DLI Project: Anti-Money Laundering

Professional Diploma in Digital Learning Design

by Precious Emojevu

Assignment Title – Anti -Money Laundering (AML)

03

Part 3: Implementation and Evaluation

02

Part 2: Micro Design & Development

01

Part 1: Macro Design

Index

Part 1

MACRO DESIGN

Money laundering is a global challenge that undermines the integrity of financial systems and facilitates criminal activities, including terrorism, drug trafficking, and human trafficking. The process of money laundering involves disguising the origins of illegally obtained money to make it appear as though it came from a legitimate source. This practice poses significant risks to businesses, financial institutions, and national economies.

Introduction

For the purposes of this project, I am basing the scenario and my analysis on my personal experiences and knowledge of the organisation I currently work in. Due to data protection and confidentiality requirements, I kindly request that this information be used solely for assessment purposes and not be shared or disclosed beyond what is necessary for the evaluation of this project.

Confidentiality and Data Protection Statement

Step 1The WHO of Learning

The target audience for this Anti-Money Laundering (AML) training includes all employees across the entire organisation. This encompasses:

1. Frontline Staff: Employees who directly interact with customers and handle transactions.
2. Operations and Back Office Teams: Staff involved in processing and monitoring transactions.
3. Compliance and Risk Management Teams: Responsible for enforcing AML policies and ensuring regulatory compliance.
4. Managers and Supervisors: Overseeing teams to ensure AML practices are followed.
5. Senior Management and Executives: Providing strategic direction and ensuring organisation-wide adherence to AML regulations.
6. New Hires: Individuals undergoing onboarding, requiring foundational AML knowledge.

The training will be designed to meet the needs of all staff, ensuring everyone understands their role in preventing and reporting suspicious activities.

Who?

• Prefers bite-sized, mobile-accessible learning modules that she can complete between customer interactions or during breaks.
• Responds well to interactive scenarios or case studies that mirror her daily experiences with customers.
• Values visual aids (e.g., infographics and short explainer videos) and prefers content that is straight to the point.

• Limited prior experience with compliance-related topics, which may make regulatory terminology feel overwhelming.
• Juggling client-facing duties throughout the day makes it difficult to focus on longer training sessions.
• Anxiety about making mistakes when applying complex AML rules in real-world situations.

Barriers to learning

Age: 28 Job Description: Customer Service Representative at AJ Bell Location: Manchester A young profssional who is working in the client-facing department for the past three years. She frequently assists clients with account inquiries, transactions, and financial product information. Sophie is a strong communicator and takes pride in delivering exceptional service. She has completed several in-house training programs but is relatively new to regulatory topics like AML.

• To develop a better understanding of financial regulations, particularly AML, so she can confidently assist clients while staying compliant.
• Aspire to move into a supervisory or managerial role within customer service, which will require more knowledge of compliance and reporting procedures.
• Wants to feel equipped to recognize and report any suspicious activity that might jeopardise AJ Bell’s reputation or her team's performance.

Technology Considerations and Learning Preferences

Goals and aspirations

Bio

SOPHIE TAYLOR

PERSONA FOR ‘ANTI-MONEY LAUNDERING’ COURSE

• Prefers desktop learning and is comfortable navigating advanced learning platforms or dashboards where he can track his progress.
• Favors in-depth, text-based resources like reports, whitepapers, and case law examples that allow for deep dives into AML issues.
• Appreciates content that includes real-world applications and compliance case studies, as well as discussions of the regulatory environment in the UK and globally.
• Would benefit from the ability to download or print training materials for offline review.

• Time constraints due to managing multiple projects and regulatory audits make it challenging to dedicate time to long training sessions.
• Feels that some e-learning programs are too generic and don't offer the advanced insights he needs for high-level strategic decision-making.
• Overly basic training can feel repetitive, given his experience in the industry, which may reduce engagement.

Barriers to learning

Age: 45 Job Description: Risk and Compliance Manager Location: Wigan James has over 15 years of experience in the financial services industry. He has been with AJ Bell for seven years, overseeing compliance initiatives and ensuring that the company adheres to both UK and international financial regulations. James has an extensive background in regulatory compliance, but AML remains an evolving field that requires continuous learning.

• To stay up to date with the latest AML regulations and best practices to ensure that AJ Bell’s policies are robust and up to standard.
• Wants to deepen his expertise in risk management related to money laundering and financial crimes.
• Aims to mentor junior compliance staff on navigating AML complexities and build a culture of regulatory awareness within his team.

Technology Considerations and Learning Preferences

Goals and aspirations

Bio

JAMES MITCHELL

PERSONA FOR ‘ANTI-MONEY LAUNDERING’ COURSE

Step 2The WHY of Learning

APPLY To demonstrate AML procedures and execute steps like Customer Due Diligence (CDD) and suspicious activity reporting.

EVALUATE To assess AJ Bell’s AML procedures and judge when to escalate high-risk transactions

CREATE To develop strategies for improving AML culture and design solutions to strengthen internal processes.

ANALYSE To differentiate legitimate from suspicious activities and examine case studies to identify money laundering tactics.

