Sean, Billy manages the company, ensuring that RAS maintains its high standards of safety and technical excellence in all operations. [Body: #ffffff, left]
Layer 1: To introduce learners to RAS Director, Billy Dyer.
Graphic Design
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 14.1
Screen Title: Lesson 1 Content S3 P1 L1
Integrated Content Creation

Smooth, easy integration is crucial, given the small team in charge of rollout. Using 360 Reach as our LMS, integration is essentially seamless because content was developed using Articulate Storyline. This eliminates potential technical hurdles, allowing our team to focus on creating engaging content rather than wrestling with complex integration procedures.

Sections & Topics (6)
Topic 1: Recap of Main Takeaways from Module 1
Topic 1: Multiple Choice Quiz on Lessons 1-4
Section 2: Closing Video
Section 1: Assessment - Quiz
Module Outro

Future Considerations

Devising the Onboarding Team

To tackle the onboarding project, I knew I would need to take on multiple roles, including Instructional Designer to design the learning flow, and eLearning Developer to create content using Storyline 360 software. It also made sense to assume the role of Project Manager, overseeing the entire process. Given RAS's small management team, I had access to only one additional team member. After discussions with stakeholders, we determined that Eloise, the Training Coordinator, was the best fit. Her frequent communication with new recruits and experience in training them made her ideal for the roles of Administrator and Community Manager. Initially, we thought we might need external help for IT support, which would have had financial implications. However, Callum, RAS's Systems Analyst who provides general tech support, expressed interest in participating in the onboarding programme. He was therefore assigned the role of IT Support, completing our team. While somewhat apprehensive about our small team handling multiple responsibilities, I believe the smaller size will also facilitate smoother communication and easier project progression. While challenges are inevitable, I am confident that our strong team can tackle any hurdles head-on.

Reflective Commentary (2):

GDPR Compliance

Our Onboarding Programme involves sensitive data and requires learners to upload personal information, making GDPR compliance essential.Reach 360 offers straightforward GDPR features and guidelines, ensuring a smooth and hassle-free process to meet compliance requirements and protect learner data effectively.

Process-Based Evaluation

Process-based evaluation systematically assesses the effectiveness and efficiency of each step in the ADDIE (Analysis, Design, Development, Implementation, Evaluation) process as applied to the RAS Onboarding Programme. This approach examines how well each step is executed, from initial planning to final delivery.This evaluation is conducted at the end of the DLX.

Slide Design: Content with CaptionFont: Heading: Arial Black, 36px Subheading: Arial, 28px Body: Arial, 14pxBackground: Same as base layerPhoto & Frame: Larger version of base layer photo on right, 2/3rds visibleRules: Above & below text, #ffffff
Photo & frame fade in from right, text from left.Top-left arrow takes learners back to base layer.
Level 3 Technicians [Heading: #ffffff, left]X 20 [Subheading: #d9d9d9, left]RAS employs twenty Level 3 Rope Access Technicians, who support Site Supervisors on larger, more complex projects. Their advanced skills make them invaluable assets on challenging worksites. // These technicians are responsible for rigging ropes, ensuring safe access to difficult areas. They also serve as expert eyes on bigger projects, maintaining our high standards of safety and quality. [Body: #ffffff, left]
Layer 3: To introduce learners to the RAS Level 3 Rope Access Technician role.
Graphic Design
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 16.3
Screen Title: Lesson 1 Content S3 P3 L3
Slide Design: Interactive Dial ContentFont: Heading: Arial Black, 18px Body: Arial, 14px Dial text: Arial Black 11pxDial: Large circle: #2656a3 Small Circle & Outline: #dadada Large Semi-Circle & Markers : #a1a1a1Background: L: b&w photo R: #2656a3
Move the dial clockwise to learn about Rope Access Solution’s timeline, from when it was founded in 2018, to the present day.
180 deg dial with markers on right-hand two-thirds of screen, showing 4 dates (2018,2020,2022,2024). B&w photo backdrop on left-hand third of screen. Base layer starts on 2018. 3 other points on dial contain corresponding layers with text. Different photo backdrop for each layer. When visiting a layer, corresponding marker turns lighter grey (#dadada).Bottom-left arrow takes learners to previous screen, bottom-right arrow takes learners to next screen.
A Modest Beginning [Heading: #ffffff, centre]2018 2020 2022 2024 [Dial text: #2656a3]RAS was founded in 2018 by Billy Dyer and Sean Hoggs, former colleagues at a major rope access rail contractor. // Starting with just a handful of skilled rope access technicians, RAS began its journey in the geotechnical and railway civil engineering sector. //Despite the challenges of starting a new business, the founders' expertise and their team's dedication quickly earned RAS its first contracts, setting the foundation for future growth. [Body: #ffffff, left]
Base layer: To instruct learners about the history of RAS, starting with when the company was founded in 2018.
Graphic Design
Voiceover
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 12
Screen Title: Lesson 1 Content S2 P3
Affordability

Deciding on Articulate Storyline as our authoring tool represents a significant investment, consuming a substantial portion of our budget.However, Reach 360 is included within the Articulate suite at no extra cost for up to 300 users. This will allow us to test the platform freely and determine if it meets our needs, with the flexibility to explore more complex LMS options if required further down the line.

Enhance Monitoring

  • Is there a learner reporting dashboard that displays progress on the LMS?
  • Have surveys been used to gauge feedback preferences?
  • Have assessment checklists & rubrics with exemplars been provided?

Set Goals

Executive Functions

  • Have the programme's Learning Outcomes been outlined in a space accessible to all learners?
  • Have self-reflection checklists been included?

Support Planning & Information Management

  • Have notetaking checklists been provided?
  • Have bookmarking & curation LMS functionalities been explored?
  • Have LMS knowledge checks been implemented?

Provide Scaffolding Support

  • Are multiple feedback methods available, including audio?
  • Have LMS functionalities that allow learners to explore varied learning pathways been considered?

Vary Communication Methods

Expression &Communications

  • Are learners provided a variety of assessment means?
  • Is the ability to embed external tools on the LMS enabled?
  • Have a variety of construction & composition tools been used?
  • Is there a spelling & grammar check functionality within the LMS?
  • Does the LMS allow web application integrations?

Vary Navigation & Response

Physical Action

  • Have LMS settings to vary assessment time and speed been used?
  • Are learners offered free navigation so that they can learn at their own pace?

ACTION & EXPRESSION

Slide Design: videoFont: Heading: Arial Black, 36pxSubtitles: Arial, 14px
In 2018, a new chapter in railway and geotechnical engineering began. RAS was founded by Billy Dyer and Sean Hoggs, two visionaries with a wealth of experience in rope access techniques. Starting with just a handful of skilled technicians, Billy and Sean set out to build a company that would redefine standards in the industry. Those early days were challenging, but the team's dedication and expertise quickly earned them their first contracts. By 2020, RAS boasted four office staff and around 50 ground operatives. A major milestone was reached with the establishment of The Yard in Malmesbury. This hub became the heart of RAS operations, housing essential equipment and serving as a base for our expanding team. As word spread about RAS's commitment to quality, demand for our services grew. By 2022, RAS had become a respected name in the industry. With a hundred ground operatives and a growing portfolio of successful projects, we were no longer the new kids on the block.
Full-screen videoHeading in centre of screen. Fades out after 5 seconds.Subtitles at bottom of screen, in centre.Bottom-left arrow takes learners to previous screen.Bottom-right arrow takes leaners to next screen.
How it all began [Heading: #000000, centre, text shadow] [ Subtitles: #000000, black background]
To give learner an overview of how company was founded and first few years of development.
Graphic Design
Voiceover
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 10
Screen Title: Lesson 1 Content S2 P1
Sections & Topics (4)
Topic 2: Where You Fit In
Topic 1: Our Five-Year Plan
Topic 2: Where You Fit In
Topic 1: Building OurReputation
Section 4: Practice
Section 3:Expanding the Company
Section 2:Brand Identity
Section 1:Introduction
Topic 1: Guess the Word: The Future of RAS
Our Long-TermGoals
Checklist: Elements
  • Are the icons used meaningful and conducive to learning?
  • Are the elements consistent?
  • Are the elements aligned?
  • Is there consistency in the design?
  • Have brand guidelines been adhered to?

Visually Organise Offers

  • Have different course outlines and visual banners been used?
  • Is it easy to navigate between the different courses/offerings on your LMS?
  • Have in-built features that facilitate easy navigation been used?

Activate Prior Knowledge

Comprehension

  • Is linking back to previous modules a feature?
  • Are there integrated learning pathways to facilitate easy navigation?

Encourage Transfer

  • Have study checklists and assessment templates been provided?
  • Are learners easily able to revisit materials?
  • Is enrollment and general LMS-access straightforward?

Be Aware of Sentence Structure

  • Does your LMS support different languages and writing systems?
  • Can the language of the LMS itself be changed?

Decode Language & Other Means of Expression

  • Does the LMS have text-to-speech functionality?
  • Does the LMS recognise all maths symbols?

Vocabulary & Symbols

Language & Other Means of Expression

  • Does the LMS have a glossary & is it being used?
  • Are language terms used on the LMS coherent & consistent?

Provide Audio/Visual Options

  • Are desciptions for images on the LMS provided?
  • Are there accessible video and audio captions for learners?
  • Does the platform meet accessibiity standards?

Customise Interfaces

Perception

  • Does the LMS allow learners to adjust text size/images/tables etc.?
  • Can the contrast between the text and background on the LMS be adjusted?
  • Can the LMS audio and video settings be adjusted?
  • Can LMS content be printed and is it customisable?

REPRESENTATION

  • Four buttons show sections within first lesson of Module 1
  • VO invites learners to start exploring the sections, beginning with "Introduction"
  • When learners click on section buttons, full screens containing corresponding text & imagery appear
Practice
Our StaffingStructure
The Historyof RAS
Introduction
Date: 01.07.24
Screen ID: 7 - Content
Version: 1.0
Resource Title: An Intro to RAS
  • Slide with Interactive dial gives overview of company timeline
  • Base layer plus 3 extra layers with corresponding images & OST
  • VO gives instructions on how learners can use dial to explore content
Date: 01.07.24
Screen ID: 12 - Content
Version: 1.0
Resource Title: An Intro to RAS

What sections of this modulecould be improved?

