Project Work

Introduction to Investments at FNZ - Level 1

Babita Mundra

CONTENTS

PART 1: LX DESIGN PLAN – Macro Design

PART 2: Instructional Design Plan & Prototype - Micro Design

PART 3: Rollout Plan - Implementation

PART 4: Evaluation Plan

About this project

Please note that instead of providing the Commentary & Reference part at the end of each part, I will instead split it across each area or steps (where needed) for ease of explanation and also help give you an understanding of my thinking behind the learning design. For example: PART 1: LX DESIGN PLAN - MACRO DESIGN Step 1 Who? Will provide Commentary & Reference Step 2 Why? Will provide Commentary & Reference And so forth…

PART

LX DESIGN PLAN Macro Design

INTRODUCTION

FNZ is a financial technology company that provides technical platforms for financial businesses that offer various investment types to consumers. Known as a wealth growth platform, FNZ partners with over 650 financial institutions and 12,000 wealth managers. Some of their clients are Santander, Vanguard, Aviva, Barclays Abrdn, plus many more.

LX DESIGN PLAN - Macro Design

STEP 1

The WHO of Learning

WHO?

FNZ has over 6000 employees across the globe from various cultural backgrounds and work in different business areas, such as Sales, Finance, HR, Procurement, IT, Support Services, Risk & Compliance and Training. English is the spoken and written language used. All colleagues are required to make proficient use of the English language. Not all colleagues working at FNZ will have knowledge of “investments” and how it's a big part of FNZ's business. Having spoken with some colleagues, they agree that their knowledge of investments is low.

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LEARNING PERSONAS

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References

Jeremy Place

Devina Patel

View Persona

View Persona

LX DESIGN PLAN - Macro Design

STEP 2

The WHY of Learning

WHY?

Some colleagues who are experts in their own field, for example, marketing, human resources, etc., do not fully understand how FNZ technology works in the financial markets. To gain an understanding, you would need to know what we mean by “financial investments” and how the FNZ platform supports businesses in offering investments to consumers. I am also one of those who lacks an understanding of investments, and how they're a big part of the FNZ business.

Learning Gap

Townhall Webinars

Aim

Twice a month, the company showcases FNZ products, services, and what each regional department is doing. These sessions are really informative. However, it can go beyond people’s heads if they don’t have the basic knowledge of investment markets and how the FNZ platform technology supports it.

Learning Outcomes

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Remember

Apply

Understand

Learning Goals (SMART)

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Create

Analyse

Evaluate

References

LX DESIGN PLAN - Macro Design

STEP 3

The WHAT of Learning

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Course Structure

Lesson1 Introduction to Investments

The course comprises of four lessons, designed to be a building block of knowledge. Level 1 module starts off with the basic knowledge of what investments are, leading the learner to confidently gain a good foundation of investment knowledge before they progress to Level 2. Lesson 4 will provide links to resources for further reading and information such as links to FNZ learning resources stored on SharePoint available to access whenever they need to.

Lesson 2 Working with Investments

Introduction to Investments at FNZ: Level 1

Lesson 3 Investment Types

Lesson 4 Learning Resources

Learning Pathway - Introduction to Investments at FNZ: Level 1

Working with Investments

Introduction to Investments

Investment Types

Learning Resources

Visual Design

Topic 1 Investment Considerations Topic 2 What Happens When Cash is Invested Topic 3 Investing Strategies

Topic 1 Introducing Different Investment Types Topic 2 Instrument Codes Topic 3 Instrument Codes Used at FNZ

Topic 1 Additional Resources

Topic 1 What is an Investment? Topic 2 Savings Vs Investment Topic 3 What are Asset Classes? Topic 4 How the FNZ Platform Support Investments

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References

Topic 1 What is an investment? Topic 2 Savings vs Investment Topic 3 What are Asset Classes? Topic 4 How the FNZ Platform Support Investments

LX DESIGN PLAN - Macro Design

STEP 4

The HOW of Learning

Mode of Delivery

Asynchronous approach, can be completed online for learners to complete. Hover over the icons to view the reasons given:

Course period Learners are given a date to complete the course by, they will normally be given 3 months to complete it, even though the expected time is 45 minutes. Learners can dip in and out of the course should they need to, so long as it’s within the 3-month period. Learning Theory Cognitivism as it’s learner-centred and will look at: • How best to design it? • How do they remember it? • How does it get into our memory? Design-wise, they have to think about scenarios and actively participate in learning where they get to see how it applies in real life in order to relate and remember.