UNDERSTAND To explain the importance of AML regulations and describe common money laundering methods and red flags.

REMEMBER To recall key AML terms, stages of money laundering, and relevant regulatory bodies like FATF and FCA.

LEARNING OUTCOME 6

LEARNING OUTCOME 5

LEARNING OUTCOME 4

LEARNING OUTCOME 3

LEARNING OUTCOME 2

LEARNING OUTCOME 1

Business Need: AJ Bell, as a UK financial services company, must comply with stringent Anti-Money Laundering (AML) regulations to avoid legal penalties and reputational damage. Effective AML training is essential to protect the business from financial crime risks and ensure ongoing regulatory compliance. Learning Gap: There is a gap in employees' understanding of how to identify and report suspicious activities related to money laundering. Many staff, especially in client-facing roles, lack clarity on how AML regulations apply to their daily tasks, leaving the business vulnerable to compliance risks. Overall Outcome: The AML training program will equip all AJ Bell employees with the knowledge to recognize, prevent, and report suspicious activities, fostering a culture of compliance and strengthening the company’s ability to mitigate AML risks.

THE WHY

Step 3The WHAT of Learning

The Anti-Money Laundering (AML) training course is structured into four progressive modules, each designed to build on the previous one. The course begins with foundational knowledge and gradually introduces more complex concepts and practical applications. Each module incorporates interactive learning activities, case studies, and assessments to ensure engagement and knowledge retention.

• Module 1: Introduction to Money Laundering and Terrorist Financing

• Module 2: Recognizing Suspicious Activities

• Module 3: Keeping the Business Safe

• Module 4: Advanced Topics in AML Compliance

Course Structure

Topic 1 Emerging trends and threats Topic 2 Regulatory changes and updates Topic 3 Advanced reporting techniques

Topic 1 Best practices for AML compliance Topic 2 Preventative measures

Topic 1 Red flags and indicators Topic 2 Case studies and examples

Topic 1 What do they look like and how can they harm customers? Topic 2 Reporting your concerns Topic 3 What happens next?

Advanced Topics in AML Compliance

Keeping the Business Safe

Recognising Suspicious Activities

Introduction to Money Laundering and Terrorist Financing

MODULAR FRAMEWORK

The learning content for this course will be developed using insights and expertise from AJ Bell’s internal subject matter experts, relevant company documents, and additional resources from credible online references. This ensures the training is tailored to AJ Bell’s specific operational context while incorporating best practices and up-to-date regulatory guidelines from the broader financial services industry.

Course Content

Step 4The HOW of Learning

1. What is money laundering and what can it look like?
2. What is terrorist financing and what can it look like?
3. Knowledge check

Time: 8 mins

1. Reporting money laundering or terrorist financing
2. Knowledge check

Time: 2 mins

1. What happens once you've reported it?
2. How do you fit in?
3. Practical steps non-customer-facing teams can take

Time: 5 mins

What happens next?

Reporting your concerns

What do they look like and how can they harm customers?

LEARNING FLOW FOR MODULE 1

• Knowledge checks

• Discussion forums

• Quizzes
• Surveys

• Multimedia eLearning
• Infographics

• Animated videos

BUILDING BLOCKS & FORMATS USED THROUGHOUT THE COURSE

Assessment & Feedback

Activities

Content

Topic 1 What do they look like and how can they harm customers? Topic 2 Reporting your concerns Topic 3 What happens next?

MODULE 1: Introduction to Money Laundering and Terrorist Financing

Gives learners opportunity to spend as long as they want on each section

Gives learners the flexibility to skip through topics they are already comfortable with

Learners have different work patterns & are not all available at the same time

AJ Bell has three offices across the UK so learners are in different locations

Digital Asynchronous

MODE OF DELIVERY

The learner will complete the content that will be delivered in a mixture of ways

• The majority of the course will be delivered as on-screen text with optional audio narration
• Short animated videos will be used to explain more complex concepts to enhance engagement
• Infographics and images will be used to make the content more interesting

The activities will test the learners understanding of the topics

• Questions with multiple choice answers will be displayed on-screen for the learner to select the correct answer once they’ve figured it out
• The learner will be provided feedback on the answer picked

Activities

Content

Activities

Content

Activities

Content

What happens next?

Reporting your concerns

What do they look like and how can they harm customers?