What sections of this module did you find the most useful?

Module 1 Survey

Please tick: (1) Strongly Agree (2) Agree (3) Neither Agree/ Disagree (4)Disagree (5) Strongly Disagree

Checklist: Communication & Connections
  • Are learning patterns and community evolution being monitored?
  • Are online communities being fostered?
  • Are online discussions being moderated?
  • Has a space been set up where learners can develop connections?
  • Are students who are struggling to complete the programme in the allotted timeframe being given support and guidance to ensure their DLX is ultimately successful?
Photo & frame fade in from right, text from left.Top-left arrow takes learners back to base layer.
Slide Design: Content with CaptionFont: Heading: Arial Black, 36px Subheading: Arial, 28px Body: Arial, 14pxBackground: Same as base layerPhoto & Frame: Larger version of base layer photo on right, 2/3rds visibleRules: Above & below text, #ffffff
Valerie Ebeid [Heading: #ffffff, left]Systems Coordinator [Subheading: #d9d9d9, left]Valerie is responsible for overseeing our management system, Signal. She is tasked with ensuring the system is running smoothly and efficiently across all RAS departments. // Valerie ensures that Signal is consistently up-to-date and properly maintained for various essential elements, including rosters, fatigue management, competence tracking, and invoicing, all of which are critical to our overall success.[Body: #ffffff, left]
Layer 7: To introduce learners to the Systems Coordinator, Valerie Ebeid.
Graphic Design
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 15.7
Screen Title: Lesson 1 Content S3 P2 L7
Outcome-Based Evaluation

Outcome-based evaluation assesses the tangible impact of the DLX on the learners' knowledge, skills, and behaviours. Its primary focus is determining whether the RAS Onboarding Programme's Learning Outcomes are effectively met. By analysing these outcomes, RAS can gauge the programme's effectiveness in preparing new hires for their roles and its overall contribution to organisational success.This evaluation is conducted prior to, during and after the DLX.

Image source: Articulate

Articulate Reach 360, launched in 2023, is a streamlined LMS included with the Articulate 360 subscription. Its simplicity is attractive for businesses seeking an uncomplicated platform with essential functionalities. For RAS's Onboarding Programme, Reach offers easy implementation and a reduced learning curve. However, careful evaluation is necessary to ensure alignment with RAS's needs and long-term strategy. The following sections explore twelve key considerations, highlighting ten advantages and two limitations of choosing Articulate Reach as the learning platform for RAS's Onboarding Programme.

Articulate Reach 360
Well done for completing the first topic in Module 1, Our History & Structure. The key takeaways from this lesson are as follows: RAS was founded in 2018 by Billy Dyer and Sean Hoggs. The Yard was built soon afterwards, with both the Operational and Support Teams growing steadily. As well as the 2 directors, the 10 RAS Support Staff include 4 Regional Managers, a Yard Manager, a Fleet Manager, a Training Coordinator and a Systems Coordinator. The 140-strong Operations Team include 5 site Managers, 10 Site Supervisors, 20 Level 3 Rope Access Technicians, 30 Level 2 Rope Access Technicians and 75 Level 1 Rope Access Technicians. Click on the arrow to move onto the next topic in module one.
Key Takeaways [Subheading: #fd7644, left, text shadow]
Voiceover
  • RAS was founded in 2018 by Billy and Sean
  • The Yard was built and Operational and Support Teams grew
  • 10 Support Staff include 4 Regional Managers and other specialised roles
  • 140 Ground Operatives comprise Site Managers, Site Supervisors, and Rope Access Technicians (L1-L3)[Bullet points: #000000, left]
Slide Design: Content with CaptionFont: Heading: Arial Black, 28px, Subheading: Arial 24px Bullet Points: Arial, 18pxImage: B&W photo
Heading/subheading & bullet points fade in one by one, following timing of VO. Text covers right-hand two-thirds of screen, with b&w photo on left-hand third. Bottom-left arrow takes learners to previous screen, bottom-right arrow takes learners to next screen.
Our History & Structure [Heading: #000000, left, text shadow]
Provides key takeaways from lesson.
Graphic Design
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 20
Screen Title: Lesson 1 Summary
  • OST introduces RAS and gives brief company overview
  • OST Markers give more details at various points
Date: 01.07.24
Screen ID: 8 - Content
Version: 1.0
Resource Title: An Intro to RAS
Slide Design: Content with CaptionFont: Heading: Arial Black, 36px Subheading: Arial, 28px Body: Arial, 14pxBackground: Same as base layerPhoto & Frame: Larger version of base layer photo on right, 2/3rds visibleRules: Above & below text, #ffffff
Photo & frame fade in from right, text from left.Top-left arrow takes learners back to base layer.
Site Supervisors [Heading: #ffffff, left]X 10 [Subheading: #d9d9d9, left]RAS employs ten Site Supervisors who assist the Site Managers to ensure smooth operations on the ground. They play a vital role in the day-to-day management of our projects, overseeing the practical aspects of each job. // Their responsibilities include ensuring all necessary paperwork is properly briefed and signed on site. They also monitor work progress, making sure that all tasks are completed correctly. [Body: #ffffff, left]
Layer 2: To introduce learners to the RAS Site Supervisor role.
Graphic Design
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 16.2
Screen Title: Lesson 1 Content S3 P3 L2
Slide Design: Content with CaptionFont: Heading: Arial Black, 36px Subheading: Arial, 28px Body: Arial, 14pxBackground: Same as base layerPhoto & Frame: Larger version of base layer photo on right, 2/3rds visibleRules: Above & below text, #ffffff
Photo fades in from right, text from left.Top-left arrow takes learners back to base layer.
Sean Hoggs [Heading: #ffffff, left]Director [Subheading: #d9d9d9, left]Sean founded RAS alongside Billy back in 2018, bringing his rope access expertise from 2012 onwards. He concentrates on the planning and financial aspects of the business. // Managing RAS in partnership with Billy, Sean's strategic approach complements Billy's technical focus, creating a well-rounded leadership team for the company. [Body: #ffffff, left]
Layer 2: To introduce learners to RAS Director, Sean Hoggs.
Graphic Design
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 14.2
Screen Title: Lesson 1 Content S3 P1 L2
Launch Plan

The Onboarding Course is scheduled to go live for new recruits at the beginning of April 2026, coinciding with the new tax year when many Rope Access Technicians seek work. The launch plan below outlines the three key steps for the Programme's rollout.

Slide Design: Title SlideLogo: #2656a3, top right-hand cornerFont: Heading: Arial Black, 36px Background: L: #2656a3 blending into R: #fd7644Photos: Circular, centre, 2 Directors with outlined frame #ffffff
Firstly, meet The Directors, Billy Dyer and Sean Hoggs. Click on each Director’s profile to learn more.
Heading & photos fade in from right. Photos highlighted when hovered over. Clicking on photo reveals corresponding layer. Once layer visited, photo stays highlighted. Bottom-left arrow takes learners to previous screen, bottom-right arrow takes learners to next screen.
The Directors [Heading: #ffffff, centre]
Base layer: To invite learners to meet the RAS Directors.
Graphic Design
Voiceover
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 14
Screen Title: Lesson 1 Content S3 P1
  • Video about how the company has grown recently
  • OST title
  • VO with subtitles gives detailed description of video content
Date: 01.07.24
Screen ID: 11 - Content
Version: 1.0
Resource Title: An Intro to RAS
Our Structure
Our Timeline
Slide Design: Title SlideFont: Heading: Arial Black, 36pxButtons: Arial, 18pxBackground: b&w photo on right 2/3rds left 1/3rd background #fd7644
You have now completed your learning for Module One’s first topic, “Our History & Structure”. Let’s see what you can remember! In this section, you will find two drag-and-drop activities that will test your knowledge. Click on the “Our Timeline” button to begin.
Heading and buttons arranged vertically in left-hand third of slide. Each button takes users to corresponding slide. Buttons turn shade darkerwhen hovered over with cursor. Buttons turn another shade darker once part has been visited. Both buttons white. Black & white photo on right-hand two-thirds of slide. Bottom-left arrow takes learners to previous screen, bottom-right arrow takes learners to next screen.
Practice [Heading: #ffffff, centre, text shadow]Our Timeline [Button Fill: #ffffff-#f2f2f2-#dadada, Text: #000000]Our Structure [Button Fill: #ffffff-#f2f2f2-#dadada, Text: #000000]
To show the learner the two pratice activities in this lesson. Learners return here once they have explored the first activity.
Graphic Design
Voiceover
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 17
Screen Title: Lesson 1 Practice Title
Reporting

Gaining insights into learning is crucial for enhancing the learner experience, making reporting essential. Reach 360 provides clear, simple reports on learner activity, group progress and content effectiveness. This functionality will meet our initial needs effectively. However, if more complex data are required in the future, we may need to explore other LMS options.

Photo & frame fade in from right, text from left.Top-left arrow takes learners back to base layer.
Slide Design: Content with CaptionFont: Heading: Arial Black, 36px Subheading: Arial, 28px Body: Arial, 14pxBackground: Same as base layerPhoto & Frame: Larger version of base layer photo on right, 2/3rds visibleRules: Above & below text, #ffffff
Stuart Forrest [Heading: #ffffff, left]Yard Manager [Subheading: #d9d9d9, left]Stuart is in charge of all tools and equipment at RAS. He manages our extensive inventory, ensuring that all items are properly maintained and readily available when needed. // Handling material requests is another key aspect of his role; he’s responsible for hiring specific or additional equipment as required, ensuring that our teams always have access to the right tools for the job.[Body: #ffffff, left]
Layer 6: To introduce learners to the Yard Manager, Stuart Forrest.
Graphic Design
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 15.6
Screen Title: Lesson 1 Content S3 P2 L6
Enables Quick Rollout

Our goal is to launch the Onboarding Programme by April 2025, even with one person who is new to the industry handling both Learning Design and Development, and a very small team supporting them.Articulate Reach 360 should help facilitate this with its simple, user-friendly platform by ensuring a smooth rollout without complex CMS hurdles slowing it down.