Multiple Formats

Self-paced

Flexible

Location

Solution

Building Blocks & Learning Formats

Hover over the icons to view more

Content

Activities

Feedback

The learner will receive assessment and feedback to support engagement:

• Feedback will be provided at the end of each quiz to encourage learning.

The learner will engage with content through multimedia formats:

• Content will be delivered using on-screen text.
• Animated scenario videos will be used to help explain real life situation and also concepts.
• Caption text and downloadable video scripts provided.
• External links to videos explaining concepts.

The activities will be in the form of quizzes:

• Some questions will include scenario based situations.
• Some questions will be multiple choice.
• Some questions will include matching definition to words where the leaners drags and drops.

Flow MODEL

Learning FLOW

Click on the icons to view the learning pathway

Working with Investments

Introduction to Investments

Investment Types

Learning Resources

References

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Topic 1 What is an investment? Topic 2 Savings vs Investment Topic 3 What are Asset Classes? Topic 4 How the FNZ Platform Support Investments

Instructional Design Plan & Prototype Micro Design: Lesson 1 Introduction to Investments

PART

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SCOPE

Target Audience

Who is this learning for? FNZ employees. Although this course will be rolled out as part of the induction program for new starters. This course will be available for everyone at FNZ to access.

Learning Outcomes

What is the purpose of this resource? To give FNZ employees a basic understanding of how investments work on the FNZ platform. Learning Objective 1: Recall what an Investment is and how they work on FNZ platforms. Learning Objective 2: Recognise the difference between savings and investments.

LESSON 1: INTRODUCTION TO INVESTMENTS - TOPICS

Topic 3

Topic 2

Topic 1

Topic 4

What are Asset Classes?

Savings Vs Investment

What is an Investment?

How FNZ Platforms Support Investments

1. Savings definition
2. Let’s compare the two

1. Five types of asset classes
2. How to acquire Assets
3. What’s a portfolio?

1. How investing works
2. Reasons to invest
3. How do you invest?

1. Real life scenario

WIREFRAME

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TRANSITION

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SCREEN PLAN

Icons Definition

TRANSITION

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STORYBOARD

Developer Notes

TRANSITION

Prototype - Lesson 1 Introduction to Investments

CLICK THE IMAGE BELOW

Introduction

The development phase includes a prototype based on the instructional design plans outlined in this project. You can view this prototype by clicking the image on the right. The prototype will open in a new browser (Chrome, Safari or Internet Explorer). In the prototype, only Lesson 1 is developed.

References

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PART

ROLLOUT - IMPLEMENTATION

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Rollout Plan

FNZ will roll out the online course on a Learning Management System (LMS) Workday. Workday is already implemented at FNZ and is used for delivering elearning courses.

Features

Ease of Use

Limitations

Staff/Resources to Support Rollout

Resources

The process of rolling out the course involves different departments and roles. Click the Staffing Rollout Plan to view the stages involved.

Workday Learning is the LMS currently used at FNZ.

Staffing Rollout Plan

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The Articulate 360 apps are used for design and development.

Workday Functionalities& Rationale

Click on each function below to learn more

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Course Set-up

Workday Learning LMS offers the functionalities you need to deliver courses online and report learner progress.

Dashboard

Engagement

Outline of Go Live Plan

Click on the steps below to view information on each step

Step 1

Step 2

Step 3

Step 3

Soft Launch

Testing

Go Live

Tracking

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Engagement Tactics & Rationale For Use

Marketing

Email Email notifications are sent out to the business announcing the course is live, along with an elink to access it on Workday.

Intranet On the Training & Development page, the Introduction to Investments at FNZ: Level 1 will provide a Hook for the course to entice employees to visit. The page will explain the course purpose and how it will benefit colleagues at FNZ.

Interactvity

Notifications

Knowledge checks and quizzes within the course to increase engagement.

Learners will receive a notification message in their Workday inbox. They will also get a nudge on their Dashboard stating the course is availabe to access.