MODULE 1 - Introduction to Money Laundering and Terrorist Financing

COMMENTARY ON MACRO DESIGN

COMMENTARY ON 'THE WHO' OF LEARNING The development of learning personas—Sophie Taylor, a Customer Service Representative, and James Mitchell, a Senior Risk and Compliance Manager—has been instrumental in shaping the design, development, implementation, and evaluation of the AML training course. These personas help me understand the distinct needs of AJ Bell’s employees, allowing me to create a training experience that is relevant, engaging, and practical for all. Design Influence The personas I created highlight the varied expertise within AJ Bell, which directly influences how I design the course. Sophie, who works on the frontline, requires straightforward, bite-sized content that fits into her busy day. For her, I’ll incorporate simple language, practical scenarios, and interactive elements that make learning quick and easy to apply. On the other hand, James needs deeper, more strategic content that challenges him. I’ll include more complex case studies, regulatory analysis, and risk management tasks in his learning journey to match his advanced role. This differentiation ensures the course speaks to both beginners and experienced professionals. Development Influence In the development phase, I use these personas to guide how I create the learning materials. Sophie, who prefers visual aids and quick learning sessions, will benefit from infographics, short videos, and quizzes, making the content engaging and easy to digest. James, however, will need access to in-depth resources like downloadable reports and detailed case studies. By developing multimedia content that caters to different learning preferences, I can ensure that both personas remain engaged and that the material is accessible to all staff. Implementation Influence These personas also shape how I plan the implementation of the course. Sophie, with her limited availability, needs content that is flexible and can be accessed on mobile devices in short bursts. Therefore, I’ll ensure the course is accessible anytime, anywhere, and broken into short modules. For James, who has more control over his schedule, the course can offer longer sessions with more in-depth content. This way, I can ensure that all learners, regardless of their role or time constraints, can fully engage with the training. Evaluation Influence Lastly, these personas inform how I evaluate the course’s effectiveness. For Sophie, I’ll assess how well she can apply AML procedures in her customer interactions, using scenario-based questions. For James, the evaluation will focus on his ability to critically assess AML risks and suggest improvements to existing processes. By tailoring the assessments to each persona’s role, I can gather more accurate feedback and continually improve the training program to meet the needs of all employees. Conclusion By creating detailed learning personas, I’m able to shape every aspect of the AML course, from design and development to implementation and evaluation. These personas ensure the course is personalised, relevant, and accessible for AJ Bell’s diverse workforce, ultimately making the training more effective at addressing the company’s AML compliance needs.

COMMENTARY ON MACRO DESIGN

COMMENTARY ON 'THE WHY' OF LEARNING In designing the Anti-Money Laundering (AML) training course for AJ Bell, I’ve focused on addressing the business need, learning gap, and desired outcomes using Bloom’s Taxonomy and SMART outcomes. These frameworks allow me to ensure that the course builds progressively and equips employees with the necessary skills and knowledge to meet compliance standards. The Role of Bloom’s Taxonomy I’ve used Bloom’s Taxonomy to structure the learning outcomes, moving from Lower-Order Thinking Skills (LOTS) to Higher-Order Thinking Skills (HOTS). This progression ensures that learners first grasp fundamental concepts like recalling key AML terms and regulations before moving on to more complex tasks, such as applying and analysing real-world AML scenarios. For AJ Bell, this approach allows employees, especially those in customer-facing roles, to understand the basics first, then confidently recognise and report suspicious activities. As they advance, I will ensure the course content encourages higher-level thinking, enabling them to evaluate current AML processes and suggest improvements that strengthen compliance across the company. The Value of Bloom’s Taxonomy I find Bloom’s Taxonomy incredibly valuable in structuring learning to fit different cognitive levels. By starting with foundational knowledge and building towards critical analysis and problem-solving, I can avoid overwhelming learners. It ensures that both junior staff and senior managers progress at a pace that suits their experience. This approach also allows me to integrate critical thinking skills throughout the course, which is crucial for those in risk and compliance roles, where evaluating complex financial transactions and deciding when to escalate issues are part of their day-to-day responsibilities. SMART Learning Outcomes I’ve made sure that all the learning outcomes in this course are SMART—Specific, Measurable, Achievable, Relevant, and Time-bound. Each outcome is specific, clearly defining what learners will achieve, such as “recall key AML terms” or “demonstrate how to report suspicious activity.” They are also measurable, so I can track progress through quizzes, assessments, and case-based exercises. The outcomes are achievable for learners across different roles, ensuring that both entry-level employees and senior staff can engage and succeed. Moreover, I’ve ensured these outcomes are relevant to AJ Bell’s compliance goals, directly linking them to the company’s operational needs and regulatory requirements. Lastly, each outcome is time-bound, providing a clear structure for when learners need to complete modules and assessments, making the training efficient and purposeful. Conclusion By using Bloom’s Taxonomy and SMART learning outcomes, I’ve structured the AML course to effectively address AJ Bell’s compliance needs and close the learning gap. With Bloom’s progression from LOTS to HOTS, I can ensure that employees not only gain a solid understanding of AML regulations but are also empowered to apply and critically evaluate them. SMART outcomes keep the training focused, measurable, and aligned with the company’s goals, ensuring that the learning experience is meaningful and impactful.