Our StaffingStructure
Practice
The Historyof RAS
Introduction
Slide Design: Title SlideFont: Heading: Arial Black, 36pxButtons: Arial, 18pxBackground: b&w photo
The first topic, “Our History & Structure”, is broken down into four sections. You will begin with a quick introduction to the topic. Then, you will look at the history of Rope Access Solutions. Next up, you will have a chance to explore our staffing structure. Finally, you will be given a chance to practice what you have learnt. Click on the “Introduction” button now to begin learning.
Heading and buttons arranged vertically in centre of slide. Each button takes users to corresponding slide. Buttons turn shade lighter when hovered over with cursor. Buttons turn shade darker once section has been visited. First four content buttons orange, practice button off-white. Black and white photo background. Bottom-left arrow takes learners to previous screen, bottom-right arrow takes learners to next screen.
Our History & Structure [Heading: #ffffff, centre, text shadow]Introduction [Button Fill: #fd7644-#f78c65-#f5551b, Text: #ffffff]The History of RAS [Button Fill: #fd7644-#f78c65-#f5551b, Text: #ffffff]Our Staffing Structure [Button Fill: #fd7644-#f78c65-#f5551b, Text: #ffffff]Practice [Button Fill: #f2f2f2-#ffffff-#dadada, Text: #000000]
To show the learner the sections in the first lesson of module 1, "Our History & Structure". Learners return to this title slide after exploring each section.
Graphic Design
Voiceover
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 7
Screen Title: Lesson 1 Content Title
INSIGHT

This data will highlight learner behaviour, learner preferences and any key developments of RAS's learner personas.

One thing to note is that the prototype's voiceover has been created by Storyline's text-to-speech AI function, which I find poor-quality. However, for the actual Programme, I will research better external automated VO options.

Voiceover Decisions

Developing the prototype for RAS's onboarding programme was an intricate and time-consuming process, but one that yielded rewarding results. The decision to undertake a Udemy course, while adding to the timeline, proved invaluable in enhancing the quality of the final product.

Adopting a bottom-up approach meant that I needed to have a strong focus on design principles throughout the development process. With only rough storyboard drafts as a guide, it was crucial to maintain a clear vision of the end goal while remaining flexible in the execution. Cognitive overload was a primary concern. To address this, I implemented strategies such as minimising text, incorporating relevant imagery, crafting detailed voiceovers, and using video content for information-heavy sections. These approaches ensured that the material remained engaging and digestible for new employees. Adherence to C.R.A.P Visual Design Principles and RAS's brand guidelines was paramount. The company's existing colour palette and font choices provided a clean, fresh aesthetic that was easy to work with. However, I identified a need for an additional bold colour to enhance visual appeal. The introduction of a bright orange (#FD7644), reminiscent of the hi-vis clothing worn by ground operatives, was well-received by the Directors and added a practical, industry-specific touch to the design. Universal Design for Learning (UDL) Principles guided the presentation of course content. By offering information in various formats and incorporating interactive elements, the prototype caters to diverse learning styles and enhances engagement.

Design Principles

While the process was undoubtedly exhausting, the sense of pride I felt in the final version made it all worthwhile. Now that I better understand Storyline and its capabilities, I really look forward to designing and developing the rest of the Onboarding Programme.

Conclusion

Developing the Prototype - Reflective Commentary

Photo & frame fade in from right, text from left.Top-left arrow takes learners back to base layer.
Slide Design: Content with CaptionFont: Heading: Arial Black, 36px Subheading: Arial, 28px Body: Arial, 14pxBackground: Same as base layerPhoto & Frame: Larger version of base layer photo on right, 2/3rds visibleRules: Above & below text, #ffffff
David Gonzales [Heading: #ffffff, left]Fleet Manager [Subheading: #d9d9d9, left]As the Fleet Manager, David is the central point of contact for all vehicle-related matters at RAS. He handles everything from vehicle swaps and fuel card issues to servicing, damages, and incidents such as break-ins. // In addition to managing routine tasks, David oversees more serious situations like road traffic accidents, and maintains the Samsara Vehicle Management System.[Body: #ffffff, left]
Layer 5: To introduce learners to the Fleet Manager, David Gonzales.
Graphic Design
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 15.5
Screen Title: Lesson 1 Content S3 P2 L5
Slide Design: Content with CaptionFont: Heading: Arial Black, 36px Subheading: Arial, 28px Body: Arial, 14pxBackground: Same as base layerPhoto & Frame: Larger version of base layer photo on right, 2/3rds visibleRules: Above & below text, #ffffff
Photo & frame fade in from right, text from left.Top-left arrow takes learners back to base layer.
Level 1 Technicians [Heading: #ffffff, left]X 75 [Subheading: #d9d9d9, left]RAS employs 75 Level 1 Rope Access Technicians, typically newcomers with recent IRATA Level 1 certification. Many are new to climbing, bringing fresh enthusiasm to our teams. // These technicians are keen and ambitious, eager to learn from experienced colleagues. They receive guidance from Level 2 technicians, developing skills to advance their careers. [Body: #ffffff, left]
Layer 5: To introduce learners to the RAS Level 1 Rope Access Technician role.
Graphic Design
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 16.5
Screen Title: Lesson 1 Content S3 P3 L5
Checklist: Elements
  • Is the DLX easy to navigate?
  • Is the programme content easily accessible?
OperationsTeam
SupportTeam
Directors
Slide Design: Title SlideFont: Heading: Arial Black, 36pxButtons: Arial, 18pxBackground: b&w photo on right 2/3rds left 1/3rd background #f2f2f2
This section is also divided into three parts. You will first meet our Directors, Billy and Sean, who founded the company back in 2018. Then, you will meet the other members of the Support Team, which is what we like to call our office staff, as they support all of our operations. Lastly, you will explore our operations team, those on the ground that make the real magic happen. Click on the “Directors” button to start exploring.
Heading and buttons arranged vertically in left-hand third of slide. Each button takes users to corresponding slide. Buttons turn shade lighter when hovered over with cursor. Buttons turn shade darker once part has been visited. All buttons orange. Black & white photo on right-hand two-thirds of slide. Bottom-left arrow takes learners to previous screen, bottom-right arrow takes learners to next screen.
Our Staffing Structure [Heading: #000000, centre, text shadow]Directors [Button Fill: #fd7644-#f78c65-#f5551b, Text: #ffffff]Support Team [Button Fill: #fd7644-#f78c65-#f5551b, Text: #ffffff]Operations Team [Button Fill: #fd7644-#f78c65-#f5551b, Text: #ffffff]
To show the learner the three parts that make up this section. Learners return here once they have explored each part.
Graphic Design
Voiceover
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 13
Screen Title: Lesson 1 Content S3 Title

Your content is liked, but only engages if it is interactive. Capture the attention of your audience with an interactive photograph or illustration.

Topic 5

Our EssentialPolicies

Topic 6

Module Outro: Quiz &Outro Video

Topic 1

Module Intro:Game &Intro Video

Topic 4

Our Long-TermGoals

Topic 3

Our Values &Work Culture

Topic 2

Our History & Structure

Module 1Meet RAS: Who We Are & What We Value

Reflective Commentaries

This project's Reflective Commentaries can be found throughout the project, corresponding to the sections they discuss rather than at the end of each part. Depending on the content being analysed, some sections have a single commentary, while others are divided across multiple screens. Look for the blue and white star—when you see one, it contains a commentary!

Level 1: Reaction

The learner experience will be monitored throughout the DLX to assess how engaging and relevant new team members find the Onboarding Programme. To gauge this, learners will complete short, mandatory end-of-module surveys. These surveys must be completed before progressing to the next module, ensuring consistent and valuable feedback. Since the Programme is asynchronous, this approach provides the most effective way to gather regular insights.

I don't really know what I'll be doing on a daily basis as a Rope Access Technican. Friends have said shifts can be really tough, so I'm feeling a bit intimidated.

Level 1: Reaction Example Plan of Action

  • Video about how the company was first founded and the first few years of development
  • OST title
  • VO with subtitles gives detailed description of video content
Date: 01.07.24
Screen ID: 10 - Content
Version: 1.0
Resource Title: An Intro to RAS
Checklist: Images
  • Do the images support learning?
  • Are there any redundant images?
  • Would any of the images offend any of learners?
  • Are the images used conducive to learning?
  • Have any images been cropped?

While it was logical to opt for a top-down approach when brainstorming module topics and subtopics during the Analysis phase, the design and development stages required a completely different strategy. As I am in charge of developing the programme and new to Articulate Storyline, creating finalised design documents before exploring the tool itself would have been counterproductive. Instead, I first created storyboard templates with draft ideas. I then decided to follow a Udemy course called "Create eLearning Courses with Articulate Storyline 360" in order to discover the explore the tool properly and understand its multimedia eLearning capabilities. I then developed the prototype. Once satisfied with my prototype, I updated the design documents accordingly. I view this bottom-up approach as temporary. Once I've gained a thorough understanding of Storyline and how to use it for learning development, I plan to use a top-down approach where design documents are created first and then the content is developed.

Micro-Design: a Different Strategy

Throughout the design process, I continually referred to the learner persona profiles to ensure the content and presentation methods were appropriate for our audience. I also used Gagne's Nine Levels of Learning as a framework to ensure an effective learning flow. Additionally, Meyer's 12 principles for multimedia learning were invaluable in guiding me through designing an impactful multimedia learning experience.

Key Principles

Despite initial challenges and delays, this phase of the project proved to be both enlightening and enjoyable. It allowed me to bridge the gap between theoretical planning and practical creation, resulting in a prototype that I believe will effectively engage our learners. The process has improved my technical skills with the Articulate Storyline eAuthoring tool and deepened my understanding of instructional design principles and their practical application. As I move forward with the project, I feel better equipped to create engaging, effective eLearning content that meets the specific needs of our learners. NB: Please refer to the Reflective Commentary in Step 2 for the analysis of the prototype development stage.