References

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PART

EVALUATION PLAN

Evaluation Plan

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The Level 1: Introduction to Investments course will be evaluated to capture the:

• Learner's experience (LX, UX, UDL).
• Check to see if objectives have been met.
• Apply feedback analytics to improve the course.

Click on each below to learn how

Outcome Based

Process Based

Evaluation: Kirkpatrick Model

Learners will be asked to complete a feedback survey at the end of the course. This survey will be created in Microsoft Forms, which is a free tool to create and share online surveys, quizzes, polls and forms. You can view it by clicking on the Feedback Survey button below.

+ Action Plan Sample

Level 4: Results

Level 3: Behaviour

Feedback Survey

Level 2: Learning

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Level 1: Reaction

UDL Evaluation

Engagement

The UDL Checklist covers all the UDL principles to help evaluate the course. This checklist will be implemented to ensure that learner engagement, representations and action & expression are considered. Click on the buttons, on the left, to view the checklists.

Representation

Action & Expression

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UX Evaluation

Click on each of the elements to learn more.

The HoneyComb Model

Images

Elements

Text

The HoneyComb Model is a learner-centred model that helps us to reflect what we know about learning as an autonomous process. It looks at whether the course is:

• Useful
• Usable
• Valuable
• Desirable
• Accessiblle
• Credible
• Findable

Behavioural Design

Communications & Connections

Reflective Design

Building a Community

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UX Evaluation

Learning Analytics

Source

The following processes will be applied to evaluate the learning analytics.

Data

Monitor

Insights

Actions

References

Babita Mundra

Professional Diploma in Digital Learning Design

Final Project

You've reached the end of this project. THANK YOU

Process Based (ADDIE)

Each stage of the ADDIE model will be evaluated. This involves feedback from key Stakeholders, SMEs and the People Talent team. Improvements will be applied to each process; Analysis, Design, Development and Implementation.

Analysis This will assess if the course objectives have been met, learning gaps reduced and knowledge of investments has increased by gathering learning analytics from Workday and survey results.

Design Apply further research on design improvements and what could be a better learning experience based on survey results.

Development Set up review meetings with the SMEs and People Talent team to gather further feedback on the development process, tools and finished prototype.

Implementation Review the staffing plan for rolling out the course.

References

• https://www.learnupon.com/blog/synchronous-learning-asynchronous-learning/
• Piaget's 4 Stages of Cognitive Development Explained, Background and Key Concepts of Piaget's Theory, https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457
• Three main Theories (https://youtu.be/8yR4o6RNFro?feature=shared)
• How Bloom's Taxonomy Can Help You Learn More Effectively, https://www.verywellmind.com/blooms-taxonomy-and-learning-7548280
• Digital Learning Institute, 2024, Module 3: Learning Experience (LX) Design, Lesson 3: Learning Experience Design, viewed October 2024

Commentary

Throughout my career as an Instructional Designer, which has been 11 years, I have always followed the ADDIE model when creating courses (online and blended). I decided to continue with this model at FNZ and for this project. Going forward, I will look at other models, like S.A.M., for quality improvements. The S.A.M. model would fit well at FNZ as we work in an agile environment. When I first studied Instructional Design online at the University of California - Irvine in 2014, ADDIE was the only model taught. I had heard of S.A.M. before but had never studied it. Since studying the Professional Diploma for Digital Learning Design at DLI, I have discovered and learnt about other models that have evolved from ADDIE since 2013. The new learning models still keep the ADDIE principles in mind, so it is important to have a good understanding of ADDIE.

Commentary

I decided to use Microsoft Forms to create the feedback survey for this project, instead of a Word document so that DLI tutors can see a working version of it. Microsoft Forms is readily available to use at FNZ. It provides visual analytics of the feedback received from learners, which supports the evaluation process, so it seemed like the right choice. The Kirpatrick model was chosen as it provides a structured, comprehensive and flexible framework for assessing the effectiveness of training programs. It helps to identify areas for improvement, aligning training efforts with business goals. The model covers four levels; Reaction, Learning, Behaviour and Results. Levels 1 & 2 are easy to measure via surveys and quizzes. Only formative techniques are used throughout the course where learners complete quizzes and receive feedback at the end of each topic. These answers, however, are not tracked as Rise only tracks lessons built as a stand-alone quiz and not quiz blocks within the content. As there is no knowledge assessment at the end of the course, no summative feedback can be gathered, so it is unable to assess overall achievement. Going forward, this needs to be considered as I feel that adding a formal knowledge test at the end of the course, to gather summative feedback, would be beneficial. Levels 3 & 4 are more challenging to capture as I am currently not in a position to capture learner behaviour via observation and workshops, although it is something I would love to do.For Level 3, we could send out another survey to learners after six months of taking the course to capture any behavioural changes, like; do they feel more confident? Have they applied this knowledge outside the workplace too, such as investing in stocks and shares? Level 4 would require input from other business areas to know if the course has made an impact at FNZ and identify if there are still any learning gaps.