COMMENTARY ON MACRO DESIGN

COMMENTARY ON 'THE WHAT' OF LEARNING In designing the WHAT of learning for the Anti-Money Laundering (AML) course, I focused on selecting essential topics, structuring the course logically, and collaborating with Subject Matter Experts (SMEs) to ensure relevance to AJ Bell. The course design and topics are aligned with the learning personas I developed to ensure practical application across the business. Selecting Topics I chose the course topics to cover key AML areas and ensure relevance to AJ Bell’s operations. The four modules—Introduction to Money Laundering and Terrorist Financing, Recognising Suspicious Activities, Keeping the Business Safe, and Advanced Topics in AML Compliance—progress from foundational knowledge to advanced compliance strategies. For Sophie, the first two modules focus on practical, day-to-day skills, ensuring she can recognise and report suspicious activities effectively. For James, the latter modules offer a deeper focus on risk management and compliance strategy, aligning with his advanced role. Course Structure The course structure follows a logical progression, building from basic to advanced AML topics. The four modules are:

1. Introduction to Money Laundering and Terrorist Financing
2. Recognising Suspicious Activities
3. Keeping the Business Safe
4. Advanced Topics in AML Compliance

I’ve aligned the course with Bloom’s Taxonomy, progressing from lower-order thinking skills (remembering and understanding) to higher-order skills (analysing and evaluating). Sophie benefits from a step-by-step approach, while James is challenged with advanced compliance strategies and risk analysis. Subject Matter Experts (SMEs) Collaborating with AJ Bell’s internal SMEs has ensured that the content is up-to-date and directly applicable. Their input provided real-world scenarios that reflect AJ Bell’s unique AML challenges, particularly in helping Sophie recognise customer-related risks and offering James advanced insights into compliance strategies. Conclusion The 'WHAT' of learning—topic selection, structure, and SME collaboration—has been designed to meet the needs of both beginner and advanced learners at AJ Bell. The four modules cover key AML topics, progressing logically to ensure employees like Sophie and James can apply the training in their roles, making the learning practical and aligned with the company’s compliance objectives.

COMMENTARY ON MACRO DESIGN

COMMENTARY ON 'THE HOW' OF LEARNING In shaping the HOW of learning for the Anti-Money Laundering (AML) course, I have employed Cathy Moore’s action mapping, designed a clear content flow, and selected a digital asynchronous delivery mode. These strategies ensure that the learning is practical, engaging, and accessible to all employees at AJ Bell, regardless of their role or experience level. Cathy Moore’s Action Mapping I applied Cathy Moore’s action mapping approach to ensure the course focuses on practical tasks that learners need to perform in their roles. This method shifts the emphasis from passive information intake to active, scenario-based learning. For Sophie, this means engaging in real-life scenarios where she recognises suspicious activity and follows proper reporting procedures. For James, the action mapping approach leads to more advanced activities, where he identifies potential risks and recommends improvements to AML compliance strategies. By focusing on what learners do rather than what they know, the training becomes more effective and directly relevant to their day-to-day responsibilities. Flow Model I’ve structured the course using a flow model that progresses logically from basic to advanced content. The four modules—Introduction to Money Laundering and Terrorist Financing, Recognising Suspicious Activities, Keeping the Business Safe, and Advanced Topics in AML Compliance—build in complexity as learners advance. For Sophie, the flow begins with foundational knowledge and practical scenarios, helping her build confidence before tackling more complex activities. James, with his advanced role, is gradually introduced to more challenging content, such as risk analysis and compliance strategy. The flow ensures a smooth progression for all learners, keeping the material engaging and relevant. Delivery Mode The course is delivered in a digital asynchronous format, allowing learners to engage with the content at their own pace. This delivery mode suits both Sophie and James, as they can complete modules when convenient. Each module includes knowledge checks within the lessons, providing immediate feedback to reinforce learning, and assessments at the end of each module to evaluate comprehension and application of key concepts. These assessments range from multiple-choice questions to scenario-based tasks, ensuring learners like Sophie can test their ability to recognise suspicious activities, while James can demonstrate his understanding of advanced compliance strategies. Conclusion The HOW of learning is grounded in action mapping, a structured flow model, and an asynchronous delivery mode that offers flexibility while maintaining engagement. By focusing on real-world application and ensuring a logical progression through the content, I can meet the learning needs of both Sophie and James. The knowledge checks and assessments throughout the course allow for ongoing evaluation and reinforcement, making the training both practical and effective for AJ Bell’s diverse workforce.

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. David McKay Company. Digital Learning Institute. (2024). Instructional design and e-learning course materials. Digital Learning Institute. Financial Action Task Force. (2022). What is money laundering? https://www.fatf-gafi.org MindTools. (n.d.). How to make SMART goals: Guide with examples. MindTools. https://www.mindtools.com/a4wo118/smart-goals Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59. https://doi.org/10.1007/BF02505024 Moore, C. (n.d.). Action mapping: A visual approach to training design. Cathy Moore's Blog. https://blog.cathy-moore.com/action-mapping/

MACRO DESIGN REFERENCES

Part 2

MICRO DESIGN & DEVELOPMENT

Step 1Design Documents

1. What is money laundering and what can it look like?
2. What is terrorist financing and what can it look like?
3. Knowledge check

1. Reporting money laundering or terrorist financing
2. Knowledge check

Topic 3 What happens next?

Topic 2 Reporting your concerns

Topic 1 What do they look like and how can they harm customers?

The target audience for this module includes all employees of AJ Bell, particularly those in customer-facing roles, compliance teams, and management. This module aims to ensure all staff understand the basics of money laundering and terrorist financing, recognise indicators of suspicious activities, and know their responsibilities in safeguarding the organisation.