Conclusion

Design Documents - Reflective Commentary (2)

Slide Design: Content with CaptionFont: Heading: Arial Black, 36px Subheading: Arial, 28px Body: Arial, 14pxBackground: Same as base layerPhoto & Frame: Larger version of base layer photo on right, 2/3rds visibleRules: Above & below text, #ffffff
Photo & frame fade in from right, text from left.Top-left arrow takes learners back to base layer.
Level 2 Technicians [Heading: #ffffff, left]X 30 [Subheading: #d9d9d9, left]RAS employs thirty Level 2 Rope Access Technicians, each specialising in areas like safety-critical work, tree climbing or general rope access. Their extensive experience is crucial to our operations. // These skilled technicians serve as valuable mentors to Level 1 operatives, passing on crucial skills and knowledge to maintain our high standards. [Body: #ffffff, left]
Layer 4: To introduce learners to the RAS Level 2 Rope Access Technician role.
Graphic Design
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 16.4
Screen Title: Lesson 1 Content S3 P3 L4

Based on insights obtained from learner personas, the following design considerations need to be taken into account:

This multimedia eLearning resource forms a crucial component of RAS's asynchronous onboarding programme tailored to meet the diverse needs of new RAS recruits, and will be developed using Articulate Storyline.

Implementation
  • A responsive Design: Optimised for seamless access via smartphones, ensuring flexibility and convenience for learners.
  • Multi-Format Content: Incorporates a diverse range of formats including text, images, video and audio. This variety caters to learners who may be uncomfortable in traditional learning environments, struggle with reading and writing, or require varied stimuli to remain engaged.
  • Accessible Visual Design: Adheres to visual design principles, featuring clear navigation and voiceover support. This approach particularly benefits learners with dyslexia and ADHD, providing a simple, concise navigational structure and a cohesive visual design following C.R.A.P. principles.
  • Content Chunking and Voiceovers: Implements content chunking and clear, coherent voiceovers to assist learners who struggle in academic settings. This strategy also supports those with reading difficulties, as well as non-native English speakers.
Design Considerations
The Target Audience

This multimedia eLearning resource is designed for new RAS recruits, encompassing both ground operatives and administrative team members, who have successfully completed the hiring process and are ready to begin their roles.

Slide Design: Interactive Dial ContentFont: Heading: Arial Black, 18px Body: Arial, 14px Dial text: Arial Black 11pxBackground: Left: b&w photo Right: #2656a3
Screenplan remains same as base layer, showing dial and 4 dates. B&w photo changes. Second layer displays 2022 info. Marker turns lighter grey (#dadada).Bottom-left arrow takes learners to previous screen, bottom-right arrow takes learners to next screen.
Expanding Our Reach [Heading: #ffffff, centre]RAS's operations spread from the south-west of England to the rest of the UK, four regional managers were appointed across England and Scotland to ensure better control in each area. // This expansion saw the company's ground operative force increase to 100, marking a period of significant growth. // Hiring Regional Managers not only improved project oversight but also allowed RAS to respond more quickly to local client needs, enhancing our reputation for reliability and efficiency.[Body: #ffffff, left]
Layer 2: To instruct learners about how the company developed circa 2022.
Graphic Design
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 12.2
Screen Title: Lesson 1 Content S2 P3 L2
Photo & frame fade in from right, text from left.Top-left arrow takes learners back to base layer.
Slide Design: Content with CaptionFont: Heading: Arial Black, 36px Subheading: Arial, 28px Body: Arial, 14pxBackground: Same as base layerPhoto & Frame: Larger version of base layer photo on right, 2/3rds visibleRules: Above & below text, #ffffff
Chris Thompson [Heading: #ffffff, left]Regional Manager (NW) [Subheading: #d9d9d9, left]Chris is tasked with overseeing all projects in the north-western region. He ensures RAS's reputation for excellence is upheld in every project undertaken in this area. // Planning is a key aspect of Chris’s role, as he coordinates all works from initial scoping to implementation and completion. His expertise is essential in navigating the unique challenges of the North-West.[Body: #ffffff, left]
Layer 4: To introduce learners to the North-West Regional Manager, Chris Thompson.
Graphic Design
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 15.4
Screen Title: Lesson 1 Content S3 P2 L4
Accessibility

To maximise learner engagement, the programme will adhere to Universal Design for Learning (UDL) principles. This includes using straightforward and friendly language, providing simple and clear navigation, incorporating a glossary, and maintaining a clean and fresh aesthetic. These elements ensure that all learners can easily navigate and understand the content.Additionally, a variety of multimedia formats have been employed to keep learners engaged. All videos will include subtitles and a downloadable transcript, making the content accessible to learners with different needs and preferences. This inclusive approach ensures that everyone can fully participate in the learning experience, regardless of individual circumstances.

The UXDL Honeycomb Model

The UXDL Honeycomb design framework developed by the University of Waterloo is a way of evaluating whether the RAS Onboarding Programme keeps learners at the heart of the design process. It considers whether the design is valuable, useful, desirable, accessible, credible, findable and usable.NB: The acronym DLX refers to the Digital Learning Experience.

WhatsApp Reminder

The primary communication channel at RAS, aside from email, is WhatsApp, and this is also the exclusive means of communication for Ground Operatives. When a new Team Member joins, they will be added to several WhatsApp Groups essential for the smooth operation of projects. An important element of the Learner Engagement Plan is a WhatsApp reminder for new recruits who haven't yet started their Onboarding. The message will stress the need to begin promptly, as they cannot start work until having completed the first section. Additionally, they will be informed that they have a limited timeframe of one month from their start date to complete their learning.

The programme features a mobile-friendly design, enabling seamless access across all devices. This responsiveness is crucial, as most Ground Operatives will access the content via their mobile phones. Ensuring that the design remains impactful and user-friendly on mobile devices is essential for maintaining engagement and delivering a high-quality learning experience.

Responsive Design

Minimise Distractions

  • Are calendar/scheduling LMS functionalities being used?
  • Are there clear communication channels & regular notifications?
  • Are there only necessary elements on the LMS?

Optimise Relevance

  • Are sources appropriate for different ages/cultures/genders?
  • Are LMS activities designed to meet the learning outcomes?
  • Are learners supported to participate, experiment & explore?
  • Are LMS activities creative and varied?

Optimise Autonomy

Sustain Interest

  • Are different format choices for learning materials provided?
  • Are users able to adjust their profile settings on the LMS?
  • Do users have a variety of assignment styles?

ENGAGEMENT

Develop Self-Assessment

  • Have all self-development functionalities on the LMS been explored (self-assessment survey reports/ quizzes)
  • Have LMS learner curation tools been explored?
  • If the LMS has a bookmarking functionality, has this been explored?

Promote Expectations

Develop Self-Regulation

  • Have self-assessments surveys been set up on the LMS?
  • Are self-assessment & reflections rubrics being used?
  • Are learners being provided support on troubleshooting basic technical issues?

Maximise Feedback Opportunities

  • Are all LMS feedback options (rubrics, individual/ group/audio feedback) being used?
  • Have learners received timely feedback?
  • Is there a copy of all feedback available on the LMS for future reference?

Foster Collaboration &Community

  • Are online spaces provided to facilitate & support building an online community?
  • Have expectations for group work been clearly explained?
  • Are learners encouraged to take part in online discussions?
  • Are online spaces being moderated?
  • Are online interactions being graded?

Focus on Learning Outcomes

Sustain Effort & Persistence

  • Are Learning Outcomes (LOs) displayed on the platorm?
  • Can learners access a checklist displaying the LOs that allows them to tick the ones they've achieved?
Initial Email Notification

Once new members have officially joined the RAS Team, they will receive an email inviting them to start the Onboarding Programme. This email will provide all the necessary information for beginning their learning experience.The email will also inform them that they must complete all of Module One and the first two lessons of Module Two before starting work, as these sections include paperwork required for legal employment.

Scalability

Reach 360's free plan supports up to 300 learners, providing an excellent starting point.However, the platform also offers the option to upgrade and scale to any size, accommodating our future growth. This flexibility ensures that as the RAS workforce expands, we can continue using Reach 360 as our LMS if we wish to, seamlessly adapting to our evolving needs and, importantly, maintaining continuity.

Practice
Our Essential Policies
Our Long-Term Goals
Our Values & Work Culture
Our History & Structure
Slide Design: Title SlideFont: Heading: Arial Black, 36pxSubheading: Arial, 28pxButtons: Arial, 18pxBackground: b&w photo
Welcome to Module 1, An Introduction to Rope Access Solutions. There are four topics in this module: "Our History & Structure", "Our Values & Work Culture", "Our Long Term Goals", and "Our Essential Policies". Finally, there is an end-of-module quiz to test your knowledge. Click on “Our History & Structure” to begin the first topic.
Heading and buttons arranged vertically in centre of slide. Each button takes users to corresponding slide. Buttons turn shade lighter when hovered over with cursor. Buttons turn shade darker once lesson has been completed. First four content buttons blue, practice button off-white. Black and white photo background. Bottom-left arrow takes learners to previous screen, bottom-right arrow takes learners to next screen.
Module 1 [Heading: #ffffff, centre, shadow]An Introduction to RAS [Subheading: #D9D9D9, centre, shadow]Our History & Structure [Button Fill: #2656a3-#3B63A3-#193c6a, Text: #ffffff]Our Values & Work Culture [[Button Fill: #2656a3-#3B63A3-#193c6a, Text: #ffffff]Our Long-Term Goals [Button Fill: #2656a3-#3B63A3-#193c6a, Text: #ffffff]Our Essential Policies [Button Fill: #2656a3-#3B63A3-#193c6a, Text: #ffffff]Practice [Button Fill: #f2f2f2-#ffffff-#dadada, Text: #000000]
To display the four lessons within module 1, plus the end-of-module quiz. Learners return here once they have completed each section.
Graphic Design
Voiceover
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 6
Screen Title: Transition

I'm looking for a more challenging role within a company that promotes career progression. I also run a busy household, so flexibility is key.

Goal-Based Evaluation

Goal-based evaluation assesses whether the Onboarding Programme achieves its objectives and meets RAS's business needs. This involves reviewing Key Performance Indicators (KPIs) in areas like employee retention, productivity, and job satisfaction. It also evaluates the programme's alignment with RAS's business requirements and strategic objectives. This evaluation will provides insights into the programme's effectiveness and impact, enabling any necessary data-driven improvements.This evaluation is conducted at the end of the DLX.