Commentary

When I started to develop this prototype, I had to tweak the settings in the tool Articulate Rise (used to develop the course) so that the menu flow and structure were in alignment with the design plans. This part of the project I found to be challenging. As I started to develop the prototype, I began thinking about if this was the best approach to take structure wise. Going forward, I will revisit the design plans and collaborate with the SMEs to come up with a good structure. I wanted to make the course educational and engaging with the primary audience in mind. The course includes a few videos as they are well-received at FNZ. The learners (colleagues) prefer this type of method due to it being time-saving and easy to digest.

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Learning Gap

There is an assumption that all colleagues know what the business is talking about when using financial jargon and processes. Most FNZ colleagues only know their own knowledge/experience in their field but not the sector the company is part of (financial). There are also different levels of knowledge amongst colleagues. For example, a Sales person would have a good understanding of investments compared with a software developer. There are no courses offered to colleagues at FNZ that teach about investments and how they work with the FNZ technology platform.

Commentary

The UDL checklists are really helpful and will be used at FNZ to evaluate the universal design of courses. At the moment, we do not evaluate the UDL, but now that I have learnt about this evaluation type, the checklists will definitely be applied. The course Introduction to Investments at FNZ: Level 1 covers engagement by including interactive quizzes and videos and caption text for videos. Some checklist questions I am unable to answer, such as Comprehension, Language and other expressions. I am unsure if Workday Learning has the text-to-speech functionality, so this is something I will need to explore further. The questions provided in the checklist are really helpful, and I'm keen to explore them further after completing the DLI professional diploma course.

Engagement (click on screen to zoom in)

Learner Engagement

Learner Comments

Notification Alerts

AI-Summarised Feedback

Data

Data will be collected and presented in the format suggested in the Level 1: Reaction Action Plan to Management.

Step 4: Tracking

The Digital Learning Designer will track feedback comments and ratings frequently and make updates to the course when needed.

Action

The Digital Learning Designer and SME/Stakeholders will decide the best actions to take based on the results provided.

Step 3: Go Live

The course becomes available on Workday in Q4.

Note:

See Storyboard Screen 10.3. Resources and links will be in the Lesson Additional Resources.

Ease of Use

Even though FNZ employees use Workday, there have been reports of it not being user-friendly. Learners still do not know how to fully use their learning dashboard. Note: The Human Resources team are currently working on putting together some micro-learning video tutorials to support FNZ employees in using Workday efficiently, and also to reduce support calls.

Level 1: Reaction

Once the course is live, it will become available to new and current FNZ employees. For new employees, it will be part of their induction plan. The course is asynchronous and can be completed at any time throughout the year. At the end of the course, learners will complete a feedback survey. Analytics can also be gathered from Workday Learning reporting to track course completion rates.

Commentary

The steps outlined in the Go Live plan are based on my current experience at FNZ and how I collaborate with team members. It's not something that I have had to think about before, but the process is the same. This course module has taught me to capture this process and put more thought into the Go Live plan. This is a stage that I do not normally get involved in, so it is nice to be able to learn more about this process. The one thing I would consider outside this plan is maybe reducing the number of team members who will be doing the testing from 15 to 8 people instead. This will help manage the feedback better.