SCOPE

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

• Define money laundering and terrorist financing and their key components.
• Identify common indicators of suspicious activities.
• Explain the importance of compliance with AML regulations and policies.
• Demonstrate knowledge of reporting procedures for suspicious activities at AJ Bell.

MODULE 1: Introduction to Money Laundering and Terrorist Financing

LEARNING OBJECTIVES

TARGET AUDIENCE

1. What happens once you've reported it?
2. How do you fit in?
3. Practical steps non-customer-facing teams can take

10

6-8

1-2

Presents module completion and instructions on next steps

Challenges learner with an activity based on content from this section

Presents the knowledge to the learner

COMPLETION SLIDE

TOPIC 3 - PRACTICE

TOPIC 3 - CONTENT

Presents key takeaways from this section

Challenges learner with an activity based on content from this section

Presents the knowledge to the learner

TOPIC 2 - SUMMARY

TOPIC 2 - PRACTICE

TOPIC 2 - CONTENT

Positions next steps in the learning journey e.g. on-the-job training Provides link to discussion forum

Formally test the learners comprehension

Makes learners aware of supporting resources e.g., pdfs, links, videos, etc.

Shows learners which buttons to press to turn on audios, videos, subtitles etc.

Outlines learning objectives

Welcomes learner onto course Outlines benefits to learner Outlines what learner will experience

Presents key takeaways from this section

Challenges learner with an activity based on content from this section

Presents the knowledge to the learner

NEXT STEPS

ASSESSMENT

TOPIC 1 - SUMMARY

TOPIC 1 - PRACTICE

TOPIC 1 -CONTENT

OBJECTIVES

TOOLKIT

INSTRUCTIONS

HOOK

WIREFRAME

SCREENPLAN

SCREENPLAN

SCREENPLAN

STORYBOARD

Content

What is terrorist financing and what can it look like?

What is money laundering and what can it look like?

WHAT DO THEY LOOK LIKE AND HOW CAN THEY HARM CUSTOMERS?

There is a downloadable handbook of this course available in PDF version in the tool kit if you prefer to learn that way.

If you prefer to learn through audio, each slide has optional narration and the videoshave optional audio. To access audio, turn your sound on and use headphones.Optional transcripts are provided for each video.

• By the end of this module, you will be able to:
• Define money laundering and terrorist financing and their key components.
• Identify common indicators of suspicious activities.
• Explain the importance of compliance with AML regulations and policies.
• Demonstrate knowledge of reporting procedures for suspicious activities at AJ Bell

This 15-minute course introduces you to money laundering and terrorist financing,

Purpose of Screen: Introduce the learner to the course and get buy-in

STORYBOARD

Completing the course

Knowledge check three

Practical steps non-customer-facing teams can take

How do you fit in?

What happens once you've reported it?

Knowledge check two

Reporting money laundering or terrorist financing

Knowledge check one

WHAT HAPPENS NEXT

REPORTING YOUR CONCERNS AND WHAT HAPPENS NEXT

Content

Purpose of Screen: Introduce the learner to the course and get buy-in

STORYBOARD

STORYBOARD

STORYBOARD

STORYBOARD

STORYBOARD

STORYBOARD

STORYBOARD

STORYBOARD

STORYBOARD

STORYBOARD

STORYBOARD

STORYBOARD

STORYBOARD

STORYBOARD

STORYBOARD

STORYBOARD

STORYBOARD

STORYBOARD

Click the links below to see shortened pdf versions of the storyboards for the videos created within this course

Video 3 storyboard

Video 2 storyboard

Video 1 storyboard

VIDEOS STORYBOARD

Step 2Prototype

PROTOTYPE

Link to Prototype https://360.articulate.com/review/content/a7a621a3-4655-4d60-a035-dfa9096b1263/review