Photo & frame fade in from right, text from left.Top-left arrow takes learners back to base layer.
Slide Design: Content with CaptionFont: Heading: Arial Black, 36px Subheading: Arial, 28px Body: Arial, 14pxBackground: Same as base layerPhoto & Frame: Larger version of base layer photo on right, 2/3rds visibleRules: Above & below text, #ffffff
Tom Daley [Heading: #ffffff, left]Regional Manager (SE) [Subheading: #d9d9d9, left]Tom oversees all projects in the south-eastern region, ensuring smooth operations and client satisfaction. His role is crucial in maintaining RAS's high standards in this area. // From initial scoping to implementation and completion, he plans and coordinates all works in the South-East. His expertise ensures projects are delivered efficiently and to the highest quality. [Body: #ffffff, left]
Layer 1: To introduce learners to the South-East Regional Manager, Tom Daley.
Graphic Design
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 15.1
Screen Title: Lesson 1 Content S3 P2 L1

There are two deadlines that learners must adhere to:

  • Learners must have completed all of Module 1, and Lesson 1 of Module 2, by the time they start work. This ensures new hires have had a solid company overview and have submitted mandatory paperwork for legal employment before they begin.
  • Learners have a maximum of six weeks to complete the entire onboarding programme. The learner persona profiles highlight a final deadline is necessary to maintain motivation and prevent enthusiasm from waning.

Programme Timeline

Although this is an asynchronous programme, the recommended duration is four weeks - a week per module. Each module should take approx. 90-120 mins to complete.

SOURCE

Data will be sourced in the Reach 360 LMS, which tracks training activity via simple but comprehensive learner, group and content reports.

Future Considerations

Creating the Launch Plan

I found designing the launch plan the most straightforward part of the Implementation process, with three clear steps: a soft launch, training and support, and the final launch. Initially, I considered LMS training for Eloise only. However, after consulting with the Management Team, we decided to train all ten members, as they would be involved in the soft launch alongside Ground Operatives.For the training schedule, I created an initial asynchronous session with screen recordings for an LMS overview during the pre-launch period, followed by an in-person session just after the soft launch. The above approach to the training schedule ensures all Management is familiar with the content and platform, allowing for future flexibility if a core team member were unavailable.

Reflective Commentary (3):

Pre-Rollout Steps & Roles
  • Drag & Drop activity where learners put events from RAS timeline in chronological order
  • OST heading & instructions
  • VO gives more detailed instructions on how learners follow activity and explains they must get the correct order before they can move on
Date: 01.07.24
Screen ID: 18 - Practice
Version: 1.0
Resource Title: An Intro to RAS
  • Delivery Mode: Given the diverse range of digital literacy among learners, the time required to complete the onboarding content will differ significantly. Additionally, learners’ schedules vary widely. Therefore, an asynchronous delivery mode will be implemented to accommodate these differences.
  • Navigation and Visual Principles: As well as lacking tech skills, some learners may feel uncomfortable in a learning environment. To address this, it is crucial to have simple, clear, and concise user navigation, along with a clean and cohesive visual design. As such, the C.R.A.P. design principles (Contrast, Repetition, Alignment, Proximity) will be closely adhered to.
  • Format: Most learners, except new admin team members, have low overall literacy levels and struggle with large blocks of text. To facilitate better learning, interactive multimedia content will be prioritised, with a focus on videos, text chunking, and voiceovers, to prevent cognitive overload.
  • Responsive Content: As most learners will access the onboarding programme on their smartphones, selecting a responsive eAuthoring tool is essential. Furthermore, as well as preventing cognitive overload and enhancing accessibility, users learning on their smartphones will be better engaged with bite-size or microlearning content.

During a productive brainstorming session in the first ID workshop with the SMEs (the company Directors), we developed four learner personas to reflect the different profiles of potential new RAS employees. Several important design considerations emerged from this session, which are outlined below.

WHO - Reflective Commentary

Key Design Considerations
Level 3: Behaviour

Learners will be encouraged to apply their new knowledge and skills as soon as they enter the RAS workforce.Their direct supervisor (who will change depending on the learner's position) will provide feedback on their progress. Additionally, a section of the end-of-module surveys will focus on helping learners visualise how to apply their new knowledge and skills in real-life work contexts.

Checklist: Text
  • Is the text font accessible?
  • Is there enough contrast between the text and the background elements?
  • Is the text used effectively?
  • Has a heading and subheading visual hierarchy been employed?
MONITOR

For the initial period following the official launch of the RAS Onboarding Programme, the Instructional Designer will track this data weekly. However, since they are an external contractor on a 12-month contract, the Administrator will later be in charge of monitoring the data. This will at first be monthly, and then quarterly.

  • Drag & Drop activity where learners put RAS positions into hierarchical order
  • OST heading & instructions
  • VO gives more detailed instructions on how learners follow activity and explains they must get the correct order to move on to next topic in module
Date: 01.07.24
Screen ID: 19 - Practice
Version: 1.0
Resource Title: An Intro to RAS

By the end of this multimedia resource, learners will be able to:

  1. Recall the history of RAS since the company's inception (Level 1 - Remember)
  2. Identify key leadership figures, main departments, and primary job roles within the organisational structure of RAS (Level 1 - Remember)

The first multimedia eLearning lesson in Module 1 focuses on the history of RAS and its organisational structure.

Learning Outcomes for the Multimedia eLearning Resource

This outcome aligns with the first level of Bloom's Taxonomy: Remember.

  1. Outline the corporate history, organisational structure, guiding principles, strategic vision and fundamentalpolicies at RAS.

By the end of module 1, learners will be able to:

Learning Outcomes for module 1
The Learning Outcomes

To develop an engaging multimedia eLearning resource, as well as mapping learning outcomes to the module as a whole, it is essential to outline specific outcomes for the individual resource.

  • Three buttons show sections within "Our Staffing Structure"
  • VO gives overview and invites learners to start exploring the sections, beginning with "Directors"
  • When learners click on section buttons, full screens containing corresponding text & imagery appear
Operations Team
Support Team
Directors
Date: 01.07.24
Screen ID: 13 - Content
Version: 1.0
Resource Title: An Intro to RAS

Level 1: Reaction Example Checklist

Slide Design: Title SlideLogo: #2656a3, top right-hand cornerFont: Heading: Arial Black, 36px Icon text: Arial, 12px.Background: L: #2656a3 blending into R: #fd7644Icons: Site Managers & Supervisors same icon, latter smaller, L3/2/1 RATs same icon, from larger to smaller. Text background colour Intense Effect - Dark 1.
Now it’s time to meet The Support Team, comprising four Regional Managers, a Yard Manager, a Fleet Manager, a Systems Coordinator, and a Training Coordinator. Click on the first profile to learn more.
Heading, 5 icons & icon texts fade in from right. Site Managers & Supervisors in line above, Level 3/2/1 RATs below. Both centre. Clicking on each icon/icon text reveals corresponding layer. Bottom-left arrow takes learners to previous screen, bottom-right arrow takes learners to next screen.
The Operations Team [Heading: #ffffff, centre]Site Managers [Icon Text: #ffffff, centre]Site Supervisors [Icon Text: #ffffff, centre]Level 3 RATs [Icon Text: #ffffff, centre]Level 2 RATs [Icon Text: #ffffff, centre]Level 1 RATs [Icon Text: #ffffff, centre]
Base layer: To invite learners to meet the RAS Operations Team.
Graphic Design
Voiceover
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 16
Screen Title: Lesson 1 Content S3 P3
Checklist: Reflective Design
  • Are all Learning Outcomes addressed in the design?
  • Are all Learning Outcomes assessed in either a summative or formative manner?
  • Are Learning Outcomes designed on both a macro- and a micro- scale?
  • Are students aware of the Learning Outcomes?
  • Mode of Delivery: Extensive discussions with the SMEs explored blended delivery, incorporating virtual classes for additional learner support. However, recognising diverse learner schedules and the aim to alleviate management's workload, we ultimately opted for a digital asynchronous approach.
  • Programme Timeline: While asynchronous learning promotes flexibility and self-paced progress, conversations with ground operatives during learner persona development revealed a need for deadlines to maintain motivation. Thus, two milestones were set: completing Module 1 and Module 2's first lesson before the start date for legal documentation, and a six-week deadline to complete the entire programme.
  • Building Blocks and Formats: Excluding facilitation, which isn't suitable for asynchronous learning, I chose formats prioritising simplicity, consistency, and seamless modular flow. I wanted to start each module with a quick game assessing existing knowledge and piquing curiosity. To bookend the modules, I opted for animated video introductions and conclusions as they are simple to create and edit, cost-effective and can include economical and easy-to-update AI text-to-speech voiceovers. We also decided that despite the extra cost, instructional videos integrated into the multimedia eLearning lessons would deliver the key content most effectively. When brainstorming assessment methods, we decided that question pools for end-of-module quizzes best promote individual accountability.
  • Learning Flow: Although I initially envisaged using a linear flow, reflecting on diverse learner needs prompted me to adopt the core and spoke approach, which incorporates an optional toolkit enabling motivated learners to deepen their knowledge and skills, thereby enhancing the overall learning experience.

The LXD plan proved equally challenging in this project's initial stage. The content felt somewhat fragmented, and I had to review sections repeatedly to ensure no details were overlooked.