References

• Honeycomb Model, https://www.institute4pl.org/who-we-are/our-model.cfm
• Digital Learning Institute, 2024, Module 11: Evaluation
• UDL Guidelines, https://udlguidelines.cast.org/
• W3C, Web Accessibility, https://www.w3.org/WAI/standards-guidelines/wcag/
• Moore, Cathy. (2017). Map It: The hands-on guide to strategic training design
• Kaufman's Model of Learning Evaluation: Key Concepts and Tutorial, https://kodosurvey.com/blog/kaufmans-model-learning-evaluation-key-concepts-and-tutorial
• The Kirkpatrick Model, https://www.kirkpatrickpartners.com/the-kirkpatrick-model/
• Learning Analytics Research Network (LEARN), https://steinhardt.nyu.edu/learning-analytics-101
• What is Data Storytelling and its impact on Analytics, https://www.youtube.com/watch?v=i0vHjxnUnUk
• User Experience Design for Learning (UXDL), https://cms.cel.uwaterloo.ca/honeycomb/index.aspx

References

• Bloom’s Taxonomy: Structuring The Learning Journey https://youtu.be/ayefSTAnCR8?feature=shared
• Integrating Technology with Bloom’s Taxonomy, https://teachonline.asu.edu/2016/05/integrating-technology-blooms-taxonomy/
• Digital Learning Institute, 2024, Module 2: Design Principles, Lesson 2: Learning Outcomes & Bloom’s Taxonomy, viewed October 2024

Commentary

Working at FNZ for three years now, I thought of my own experience here. I didn’t have a strong knowledge of investments or fully understand how FNZ technology is used in real life scenarios. As new starters and graduates started to join the company, there was a business need to offer this knowledge of investments to everyone at FNZ. In 2023, there was a quick rush to create a course on investments and the FNZ platform as part of the induction program, which amalgamated into a lot of content. I want to redesign this course in a way to make the content comprehensive and digestible, so my redesign involves splitting the course into two levels (Level 1 & Level 2). This project focusses on Level 1 only.

Communications and Connections (click to maximise)

Commentary

My idea is to develop this in Rise with a simple structure of using Lessons and Topics, not "modules". So the course (module) is "Introduction to Investments at FNZ: Level 1" and contains four lessons. Within these lessons are "Topics", not sections. Topics will have sub-topics. The reason for the confusion is that at work they refer to "modules" as a "course", so to avoid this, I have kept it simple with Course > Lessons > Topics > Sub-topics.

Behavioural Design (click to maximise)

Building a Community (click to maximise)

Action & Expression (click to maximise)

Physical Action

Expression and Communications

Executive Functions

• The course allows learners to navigate freely.
• No conditions were applied in the course such as timed quizzes.

Commentary

This wireframe is for the first lesson "Introduction to Investments" and the four topics provided in this lesson: Topic 1: What is an Investment? Topic 2: Savings Vs Investment Topic 3: What are Asset Classes? Topic 4: How FNZ Platforms Support Investments

Step 3: Go Live

The course becomes available on Workday in Q4.

Learning Goals (SMART)

We need to make sure that the learning goals are SMART. Specific Learners know what they are learning and what to do with this new knowledge after completing the course. Measurable Learners can observe their performance by assessing what they have learnt. Achievable Learners will be able to recognise different investment opportunities and how FNZ technology supports them. Relevant Learners can use and apply the learning in real life by investing money in certain financial markets. Timely Learners can start to think about how FNZ platforms support investments in real life once the course is completed.

Step 4: Tracking

The Digital Learning Designer will track feedback comments and ratings frequently and make updates to the course when needed.

Commentary

This part is good for thinking about what we want learners to achieve from this course, so breaking it down per lesson really helps to look at learning outcomes on a micro level.

Dashboard (click on screen to zoom in)

Level 1: Reaction Action Plan Sample (Click to maximise)

Commentary

Going forward, to increase engagement, I will not use the quiz format provided in Rise but instead create them in Storyline. This will allow me to have more control over the design, layout, interactivity and format. It will make the quizzes more visually appealing and fun. So I will definitely revisit the design phase and incorporate some gamification types of quizzes.

Elements (click to maximise)

Flow Model

The flow model will be linear where the learner will need to complete the previous lesson in order to progress to the next one. This will support the building block of learning where content from the previous lesson will only make sense when commencing the next lesson. No formal assessment is given. At the end of each topic, within a lesson, there will be quizzes to test their knowledge in an informal, fun way.

Step 2: Testing

The test plan during the last week of Q3 will cover:

• Enrollment
• Navigation
• Accessibility
• LX
• Tracking of Knowledge Check results

Commentary

The audience is based on new starters, graduates that join FNZ, who are automatically enroled on the course, and also for colleagues who have been at FNZ longer. The course will be available for everyone to access on the LMS should they want to learn more. The two personas in this project will look at a graduate, and an FNZ employee who has been there a little longer.