COMMENTARY ON MICRO DESIGN & PROTOTYPE

For the micro design and prototype of Module 1, I followed a structured approach based on the detailed micro plan. The goal was to create an engaging and effective learning experience that breaks down complex topics like money laundering and terrorist financing into manageable and understandable segments. I used Rise 360 as the authoring tool, leveraging its interactive features to create a module that is clear, visually engaging, and easy to navigate. My focus was on designing learning activities that promote active participation and reinforcement of key concepts. In terms of my approach, I prioritised simplicity and learner engagement. Understanding that employees at AJ Bell come from diverse roles and backgrounds, I carefully designed the content to ensure it would resonate with both customer-facing and non-customer-facing teams. Using the learning personas developed earlier, I tailored the micro design to meet different learning needs by offering clear examples, practical scenarios, and varied forms of interactions, such as quizzes and checklists. This approach ensures learners can easily relate the training material to their day-to-day roles. For the prototype, I incorporated Vyond to create animated videos that visually explain complex concepts like the stages of money laundering (placement, layering, and integration). Using animations allowed me to depict abstract financial crime processes in a way that is more digestible than static text. Additionally, Vyond’s customisable characters and scenarios allowed me to craft specific, realistic situations that help learners understand what money laundering and terrorist financing might look like in the context of AJ Bell. Once the prototype was developed, I sought feedback from key stakeholders and subject matter experts. The feedback was invaluable in identifying areas for improvement. For example, stakeholders highlighted the need to shorten some text-heavy sections and provide clearer, step-by-step explanations of the reporting process. Based on this input, I made improvements by restructuring the information flow, reducing lengthy text, and incorporating more interactive elements such as clickable checklists and scenario-based knowledge checks. These changes aligned with learner-centred design principles and ensured that the content remained focused and relevant, keeping learners engaged throughout the module. One key principle I kept in mind was microlearning, ensuring that the module content was delivered in small, focused chunks. This helps to avoid overwhelming learners with too much information at once, which can hinder retention. By offering bite-sized content followed by knowledge checks with immediate feedback, I ensured that learners could test their understanding in real time and receive reinforcement where needed. This technique not only supports the retention of information but also aligns well with the way modern learners consume content, particularly in digital learning environments. The feedback process allowed me to refine the prototype further by improving the clarity and flow of the module. For example, the reporting procedure section was enhanced with interactive steps that guide learners through the process, making it easier to follow. Similarly, the practical steps for non-customer-facing teams were expanded with more detailed examples to ensure that every role within the organisation understands how they contribute to anti-money laundering efforts. In conclusion, the micro design and prototype development process was an iterative one, with continual adjustments and improvements based on stakeholder feedback and best practices in instructional design. The use of Vyond animations alongside Rise 360’s interactive capabilities created an engaging, visually dynamic learning experience that is both educational and practical. These improvements, coupled with targeted feedback, ensured that the content is not only accessible and engaging but also directly applicable to the daily responsibilities of AJ Bell employees. Through this process, I was able to create a learning module that effectively meets the needs of the organisation while providing a high-quality learning experience for the target audience.

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.Articulate 360. (n.d.). Rise 360: Create responsive courses. https://articulate.com/360/riseDigital Learning Institute. (2024). Microlearning and instructional design. Course material.FATF-GAFI. (2022). What is money laundering? https://www.fatf-gafi.orgGagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th ed.). Wadsworth/Thomson Learning.Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge University Press.Moore, C. (2008). Action mapping: A visual approach to instructional design. https://blog.cathy-moore.com/action-mapping/Vyond. (n.d.). Video creation for instructional design. https://www.vyond.com

MICRO DESIGN REFERENCES

Part 3

IMPLEMENTATION & EVALUATION

The rollout of AJ Bell’s Anti-Money Laundering (AML) e-learning course will take place on the SABA Learning Management System (LMS). This platform will provide a robust and user-friendly environment to deliver, track, and report training outcomes. Below is the detailed rollout plan that addresses the platform's functionalities, required resources, a "go live" plan, and strategies for learner engagement.

Rollout Plan Overview

SABA LMS is the chosen platform for delivering the AML e-learning course. It offers a range of functionalities critical to the success of this project:

• Content Management: SABA supports SCORM-compliant courses, enabling seamless integration of the AML course developed in Rise 360. This ensures that all multimedia elements, quizzes, and assessments function smoothly.
• Customised Learning Paths: Tailored learning paths can be set up for different employee groups (e.g., customer-facing, non-customer-facing) based on their roles and responsibilities in anti-money laundering practices.
• Automated Tracking and Reporting: SABA offers detailed tracking of learners’ progress, completion status, and quiz performance. Managers can monitor team performance in real time, making it easier to ensure compliance.
• Mobile Accessibility: The platform allows for cross-device access, enabling learners to complete the course on mobile or desktop, giving flexibility for busy schedules.
• Notifications and Reminders: SABA has automated email functionality to send reminders, course deadlines, and follow-ups for incomplete modules.

Learning Platform Description

The successful rollout will require support from several teams and resources:

• Instructional Design Team: They will be responsible for finalising the course design, ensuring smooth integration into SABA, and making any last-minute adjustments based on feedback.
• IT and Technical Support Team: They will ensure that any technical issues during the rollout are resolved promptly. This includes managing system integrations, troubleshooting access issues, and resolving compatibility problems across devices.
• HR and Compliance Teams: These teams will be involved in communicating the importance of the training, tracking completion, and ensuring that all employees are compliant with internal AML regulations.
• Managers: Line managers will have access to learner progress reports and will be responsible for following up with team members who have not completed the training on time.
• Subject Matter Experts (SMEs): SMEs will provide ongoing support for content-related questions and updates to ensure the course remains relevant.

Staff/Resources Required

GO-LIVE PLAN

These six methods are designed to ensure that the AML course is effectively marketed to AJ Bell employees across different communication channels. The combination of digital reminders, leadership endorsement, and manager involvement will ensure high visibility and encourage timely course completion.