HOW - Reflective Commentary

Key Design Considerations
Slide Design: Title SlideLogo: #2656a3, top right-hand cornerFont: Heading: Arial Black, 36px Background: L: #2656a3 blending into R: #fd7644Photos: Circular, centre, 8 members of Support Team with outlined frame #ffffff
Now it’s time to meet The Support Team, comprising four Regional Managers, a Yard Manager, a Fleet Manager, a Systems Coordinator, and a Training Coordinator. Click on the first profile to learn more.
Heading & photos fade in from right. Photos highlighted when hovered over. Clicking on photo reveals corresponding layer. Once layer visited, photo stays highlighted. Bottom-left arrow takes learners to previous screen, bottom-right arrow takes learners to next screen.
The Support Team [Heading: #ffffff, centre]
Base layer: To invite learners to meet the RAS Support Team.
Graphic Design
Voiceover
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 15
Screen Title: Lesson 1 Content S3 P2
Photo & frame fade in from right, text from left.Top-left arrow takes learners back to base layer.
Slide Design: Content with CaptionFont: Heading: Arial Black, 36px Subheading: Arial, 28px Body: Arial, 14pxBackground: Same as base layerPhoto & Frame: Larger version of base layer photo on right, 2/3rds visibleRules: Above & below text, #ffffff
Carl Lonsford [Heading: #ffffff, left]Regional Manager (NE) [Subheading: #d9d9d9, left]Managing projects across the north-eastern region, Carl is integral to RAS's success in this area. He works closely with local teams to ensure high-quality project delivery. // Carl is responsible for planning all works in the North-East, from initial scope to physical implementation and completion. His strategic approach ensures efficient and effective project management.[Body: #ffffff, left]
Layer 3: To introduce learners to the North-East Regional Manager, Carl Lonsford.
Graphic Design
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 15.3
Screen Title: Lesson 1 Content S3 P2 L3

I've been working in the Rope Access industry for a while now, and I'm proud of my achievements. I want to provide for my family and have a good quality of life.

This evaluation process has been a learning experience in itself, highlighting the importance of adaptability, clear communication, and understanding the learner's perspective. I now feel confident that our comprehensive evaluation strategy will enable us to continually refine and improve the Onboarding Programme for future RAS recruits.

Conclusion

During the evaluation design process, the need for continuous feedback became increasingly apparent. Implementing obligatory end-of-module surveys emerged as an excellent way to gather invaluable data about learner preferences and behaviours. However, as both a learner and consumer myself, I'm aware of the time and effort required to complete surveys thoroughly. After discussing this with RAS Directors, we decided to explore incentives – such as a free drink at a pub chain or a complimentary gym session – to motivate new recruits to provide the detailed feedback we need.

Feedback

The UX and UDL templates and checklists provided were extremely useful in highlighting key areas for evaluation. However, I initially found it challenging to adapt them to the specific digital learning experience of RAS's Onboarding Programme. Some of the checklist wording was confusing, and I wasn't always sure which points were relevant. As I progressed, I developed a system to translate complex terminology into simpler language, allowing me to adapt the content to suit RAS's needs more effectively.

Templates & Checklists

In designing the evaluation strategy, I opted for a comprehensive model that combines goal-based, process-based, and outcome-based approaches. This multi-faceted method allows us to identify both strengths and areas for improvement across various aspects of the programme. Kirkpatrick's Four Levels of Evaluation Model was instrumental in guiding me through effective methods to analyse and evaluate the Onboarding programme. Additionally, the Honeycomb UXDL Evaluation model provided valuable insights into the digital experience from a design perspective, so crucial for ensuring learner engagement and enjoyment.

During the evaluation step of the ADDIE instructional design process for RAS's Onboarding Programme, I realised the paramount importance of considering evaluation at every stage, not just as a final step. This insight proved crucial, as I could clearly see how neglecting evaluation throughout the process could lead to significant problems down the line. Throughout the development of this programme, I consistently returned to the learner personas, asking myself: Who am I creating this for? Why do they need it? How can I make it the most engaging and successful version possible? This approach ensured that the evaluation process remained focused on the needs and experiences of our new recruits.

Evaluation Models

Evaluation Plan - Reflective Commentary

Company Timeline
RecentGrowth
How It All Began
Slide Design: Title SlideFont: Heading: Arial Black, 36pxButtons: Arial, 18pxBackground: b&w photo on right 2/3rds left 1/3rd background #f2f2f2
This section is divided into three parts. First of all, you will watch a video about how the company first began its operations. This is followed by a video that talks you through the recent growth that the company has experienced, and the consequences of that development. Finally, you will have the opportunity to explore the Rope Access Solutions timeline, from when it was first founded, to the present day. Click on the “How It All Began” button to start exploring this section.
Heading and buttons arranged vertically in left-hand third of slide. Each button takes users to corresponding slide. Buttons turn shade lighter when hovered over with cursor. Buttons turn shade darker once part has been visited. All buttons orange. Black & white photo on right-hand two-thirds of slide. Bottom-left arrow takes learners to previous screen, bottom-right arrow takes learners to next screen.
The History of RAS [Heading: #000000, centre, text shadow]How it all began [Button Fill: #fd7644-#f78c65-#f5551b, Text: #ffffff]Recent Growth [Button Fill: #fd7644-#f78c65-#f5551b, Text: #ffffff]Company Timeline [Button Fill: #fd7644-#f78c65-#f5551b, Text: #ffffff]
To show the learner the three parts that make up this section. Learners return here once they have explored each part.
Graphic Design
Voiceover
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 9
Screen Title: Lesson 1 Content S2 Title
Our Growth [Marker 1 Heading: #000000, left] On average, we take on about 5,000 more man-days of work annually. [Marker 1 Body: #000000, left] * Our Clients [Marker 2 Heading: #000000, left] We collaborate with key industry partners, including Network Rail and Transport Scotland, delivering vital services to major rail infrastructure organisations across the country. [Marker 2 Body: #000000, left]
Starting in 2018 as a small rope access company, RAS has since grown into a respected subcontractor specialising in geotechnical and railway civil engineering. // We now have 150 team members - 140 on site and 10 in the office. Our growth has been steady, with about 20 new workers joining us each year. Last year, our team completed around 30,000 shifts! // Our site workers are skilled in rope access, geotechnical work and machine handling. Our office team manages projects, ensures safety and looks after our clients. // We're good at solving tricky engineering problems. Whether it's strengthening railway banks or repairing hard-to-reach structures, we do the job carefully and professionally. // As we grow, we stick to what's important: safety, quality work, and new ideas. Most importantly, we're always ready to meet our clients' changing needs. [Body text: #000000, left]
Slide Design: Content with CaptionFont: Heading: Arial Black, 24pxBody: Arial, 14pxMarkers: Heading: Arial Black, 14px Body: Arial, 12pxImage: B&W photo
Two markers reveal tooltips. First next to "...with about 20 new workers joining us each year. " Second next to "... we're always ready to meet our clients' changing needs. Text covers right-hand two-thirds of screen, with b&w photo on left-hand third. Bottom-left arrow takes learners to previous screen, bottom-right arrow takes learners to next screen.
Introduction [Heading: #000000, centre, text shadow]
Provides lesson content
Graphic Design
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 8
Screen Title: Lesson 1 Content S1
Easy to Manage

For the small RAS team, a simple LMS that is easy to manage is crucial. With features like self-registration and easy group enrollment, Articulate Reach 360 is an LMS that's very easy to manage. By streamlining administration, it allows for efficient onboarding management without demanding excessive time or technical skills.

Sections & Topics (5)
Topic 3:Equal Opportunities
Topic 2:Working Hours
Topic 3:Holidays & Abscences
Section 1:Introduction
Topic 1: General Health & Safety
Section 3: Health and Safety &Equal Opportunities
Section 2: Code of Conduct& Time Off
Topic 2:Phones & Social Media
Section 4:Practice
Topic 1: Behaviour
Topic 1: Branching Scenario: What Would You Do?
OurEssentialPolicies
Continued Training & Support

Staff should already be familiar with the Reach 360 LMS, as initial asynchronous training will have already been provided via screen recordings.At this stage, a live meeting with all team members involved will be held to give more in-depth training on any advanced features of the LMS and address any ongoing queries or concerns. The training session will be led by the ID and IT.

When fresh recruits join RAS, they typically possess little to no prior knowledge about the company. They will acquire a thorough understanding of RAS's history, core values, policies, processes and operational activities. Additionally, new hires will provide the necessary documentation to meet legal requirements for their employment or contractual relationship with the company. Bridging this knowledge gap is crucial to ensuring a smooth transition and enabling new team members to contribute effectively to RAS's success.

The Learning Gap

This onboarding programme aims to equip new RAS team members with the essential skills, knowledge and behaviours required to become valuable contributors to the company's operations. By participating in this programme, new workers will gain a comprehensive understanding of RAS's culture, values and expectations, enabling them to integrate more easily into the organisation. The programme will provide robust training and clear guidelines to help new team members feel confident and comfortable in their new roles as quickly as possible. Ultimately, the onboarding programme will facilitate a smoother transition, accelerate the time to productivity/proficiency and foster a sense of belonging among new RAS employees and contractors, ensuring they become integral and engaged members of the workforce.

The Aim of the Programme
The Business Need

RAS's current onboarding process for new workers is insufficient and ineffective. New ground operatives, who often have lower literacy levels, are overwhelmed by dense compliance documents they are expected to read, understand and sign. This lack of a formalised onboarding approach results in management spending significant time chasing new recruits for missing documentation and repeatedly answering basic queries. Furthermore, new team members, both on the ground and in the office, lack a comprehensive understanding of the work itself and the nuances of operating in this complex industry. Consequently, RAS experiences delays in integrating new hires effectively, leading to a loss in productivity and increased training costs.

By methodically aligning the modular content to the identified business needs, learning gaps, and intended outcomes, I feel we have crafted a robust solution. The strategic incorporation of core topics, coupled with the option to delve deeper through supplementary toolkits, facilitates a smooth transition into the company while empowering learners to take charge of their professional development journey.

Once the SME sessions had concluded, I used a top-down approach to map the modules. The resulting framework outlines a thorough onboarding experience designed to adequately prepare new recruits for their roles at RAS, while addressing the recurring questions and issues currently burdening management.

One question that did come up was whether to only include topics relevant to all new team members or also incorporate optional lessons tailored to specific roles. In the end, we decided to focus solely on core topics essential for all employees, deferring role-specific content to a potential future programme expansion. Ideas for role-specific topics were catalogued separately to refer back to at a later date.

Mapping out the modular framework was challenging, primarily due to the difficulty coordinating with the subject matter experts (SMEs) - the company directors. Additionally, unfamiliarity with the rope access industry required explanations of industry-specific terminology. However, the process progressed more smoothly once we had conducted the first brainstorming session and established the core topics. I was subsequently put in touch with RAS admin staff who provided valuable background on the company and industry, helping me understand the topics and envision the learning journey better.