Commentary

Investment is a subject that can get quite complex, so breaking it down into small topics and simplifying it will help the learner digest it better. Using real life scenarios is ideal as it makes it relatable and easy to remember. For example, you want to know how to make your money grow but don’t know how and who to speak to. Cognitive upload (Cognitivism) – how best to design it, how we remember it, how it gets into our memory.

References

• Learning Record System & Workday Google Search, https://www.google.com/search?q=does+Workday+learning+have+an+LRS%3F&rlz=1C1GCEA_enGB1006GB1006&oq=does+Workday+learning+have+an+LRS%3F&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIHCAEQIRigATIHCAIQIRigATIHCAMQIRigATIHCAQQIRigATIHCAUQIRigATIHCAYQIRiPAjIHCAcQIRiPAtIBCjExOTY2ajBqMTWoAgiwAgHxBSYmu5vSit8I8QUmJrub0orfCA&sourceid=chrome&ie=UTF-8
• Digital Learning Institute, 2024, Module 10: Rollout & Implementation
• Workday Learning Features, https://www.workday.com/content/dam/web/se/documents/datasheets/datasheet-learning-se.pdf

Note: Most of my resources are from researching on Google, DLI course study materials, Exemplars 1 & 3, and using my current knowledge at FNZ.

Aim

The aim of the course is to upskill FNZ colleagues with the knowledge of investments. Once they have an understanding of what investments are and how they work, their confidence level in the FNZ business will also grow. This knowledge is also something they can apply outside FNZ and maybe start to think about how they can invest their own money to generate wealth. As the company does not want this course to be formally assessed but be more fun-based, there will be quizzes and activities instead at the end of each topic and lesson. There will be no formal assessment at the end of the course.

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Insights

The data will give us some insights into the learner's behaviour.

Outcome Based

Use the Kirkpatrick model to evaluate outcomes to evaluate if:

• there are any learning gaps identified.
• FNZ employees have a better understanding of investments since taking the course.
• FNZ employees have a better understanding of how the FNZ Platform plays a big part in financial services since taking the course.

Uploading (click on screen to zoom in)

Level 3: Behaviour

Another feedback survey will be distributed 6 months after the learner takes the course to assess if the knowledge of investments has impacted their behaviour at work and their personal lives.We would need to identify the learners who completed the course by date to time the distribution of surveys.

Step 1: Soft Launch

The soft launch will be delivered in Q3 to the People Talent team (with the view to going live in Q4) where they will take the course and gather LX feedback. The Team consists of 15 people whose roles are:

• Senior Training Specialists
• People Training & Development Advisor
• Training Managers

Commentary

I am not the SME for this course, so I found this part of the project challenging in what to insert as the content. Instead, what I have done is take some content from the current course and place it where I see fit. In reality, I would work closely with the SME to ensure that the correct content is provided and placed correctly in the relevant lessons. As I will be the one developing the course, I have a clear direction of how this course will be built; tool and brand wise. I was unsure of the screen numbering for the Hook, Objectives and Navigation, as the text would be on one screen at the beginning of the course (see prototype). I feel that the DLI course focusses a lot on the design/development being done in Storyline, which can be confusing when using the DLI's storyboard template to use for the project work, so for clarity I need to address this here.

Monitor

The data will be monitored by the Digital Learning Designer throughout the year.

Limitations

Articulate Rise, which is the tool used to create the courses, offers various publishing options:

• SCORM 1.2
• SCORM 2024
• AICC
• xAPI
• cmi5

Currently, all courses are published in SCORM 1.2, which provides us with some analytics. However, SCORM 1.2 does not track the digital body language of a learner. Only by publishing to xAPI can the LMS offer these analytics. In order to track the digital body language of a learner, the LMS would need the implementation of a Learning Record System (LRS) which Workday does not have. Therefore, further research and discussions with Administrators, IT Specialists and Managers are needed in order to create a learning ecosystem to support the evaluation phase of the course.

References

Use C.R.A.P. design principle to consider Contrast, Repetition, Alignment, and Proximity to apply effective design and avoid cognitive overload.