Digital Signage (for Office-Based Staff)

Internal Social Media Posts

CEO/Leadership Video Message

Manager-Led Meetings

Intranet Announcements

Email Campaigns

LEARNER ENGAGEMENT TACTICS

The evaluation of the Anti-Money Laundering (AML) e-learning course will be structured around three primary focuses: goal-based, process-based, and outcome-based evaluations. This comprehensive approach will ensure that the training meets its intended objectives, is delivered effectively, and leads to positive outcomes for both the employees and the organisation.

Evaluation Plan Overview

Kirkpatrick's Four-Level Model will guide the evaluation process, allowing for a systematic assessment of the course’s effectiveness

• Objective: Measure the course's impact on organisational objectives, such as compliance rates and reduced incidents of money laundering.

• Methods: Key performance indicators (KPIs), such as incident reports, compliance audit results, and employee feedback, will be analysed over time to evaluate the course's overall effectiveness in promoting a culture of compliance within AJ Bell.

• Objective: Determine if learners apply the acquired knowledge and skills in their job roles.

• Methods: Follow-up interviews and surveys will be conducted with managers and employees three to six months after course completion to assess behavioural changes in the workplace related to AML compliance. Observations may also be employed to evaluate real-world application.

Level 4: Results

Level 3: Behaviour

• Objective: Evaluate the extent to which participants have acquired the intended knowledge and skills.

• Methods: Pre- and post-assessments will be conducted to measure knowledge gains. Knowledge checks embedded throughout the course will also provide insights into learners' understanding of key concepts.

Level 2: Learning

• Objective: Assess learner satisfaction with the course content, delivery, and overall experience.

• Methods: Post-course surveys and feedback forms will be administered to gather learners' impressions of the course. Questions will focus on aspects like usability, engagement, and perceived relevance of the material.

Level 1: Reaction

Kirkpatrick's four levels

EVALUATION APPROACH BASED ON KIRKPATRICK'S MODEL

To ensure the course is accessible to all learners, the evaluation will incorporate principles from Universal Design for Learning (UDL). The following aspects will be assessed:

• Multiple Means of Engagement: Evaluation will include feedback on how well the course motivates and engages learners through varied content types (e.g., videos, interactive activities).
• Multiple Means of Representation: The course will be assessed for its effectiveness in presenting information in diverse formats, catering to different learning styles and preferences.
• Multiple Means of Action and Expression: Feedback will be collected on whether learners feel empowered to demonstrate their understanding through various forms of assessments and knowledge checks.

Additionally, User Experience Design for Learning (UXDL) principles will guide the evaluation of the course’s usability and user interface. Usability testing sessions with participants will gather insights into navigational ease, clarity of instructions, and overall user satisfaction.

Accessibility Evaluation

Learning analytics will play a critical role in the evaluation of the AML e-learning course. By tracking data from the SABA LMS, I will gain insights into various metrics, including:

• Completion Rates: Analysis of how many employees completed the course and within what time frame.
• Assessment Scores: Insights into average scores from knowledge checks and assessments to identify areas where learners struggled.
• Engagement Metrics: Data on how frequently learners interacted with course materials, including time spent on each module and participation in discussions or forums.

These insights will help inform future iterations of the course, allowing for targeted improvements and adjustments to enhance learner engagement and effectiveness.

Use of Learning Analytics

This evaluation plan provides a comprehensive framework for assessing the Anti-Money Laundering e-learning course's effectiveness. By leveraging Kirkpatrick's model, UDL principles, and learning analytics, I will ensure that the course not only meets its educational objectives but also promotes a culture of compliance and continuous improvement within AJ Bell.

Conclusion

COMMENTARY ON IMPLEMENTATION & EVALUATION

As I progressed into the implementation and evaluation phase of the Anti-Money Laundering (AML) e-learning project, I encountered an array of challenges and opportunities that shaped my approach and decisions. This stage is crucial for ensuring that the course not only reaches its target audience but also effectively meets the intended learning outcomes. Implementation The rollout plan I developed for launching the course on the SABA LMS was meticulously crafted to ensure a smooth transition. In selecting the LMS, I appreciated the platform's robust features, such as tracking learner progress, automating reminders, and generating detailed analytics. These capabilities will not only facilitate the delivery of the course but also provide valuable insights into learner engagement and effectiveness. Communication was a central focus in my implementation strategy. I recognised the need to market the AML training effectively to ensure high participation rates. By employing a mix of emails, intranet announcements, manager-led discussions, and leadership videos, I aimed to create a sense of urgency and relevance. Engaging various stakeholders was key, as I understood that endorsement from leadership and active promotion by managers could significantly influence employees’ participation. Additionally, I designed an engagement plan that incorporated diverse communication methods to appeal to different learning styles. This approach reflects my commitment to inclusivity and ensuring all employees, regardless of their preferences, receive the necessary prompts to complete the course. Evaluation In terms of evaluation, I adopted Kirkpatrick's Four-Level Model as my guiding framework. This model allows for a comprehensive assessment, starting with immediate learner reactions and culminating in the analysis of organisational outcomes. I feel confident that this structured approach will provide meaningful insights into the course's effectiveness and areas for improvement. I also placed significant emphasis on accessibility, using principles from Universal Design for Learning (UDL). By focusing on multiple means of engagement, representation, and expression, I ensured that the course accommodates diverse learning needs. This commitment to accessibility reflects my understanding that a one-size-fits-all approach does not work in adult learning contexts, particularly in compliance training where clarity and understanding are paramount. Furthermore, integrating learning analytics into the evaluation process allows me to harness data-driven insights. By analysing completion rates, assessment scores, and engagement metrics, I will have the tools necessary to refine the course continuously. This iterative approach is essential in ensuring the training remains relevant and effective over time. Conclusion Overall, the implementation and evaluation stage of the AML e-learning project has been an enriching experience. By focusing on comprehensive planning, effective communication, and robust evaluation methods, I am confident that the course will foster a culture of compliance at AJ Bell. The insights gained from both the implementation and evaluation processes will not only enhance this course but also inform future e-learning initiatives. As I move forward, I remain committed to using feedback and data to drive continuous improvement, ultimately contributing to a safer and more compliant organisational environment.