WHAT - Reflective Commentary

Key Design Considerations
Going Live

At this stage, any design or technical issues will have been resolved, allowing the Onboarding Programme to go live for the latest group of new recruits.

Photo & frame fade in from right, text from left.Top-left arrow takes learners back to base layer.
Slide Design: Content with CaptionFont: Heading: Arial Black, 36px Subheading: Arial, 28px Body: Arial, 14pxBackground: Same as base layerPhoto & Frame: Larger version of base layer photo on right, 2/3rds visibleRules: Above & below text, #ffffff
Eloise Elwin [Heading: #ffffff, left]Training Coordinator [Subheading: #d9d9d9, left]Eloise is responsible for maintaining and enhancing the skills of our workforce at RAS. She plans all required training programmes, ensuring our team's qualifications remain current and relevant. // A key part of her role involves liaising directly with staff members to arrange suitable dates for recertification courses and upskilling opportunities, ensuring that our team’s expertise is continually being developed. [Body: #ffffff, left]
Layer 8: To introduce learners to the Training Coordinator, Eloise Elwin.
Graphic Design
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 15.8
Screen Title: Lesson 1 Content S3 P2 L8
Responsive Design

Our Learner Profiles emphasise the need for mobile-friendly programme content, allowing total flexibility in learning.Articulate Reach 360 delivers this with its fully responsive design, allowing easy access from any device. This ensures learners can engage with the content conveniently, anytime and anywhere.

During the brainstorming sessions, the idea of providing additional resources was discussed. It was therefore decided that a toolkit would serve as a curated collection of relevant and valuable materials, enabling learners to delve deeper into specific areas of interest or reinforce their understanding of key concepts. By incorporating this optional toolkit, the programme empowers learners to take control of their learning journey, fostering a more personalised and enriching experience.

Adding a Toolkit

To ensure a robust and well-rounded curriculum, I facilitated two brainstorming sessions with subject matter experts (SMEs). The first identified broad topics, while the second focused on the specific subtopics within those areas. Each module is strategically mapped to one or two learning outcomes, ensuring a cohesive and focused learning experience. Within each module, four mandatory lessons provide comprehensive coverage of the core content. Additionally, a non-mandatory toolkit is included at the end of each module.

The Course Structure
The Modular Framework

The programme is divided into four modules. The first serves as an introduction to RAS, providing an overview of the company's history, values and culture. The second equips new recruits with essential information for a seamless start, covering crucial topics such as payroll basics and vehicle setup procedures. The third delves into the various activities and protocols that govern on-site operations. The final module addresses the importance of health and well-being, recognising the demanding nature of the rope access industry and the potential for mental health challenges faced by ground operatives.

Additionally, an optional toolkit containing supplementary videos and weblinks is available at the end of each module for learners looking to explore the topics further.

The programme incorporates three core building blocks with the following formats:

  • Activities: Each module begins with an engaging game to pique learner interest in the topic.
  • Content: Animated videos provide an introduction and a wrap-up for each module. The core lesson content within modules is presented through multimedia eLearning.
  • Assessment & Feedback: A quiz, comprised of pooled questions, assesses the learners' understanding of each module's content before the wrap-up video.

Building Blocks & Formats
  • Three buttons show sections within "The History of RAS"
  • VO gives overview and invites learners to start exploring the sections, beginning with "How It All Began"
  • When learners click on section buttons, full screens containing corresponding text & imagery appear
CompanyTimeline
Recent Growth
How It All Began
Date: 01.07.24
Screen ID: 9 - Content
Version: 1.0
Resource Title: An Intro to RAS
  • Analysing learner personas to inform design and technical considerations for the first multimedia eLearning resource in module 1 of the onboarding programme
  • Defining specific learning outcomes for this format
  • Outlining the four main topics in module 1, along with the intro and outro sections
  • Breaking down those main topics into sections and topics

The scoping phase involves:

This section focuses on the initial content in Module 1, "Meet RAS: Who We Are & What We Value".

Multimedia eLearning Development
Developing the Prototype
Scoping

The module comprises four core lessons, each delivered through multimedia eLearning, which is the format I've chosen for development. Following the scoping phase, and once I have created the corresponding wireframe, screenplan and storyboard, I will then develop the prototype for the first multimedia eLearning resource in module 1.

RAS has steadily grown since its inception, adding approximately 20 men to its team each year. This results in an increase of around 5,000 man-days annually. In 2023 alone, RAS operatives completed approximately 30,000 shifts!

  • Bullet pointed OST summarises main takeaways from lesson
  • VO used to expand on bullet points
Date: 01.07.24
Screen ID: 20 - Summary
Version: 1.0
Resource Title: An Intro to RAS
Social Learning

Reach 360 currently lacks any social learning features. This poses no issue for the RAS Onboarding Programme, as it does not currently incorporate any social learning elements. However, if future needs evolve, and it is believed that including such features would add significant value to the programme, we will need to consider using a different LMS.

  • Flexibility: While still adhering to specified deadlines, learners can access the content at their convenience, accommodating diverse schedules.
  • Self-Paced Learning: Learners can progress through the material at a pace that suits their individual learning styles.
  • Reduced Burden on Management: An asynchronous programme places the onus on learners, alleviating the pressure on managers to facilitate synchronous support sessions.
Mode of Delivery

Opting for a digital asynchronous mode of delivery for the onboarding programme offers several advantages:

Customisable Learning Environment

As RAS transitions from an unknown subcontractor to a leading contractor within the industry of geotechnical engineering, it’s vital to enhance their brand visibility. A customisable learning environment is therefore a must.Reach 360 offers extensive options to tailor the platform that will reflect the RAS brand identity, helping them make a strong and lasting impression on their new recruits.

Slide Design: videoFont: Heading: Arial Black, 36pxSubtitles: Arial, 14px
In recent years, RAS has experienced remarkable growth, building on the strong foundation laid in our early days. By the start of 2024, our workforce had expanded to 150 dedicated professionals, including 140 skilled ground operatives and 10 essential office staff. This growth isn't just about numbers – it's about enhancing our capabilities and reach. We've strategically appointed regional managers across England and Scotland, ensuring expert oversight in every area we serve. Our new custom offices in the Malmesbury yard stand as a testament to our expansion and commitment to providing our team with top-notch facilities.Key to our recent success has been our focus on recruitment and training. New managers in these areas have strengthened our ability to attract top talent and continually upskill our workforce. As we look to the future, RAS remains committed to the values that have driven our growth: safety, quality, and innovation. We're not just growing bigger – we're growing better.
Full-screen videoHeading in centre of screen. Fades out after 5 seconds.Subtitles at bottom of screen, in centre.Bottom-left arrow takes learners to previous screen.Bottom-right arrow takes leaners to next screen.
Recent Growth [Heading: #000000, centre, text shadow] [ Subtitles: #000000, black background]
To give learner an insight into recent growth experienced by the company.
Graphic Design
Voiceover
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 11
Screen Title: Lesson 1 Content S2 P2

Your content is liked, but it only engages when it's interactive. Capture your audience's attention with an interactive photograph or illustration.

By leveraging Bloom's Taxonomy, I constructed six learning outcomes spanning the cognitive spectrum, from remembering to evaluating. These outcomes should cultivate the skills, competencies, and mindsets necessary for new RAS members to thrive.Additionally, the SMART framework helped me develop effective outcomes that are:

  • Specific - detailing the precise knowledge or abilities new recruits will acquire.
  • Measurable - outlining clear actions that can be readily assessed as learners progress through the onboarding process.
  • Achievable - appropriately scoped for those with lower literacy levels, yet still engaging for more experienced learners.
  • Relevant - directly applicable to real-world situations and tasks encountered during a typical RAS workday.
  • Timely - enabling learners to apply their newfound knowledge and skills immediately upon completing the programme.

Initially, my drafted outcomes focused on building foundational knowledge, leaning more towards lower-order thinking skills (LOTS). Referencing Bloom's hierarchy highlighted this tendency, motivating me to think about how to incorporate higher-order thinking skills (HOTS) to challenge and engage the learners. I subsequently designed outcomes that require application, analysis and evaluation. Carefully selecting action verbs enabled me to visualise the cognitive processes learners will engage in throughout the curriculum. This intentional structuring ensures the programme imparts essential knowledge while equipping new hires to meaningfully retain, apply, and critically examine what they've learned.

Both Bloom's Taxonomy and the SMART framework were invaluable in helping me craft comprehensive learning outcomes.

WHY - Reflective Commentary

Key Design Considerations

The programme follows a modular structure across four modules, each systematically divided into three sections: intro, core and wrap-up. The intro hooks learners with an interactive game and an animated video overview. The core delivers the essential content via four multimedia eLearning lessons. The wrap-up reinforces learning through a quiz to assess learner understanding and a summarising video. Post-module, learners can optionally explore a supplementary toolkit for deeper knowledge. This sequential flow guides learners seamlessly from one module to the next, ensuring a cohesive onboarding journey.

The Learning Flow

I want to find an employer who respects my age and experience. People say I have an "old-school" way of thinking, but I believe in tradition. I dislike change.

ACTION

Actions will then be decided upon by key stakeholders and implemented by an appropriate Onboarding Programme team member.

Soft Launch

A selection of both new and experienced Ground Operatives, along with members of the Support Team, will participate in a pilot test of the entire Onboarding Programme on Reach 360. They will provide feedback at the end of the two-week pilot, conducted during working hours. This feedback will be used to make improvements before the official launch.

Sections & Topics (1)
Topic 1: Overview of what's covered in the module
Section 2:Introductory Video
Section 1:Hook - Game
Topic 1: True/False Cards: What Do You Know About RAS?
Module Intro
Level 2: Learning

Throughout the Onboarding Programme, both summative and formative assessments will be used to evaluate the achievement of the programme's Learning Outcomes. These assessments, including those after each content chunk such as fill-in-the-gap, multiple-choice, and drag-and-drop activities, as well as comprehensive end-of-module quizzes, will gauge how well learners are acquiring the necessary knowledge, skills, and behaviors to successfully join the RAS workforce.