Images (click to maximise)

Course Set-up (click on screen to zoom in)

References

• Money Helper, What are investments, https://www.moneyhelper.org.uk/en/savings/investing/investing-beginners-guide
• Digital Learning Institute, 2024, Module 3: Learning Experience (LX) Design, Lesson 3: Learning Experience Design, viewed October 2024
• Digital Learning Institute, 2024, Module 3: Learning Experience (LX) Design, Lesson 5: Instructional Design & Development, viewed October 2024
• FNZ Company, www.fnz.com
• A beginner’s guide to investing in the stock market, https://fortune.com/recommends/investing/how-to-start-investing/

References

• Design for How People Learn (Voices That Matter),
• Three main Theories (https://youtu.be/8yR4o6RNFro?feature=shared)
• How Bloom's Taxonomy Can Help You Learn More Effectively, https://www.verywellmind.com/blooms-taxonomy-and-learning-7548280
• Digital Learning Institute, 2024, Module 3: Learning Experience (LX) Design, Lesson 3: Learning Experience Design, viewed October 2024
• Bloom's Taxonomy Levels of Learning: The Complete Post, https://kodosurvey.com/blog/blooms-taxonomy-levels-learning-complete-post
• Dirksen, Julie (2015), 2nd Edition. Design for How People Learn (Voices That Matter)

Representation (click to maximise)

Perception

Language and other expressions Perception

Comprehension

The course includes caption text for videos making it accessible to learners. Workday Learning also provides caption text for video uploads.

Commentary

Subject-Matter Experts (SMEs) The SMEs will be the Senior Technical Training Specialists in both Delivery and Operational areas of the Department. Working closely with them to provide the correct content and flow of topics. Structure The structure of the course is to provide Level 1 information on Investments at FNZ and to not overwhelm learners who will be new to Investments and FNZ. The content will be broken into smaller topics within the right lessons for ease of cognitive upload. Breaking down learning into manageable chunks that form a unified learning experience. Topic Topics will flow progressively. For example, mentioning "Assets" in the Introduction lesson so that they can understand them later in other topics and how they fit. The topic will contain a mix of animated videos, PDFs and also quiz activities to make it more engaging and also get them to think about what they have just learnt to encourage cognitive digestion.

Level 2: Learning

Learner feedback from the survey will help us to know if learning outcomes are met.

Engagement (click to maximise)

Provide options for sustaining interest

Provide options for sustaining effort and persistence

Provide options for self-regulation

The course includes interim quizzes and videos for engagement. We also encourage learners to use the comments section on the Workday page where the course is hosted to provide us with any feedback. We ask learners to provide us with as much information about their learner experience.

Step 2: Testing

The test plan during the last week of Q3 will cover:

• Enrollment
• Navigation
• Accessibility
• LX
• Tracking of Knowledge Check results

Commentary

I did not know about the Honeycomb model until I started the professional diploma course at DLI. I love that this model, which is mainly used in marketing, is also adaptable for measuring the learning experience. The learner-centred design approach is really important and is something that is not often applied in most corporate training. I will definitely be using this model going forward. This is why I wanted to create a course for FNZ employees where they can learn about investments and how the FNZ platform plays a big part. What is beneficial about the Introduction to Investments at FNZ: Level 1 course is that the knowledge learnt can be used in their personal life, as well as in the work environment.

Features: Workday Learning

• Can build online, in-person, or hybrid courses by combining video, instructor-led training, documents, or standards-based e-learning.
• Can also track course views, completions and survey results.
• Can create, upload, and share videos and other content.
• SCORM or AICC compliant.
• Unlimited storage and streaming tracking plays and completions.
• Can create learning campaigns delivering relevant content.
• Learners can viewers rate, share, and collaborate, learning can become viral within your organisation.
• Employees can create and share their own lessons.
• Good learning analytics, Workday Learning can measure the value and demonstrate the impact of learning with flexible dashboards and reports that combine live data from across Workday.
• Can be used on a computer, smartphone or tablet via app.