Articulate. (n.d.). Articulate 360. https://articulate.com/360Digital Learning Institute. (2024). Course material.Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels (3rd ed.). Berrett-Koehler Publishers.Meyer, A., & Rose, D. H. (2005). A practical reader in universal design for learning. Harvard Education Press.

IMPLEMENTATION & EVALUATION REFERENCES

CONCLUSION

The development and implementation of the Anti-Money Laundering (AML) e-learning course at AJ Bell represent a significant step towards fostering a culture of compliance and awareness within the organisation. This project, structured using the ADDIE model, effectively addresses the need for comprehensive training on AML and terrorist financing. Phase 1: Analysis and Design In the initial phases, I identified the business need for enhanced AML training, revealing a critical learning gap among employees. The project’s goals were established using SMART learning objectives, ensuring that outcomes were specific, measurable, achievable, relevant, and time-bound. Through the creation of detailed learning personas, I tailored the course content to address the diverse needs of the target audience, enhancing engagement and retention. Phase 2: Development The course was designed using Rise 360, with a focus on interactivity and accessibility. Each module was carefully crafted to cover essential topics, including the identification of money laundering and terrorist financing, recognising suspicious activities, and reporting procedures. The incorporation of engaging animated videos created with Vyond enriched the learning experience. Knowledge checks throughout the course provided ongoing assessment and reinforcement of key concepts, ensuring that learners could apply their knowledge effectively. Phase 3: Implementation and Evaluation The rollout plan outlined a comprehensive strategy for launching the course on the SABA LMS, leveraging various communication methods to maximise learner engagement. The use of Kirkpatrick's Four-Level Model for evaluation ensures a thorough assessment of the course's impact on learner satisfaction, knowledge acquisition, behaviour change, and organisational results. Additionally, the emphasis on accessibility through Universal Design for Learning principles reflects a commitment to inclusivity, ensuring all employees can effectively engage with the training. Final Thoughts Overall, this project not only aims to educate employees about AML compliance but also strives to create a proactive organisational culture that prioritises ethical practices. As I move forward, the insights gained from the evaluation process will inform continuous improvements to the course, ensuring it remains relevant and effective in addressing the evolving landscape of financial compliance. Ultimately, the successful implementation of this e-learning course will contribute to AJ Bell's mission of maintaining the highest standards of integrity and compliance in the financial services industry.

Email Campaigns

Rationale

Regular and targeted emails will inform employees about the course launch, deadlines, and importance of AML compliance. Pre-launch emails will introduce the course, and reminder emails will maintain urgency, ensuring everyone is aware of the need to complete the training. This direct communication is essential for reaching all employees quickly.

What is Money Laundering?

Money laundering typically occurs in three stages:

1. Placement – Illegally obtained funds are introduced into the financial system.
2. Layering – The funds are moved through a series of transactions to obscure their origins.
3. Integration – The laundered money is reintegrated into the economy as legitimate assets or funds (Financial Action Task Force [FATF], 2022).

CEO/Leadership Video Message

Rationale

A brief video from senior leadership, like the CEO or Head of Compliance, will reinforce the critical importance of AML compliance. A personal message from the top shows that the course is not just a formality but essential to the company’s success and integrity.

Internal Social Media Posts

Rationale

Sharing updates and reminders on internal platforms like Yammer or Slack will encourage informal discussions and peer motivation. Social posts can also highlight the importance of timely completion, and updates on how various teams are progressing can boost engagement.

Intranet Announcements

Rationale

Prominent banners or notifications on AJ Bell’s intranet homepage will make the course highly visible. These announcements will feature eye-catching graphics and regular updates on deadlines and progress, ensuring employees are constantly reminded of the training’s importance.

Digital Signage (for Office-Based Staff)

Rationale

For employees on-site, digital signage or posters in key areas will remind them of the AML course. Simple messages with QR codes for easy access ensure that employees are continually prompted to complete the training.

Manager-Led Meetings

Rationale

Line managers will be encouraged to discuss the course during team meetings. Manager involvement will create a sense of accountability, as employees are reminded of the training’s relevance to their role and daily tasks. This direct, verbal communication strengthens the message.