Slide Design: Interactive Dial ContentFont: Heading: Arial Black, 18px Body: Arial, 14px Dial text: Arial Black 11pxBackground: Left: b&w photo Right: #2656a3
Screenplan remains same as base layer, showing dial and 4 dates. B&w photo changes. Second layer displays 2024 info. Marker turns lighter grey (#dadada).Bottom-left arrow takes learners to previous screen, bottom-right arrow takes learners to next screen.
Building for the Future [Heading: #ffffff, centre]RAS continues its upward trajectory. Introducing Systems and Training Coordinators in 2024 increased the office staff to 10, and new custom offices were built in The Yard to accommodate this growth. With 140 ground workers and counting, RAS looks forward to further expansion and success in the industry. // This investment in personnel and infrastructure not only supports our current operations but also positions RAS to take on larger, more complex projects, reinforcing our commitment to long-term growth and excellence in the field.[Body: #ffffff, left]
Layer 3: To instruct learners about how the company developed circa 2024.
Graphic Design
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 12.3
Screen Title: Lesson 1 Content S2 P3 L3
DATA

Data will be presented to the RAS Management Team using a checklist and action plan similar to the ones included in the Learning Evaluation slide.

Rope Access rolesLevel 1 Rope Access Technician: an entry-level operator with zero or little previous experienceLevel 2 Rope Access Technician: a more experienced operator with over 1000 hours as a Level 1 TechnicianLevel 3 Rope Access Technician: a very experienced operator with over 1000 hours as a Level 2 Technician Tickets (certified skills)Chainsaw: able to operate chainsaws using a rope and harnessCOSS (Controller of Site Safety): provides protection to operators working near or on the train trackOTP (On Track Plant Core): an on track machine operator or controllerHGV (Heavy Goods Vehicle): able to drive a lorry over 7.5 tonnes and up to 30 tonnes

Key

The Learner Personas

The Rope Access Technicians and other site operatives who join RAS come from diverse backgrounds. While the company has a significant Scottish presence, reflecting its roots, it welcomes new recruits from across the UK, including a substantial number of Russians who have resided in Scotland for some time.Designing a digital onboarding experience for these new operatives poses many challenges. Many left school at 16, and will therefore have no experience of digital learning. Some may struggle with reading and writing, which may make them suspicious of a formal onboarding programme. Most will access their learning through smartphones, which will have to be taken into account during the design and development processes. On the other hand, the admin team will likely be more interested in digital learning. With higher literacy levels and more advanced computer skills, they will no doubt be more receptive to embracing the digital learning experience.

To better envision the learning flow, I created a screenplan that included the screens either side of the first multimedia format I'd chosen to develop. This meant including a Transition sreen (6), Content screens (7-16), and a Summary screen (20).With the screenplan in place, drafting the storyboard initially seemed straightforward. However, as I delved deeper into the process, I soon realised that I would need to adapt my design approach..

Screenplan & Storyboard

Developing a wireframe for the entire module helped me visualise the flow at a modular level, significantly easing the process of creating the screenplan and storyboard. For the first two screens of module 1, I deviated slightly from the DLI template. Instead of a "hook" screen with on-screen text (OST) and voiceover (VO), I opted for an interactive game. Given that many learners have short attention spans, I felt that OST would leave them disengaged from the outset. A game, on the other hand, would immediately encourage learner interaction, piquing their curiosity about the module and the programme as a whole. Following this, an animated video welcomes learners to the programme and outlines the module’s learning outcomes and benefits, replacing the traditional learning outcomes screen. This decision was informed by learner persona profiles, which indicated that less reliance on OST and a focus on video content would be more effective for our audience.

Wireframe

For my prototype, I chose to develop the first multimedia eLearning lesson within the initial module of my programme. I decided to use Articulate Storyline for the entire programme, knowing it would be crucial to familiarise myself with this eAuthoring tool early on. While I briefly considered developing one of the module intro or outro animated videos using Powtoon, a tool I’m not yet familiar with, I realised that mastering Storyline would be the real challenge and decided to tackle it head-on. When creating the design documents, I relied heavily on DLI templates and other online resources to understand the purpose and structure of each document type

As I approached part two of my project, I found myself lagging behind schedule. Delays in Subject Matter Expert (SME) meetings during the Analysis phase had set me back, leaving me apprehensive about tackling the prototype. However, once I initiated the process and clarified a few key points, I gained a clearer understanding of the requirements. To my surprise, I began to find the work engaging. Ultimately, this phase of the project proved to be captivating, as it allowed me to both design and develop something tangible.

Design Documents - Reflective Commentary (1)

Introduction

Based on insights obtained from learner personas, the following design considerations need to be taken into account:

This multimedia eLearning resource forms a crucial component of RAS's asynchronous onboarding programme tailored to meet the diverse needs of new RAS recruits, and will be developed using Articulate Storyline.

Implementation
  • A responsive Design: Optimised for seamless access via smartphones, ensuring flexibility and convenience for learners.
  • Multi-Format Content: Incorporates a diverse range of formats including text, images, video and audio. This variety caters to learners who may be uncomfortable in traditional learning environments, struggle with reading and writing, or require varied stimuli to remain engaged.
  • Accessible Visual Design: Adheres to visual design principles, featuring clear navigation and voiceover support. This approach particularly benefits learners with dyslexia and ADHD, providing a simple, concise navigational structure and a cohesive visual design following C.R.A.P. principles.
  • Content Chunking and Voiceovers: Implements content chunking and clear, coherent voiceovers to assist learners who struggle in academic settings. This strategy also supports those with reading difficulties, as well as non-native English speakers.
Design Considerations
The Target Audience

This multimedia eLearning resource is designed for new RAS recruits, encompassing both ground operatives and administrative team members, who have successfully completed the hiring process and are ready to begin their roles.

  • Base slide containing icons representing 5 different positions in Ops Team
  • Directs to 5 layers with corresponding images & OST
  • VO gives instructions on how learners can explore content by clicking on each icon
Date: 01.07.24
Screen ID: 16 - Content
Version: 1.0
Resource Title: An Intro to RAS
Straightforward Interface

Given our small and relatively inexperienced team, a straightforward user interface is crucial for RAS. A simple UI ensures staff can quickly adapt to managing the LMS without extensive training or technical expertise.Articulate Reach's minimalist interface, designed with beginners in mind, therefore aligns perfectly with our needs.

Slide Design: Content with CaptionFont: Heading: Arial Black, 36px Subheading: Arial, 28px Body: Arial, 14pxBackground: Same as base layerPhoto & Frame: Larger version of base layer photo on right, 2/3rds visibleRules: Above & below text, #ffffff
Photo & frame fade in from right, text from left.Top-left arrow takes learners back to base layer.
Site Managers [Heading: #ffffff, left]X 5 [Subheading: #d9d9d9, left]RAS employs five Site Managers who are in charge of overseeing our more complex and high-profile projects. These experienced operatives are responsible for ensuring that all physical works are completed to the highest standards. // Working alongside Site Supervisors, our Site Managers provide expert guidance and leadership on the ground and are essential in managing complex details of challenging projects. [Body: #ffffff, left]
Layer 1: To introduce learners to the RAS Site Manager role.
Graphic Design
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 16.1
Screen Title: Lesson 1 Content S3 P3 L1
Learner Engagement

To initially attract learners to the Onboarding Programme and keep them engaged throughout the process, a comprehensive Learner Engagement Plan has been developed. This plan outlines strategies both before and during the learning experience to sustain interest and participation.NB: While gamification has not been included in the current plan, it remains a potential future addition. The RAS Directors have noted that the workforce, particularly the Ground Operatives, respond positively to friendly competition. However, implementing gamification may require changing the LMS, as Reach 360 does not currently support this feature.

Checklist: Communication & Connections
  • Are learners aware of available communication channels with their instructors?
  • Are learners aware of available communication channels with their peers?
  • Have discussion forums/an FAQ area for general enquiries been included?
  • Has a space within the programme been set up to share opinions and ideas?

Complementing the core is an optional spoke - a toolkit curated especially for any learners seeking to explore the topics in greater depth. This supplementary toolkit provides valuable additional resources, enabling motivated individuals to further expand their understanding and delve into areas of particular interest.

Spoke

The core encompasses all mandatory learning content, including engaging games, knowledge-assessing quizzes, animated videos, and interactive multimedia eLearning. This core content forms the comprehensive foundation of the onboarding experience.

Core
The Core and Spoke Model

The onboarding programme follows a core and spoke learning model.

Photo & frame fade in from right, text from left.Top-left arrow takes learners back to base layer.
Slide Design: Content with CaptionFont: Heading: Arial Black, 36px Subheading: Arial, 28px Body: Arial, 14pxBackground: Same as base layerPhoto & Frame: Larger version of base layer photo on right, 2/3rds visibleRules: Above & below text, #ffffff
Mickey Smith [Heading: #ffffff, left]Regional Manager (SW) [Subheading: #d9d9d9, left]Responsible for managing projects across the south-western region, Mickey plays a vital role in RAS's operations. He maintains strong relationships with clients and stakeholders in the area. // Mickey plans and oversees all works in the South-Wast, from the initial scope through to completion. His attention to detail ensures successful project delivery and client satisfaction. [Body: #ffffff, left]
Layer 2: To introduce learners to the South-West Regional Manager, Mickey Smith.
Graphic Design
Screenplan & Interactivity
On-Screen Text
Purpose of Screen:
Screen Ref No: 15.2
Screen Title: Lesson 1 Content S3 P2 L2
The UDL Evaluation Model

Through a focus on User Engagement, Representation, and Action & Expression, the UDL Evaluation Model will allow us to ensure that content is presented through diverse methods, stimulating and motivating learners while enabling them to demonstrate their newly acquired knowledge and skills in multiple ways.

Our Structure
Our Timeline
  • Buttons show two activities to test learners' understanding of first lesson
  • VO invites learners to start exploring both activities, beginning with "Our Timeline"
  • When learners click on section buttons, separate screens containing corresponding text & imagery appear
Date: 01.07.24
Screen ID: 17 - Practice
Version: 1.0
Resource Title: An Intro to RAS
  • Base slide containing images of both RAS directors
  • Directs to two layers with corresponding images & OST
  • VO gives instructions on how learners can explore content by clicking on each profile
Date: 01.07.24
Screen ID: 14 - Content
Version: 1.0
Resource Title: An Intro to RAS