References

• Four Steps To Creating Learner Personas, https://elearningindustry.com/four-steps-to-creating-learner-personas
• Digital Learning Institute, 2024, Module 3: Learning Experience (LX) Design, Lesson 1: Learner Personas, viewed October 2024
• Digital Learning Institute, 2024, Module 3: Learning Experience (LX) Design, Lesson 5: Instructional Design & Development, viewed October 2024

Step 2: Testing

The test plan during the last week of Q3 will cover:

• Enrollment
• Navigation
• Accessibility
• LX
• Tracking of Knowledge Check results

Commentary

The idea here is to use Bloom’s taxonomy to help decide what it is we want the learner to know without overwhelming them with complex and jargonic information. Supporting these goals, I have also considered SMART to ensure they are Specific, Measurable, Achievable, Relevant, and Timely. We want them to be able to apply and relate this knowledge to how FNZ technology contributes to the financial sector and in real-life personal scenarios.

Commentary

I have been at FNZ for three years now and am employed in May 2022. It was only six months ago that I got admin access to Workday Learning. Since having access, I have been able to do a lot more by uploading SCORM files to course pages. I do not set up course pages. These tasks are currently done by the People Analytics Analyst, and People Training & Development Advisor. However, going forward, it is likely that I will get more involved in these tasks. I do get involved in the engagement of learners by checking in on the feedback comments section regularly. Workday Learning has also introduced a new AI feature, which came out two weeks ago, where it gives you a summary report based on learner feedback. Having admin access to the LMS has really helped me to make use of these features, especially for the evaluation phase. It also allows me to make small course updates and re-upload when needed.

Source

Data will be sourced from:

• Feedback surveys
• Learner comments
• Workday Learning analytics

Note:

As mentioned in the screenplan, the quizzes are within the lesson, not at the end of the lesson or course. As the business does not require a formal assessment.

Commentary

I don't usually get involved in the full rollout and implementation phase of the learning model. However, I do contribute towards the initial stages of the course set up on Workday by uploading the course SCORM file to the designated course page, providing the course cover photo and course description. The course page that is set up on Workday is mainly done by other team members who manage Workday Learning (People Analytics Analyst and the People Training & Development Advisor). Since studying the "Rollout" module, I have learnt so much. It has motivated me to get more involved in the implementation phase on Workday; mainly setting up and creating course pages and lesson structures. This module has taught me the insight and confidence to get more involved here, especially when it comes to the design stages. Having a good understanding of your LMS and its capabilities helps you to design your course better, and know what is possible.

Reflective Design (click to maximise)

Step 3: Go Live

The course becomes available on Workday in Q4.

Commentary

This course will not have voice over, it will have only:

• on screen text
• images
• videos

The only audio that will be present will be from the videos provided in the course. The reason for not providing voice over is because some learners (myself included) find voice overs annoying, expecially having to wait for the voice over to finish in order to progress to the next topic. I also feel that it does not have a placement in the course, especially as it will be built in Articulate Rise which does not offer adding voice overs (unlike Storyline). ASSESSMENT SCREEN PLAN I have based the assessment to be informal and to be taken at the end of each lesson.

Flow Model

The flow model will be Linear where the learner will need to complete the previous lesson in order to progress to the next one. This will support the building block of learning where content from the previous lesson will only make sense when commencing the next lesson. No formal assessment is given. At the end of each topic, within a lesson, there will be quizzes to test their knowledge in an informal fun way.

Level 4: Results

Another feedback survey will be distributed 12 months after the learner takes the course to assess if the knowledge of investments has been retained and applied by learners. We would need to identify the learners who completed the course by date to time the distribution of surveys.

Commentary

The choice of LMS is not one I would ideally use. However, Workday is currently being used throughout the organisation and has been for many years. Over the years, Workday has improved its functionality to offer SCORM-compliant LMS through a function known as Workday Learning. This allows FNZ businesses to use Workday not only for Human Resources but also for Learning and Development functions. Even though Workday is used at FNZ for activites such as booking a holiday, all employees use it for completing training courses. It is the place to go to complete all elearning requirements to meet regulatory compliance. Every year FNZ is audited by the Financial Conduct Authority (FCA) to check that all employees have completed compliance courses. It is a legal requirement that will result in a huge fine should FNZ not comply. Workday Learning offers reporting and tracking analytics that help support business. In the Ease of Use part, I mentioned that the Human Resources team are working on creating short bite-sized How-To videos. They reached out to me for some guidance on the best approach for this and how to deliver it on Workday. I will be assisting them with testing the LX in the videos too.

Step 4: Tracking

The Digital Learning Designer will track feedback comments and ratings frequently and make updates to the course when needed.