Introduction
This design document focuses on the re-design of the existing eDeploy eLearning course independent of MindRise and their in-house Learning Management System (LMS). This design document focuses on the following specific design elements as directed by eDeploy:

• Instructional Strategy
• Content Structure
• Assessment
• Simulation
• Evaluation
• Layout/GUI design
• Learning Management System
• Administration Processes

Instructional Strategy
eDeploy is a process-based software. There is no definite procedure as far as configuring the software to meet the needs of the customer, and most often than not there are two ways to complete each task. The primary goal with the initial eLearning modules is navigation and where to locate task information. The second goal is to ensure the learners are able to use the software according to their needs. Since this is software application training, the simple strategy of Rule, Example, Practice will be used. Simulation and visual representation of the material is key for this strategy to work, and is discussed in greater detail in later sections.

As stated earlier, there are several ways to perform each task in eDeploy. Each eDeploy customer defines the practice of these tasks; therefore the eLearning suite must be flexible. The online learning strategy is to remain learner controlled, with a linear progression available, but not necessary.

Feedback and prompts will be included in the hands-on activity sections. There will be a "forget how" button that will prompt the user on how to complete the activity.

The evaluation of the existing instruction showed that there was a lack of motivation to complete the modules. One strategy is to involve the managers within the customer companies to support the learners and hold them accountable for completing the modules. Another strategy is a marketing giveaway on completion of the modules. The giveaway will be a general eDeploy job aid. This job aid is a graphic that displays the menu tree linked to the eDeploy process and what type of information can be found in each folder.

The evaluation of the existing instruction showed that there was a lack of motivation to complete the modules. One strategy is to involve the managers within the customer companies to support the learners and hold them accountable for completing the modules. Another strategy is a marketing giveaway on completion of the modules. The giveaway will be a general eDeploy job aid. This job aid is a graphic that displays the menu tree linked to the eDeploy process and what type of information can be found in each folder. The graphic was printed on a mouse pad for easy reference and eDeploy name recognition.

View mouse pad job aid

Content Structure
The content structure will remain fairly consistent to the existing eLearning structure, however minor restructuring will need to take place from an instructional design perspective to assist in a rapid software implementation format. From qualitative and quantitative data gathered from the course evaluations, the introductory modules 1 and 2 should be redesigned in their entirety. Module 1 has received overwhelming negative feedback as a sales and marketing oriented module. Module 2, the overview, is one of the longer modules to complete and only skims the surface of the application. Eventually the module numbers will change, but for the sake of this document and further revisions, the module numbers will remain the same. The content itself is accurate and clearly stated. This redesign of the eLearning modules will use the same base content to save time. As software content is dynamic, the eLearning content will evolve with new software releases.

Learning Objectives
The table below outlines each learning object by module. The Project Manager job classification had been identified as the key audience for the redesign of the eLearning modules. The Project Managers are required to complete all modules prior to attending a face-to-face workshop.

Hands-on Activities
Each module will include hands-on exercises where the learner will be able to access a training environment to practice the skills learned. These assignments will be self-scored as they are in a simulated environment. Each assignment will include a text "Forget How" feature and "Show Me" demonstration that will pop-up in a new window. To provide an interactive environment where learners are constantly engaged with the material, there should be 1 assignment every other page.

Assessment
From quantitative and qualitative data gathered from the eLearning evaluation forms, 21% of the learners identified the quizzes as their least favorite course component however; assessment is a necessary tool to evaluate both the learners and the instructional design. What the statistics say is that the learners are not finding the quizzes relevant and/or meaningful, or they do not favor quizzes in general. The quiz questions should be reviewed and modified to assess the learning objectives within that section.

Structure
The assessments will come at the end of each module. The format of the questions will vary from multiple choice, true/false, matching to drag and drop and scavenger hunt. The assessments should remain in a format conducive to scoring.

Scoring
The assessments should continue being scored for evaluation purposes. However, the course completion requirements should be reviewed. Only 10% of the learners have actually completed their online course requirements. No one has failed. 90% of learners have timed out before they have completed the course.

• The course completion will be tracked upon receiving a passing
  grade for each assessment, within each module
• The correct scores will be shown upon scoring
• Each assessment can be taken as many times as needed
• A passing grade has been defined as 80%

Simulation
Simulation is a valuable tool in online training and can be used for demonstration, practice and assessment. Online training is a visual arena and a picture will get the point across much faster than text. Simulated activities will benefit the modules where read/write access to eDeploy is required. The modules requiring read only access would still use a live training environment to limit the amount of development time on the front-end and continuing maintenance of simulated exercises.

Benefits of simulation:

• Accelerate learning
• Visual representation for a visual arena
• Real time demonstration
• Relevant, meaningful hands-on activities

Simulation Media Options

A combination of the live training environment and visual demonstration is the quickest way to get the simulation up and running, as well as the least expensive to maintain in terms of cost and time.

Evaluation
Learner Course Evaluation
The course evaluation will be available to the learners online, upon the completion of the course requirements, consistent with the current process. The evaluation criteria need to be reviewed and the scale should be adjusted to a standard deviation (either 1-4 or 1-6). The general comments questions at the end of the evaluation are vague and need to be re-worded to provide accurate feedback. The course evaluations should be kept separate for each course.

Project managers will be required to take the eLearning course for project manager prior to ED101. A pre-test is given at the start of ED101 to gage what knowledge was gained through eLearning and what needs to be covered. This is one mechanism of feedback that is currently used, but not recorded.

General Learner Comments
Learner's comments will be solicited through the use of the bulletin board feature and all comments and suggestions will be logged by the facilitator in the LMS and reviewed by the instructional design team for further action. All email comments and suggestions are logged and reviewed through the same process.

Formative Evaluation
Once the re-design of eLearning is underway and three to four modules have been completed, a pilot group of learners will be the basis for a formative evaluation. The formative evaluation will take place during a specific timeframe and each participant will receive a list of specific questions to answer as well as solicitation for their general opinion. When possible, observers will be identified to sit with the formative pilot participants to note difficulties and questions the participants have while going through eLearning. Follow-up interviews with the participants will occur to collect additional data on the GUI and instructional design of the course.

Summative Evaluation
Summative evaluation will include a review of the course activity; quantitative data will include quiz scores, course completion percentages and learner course evaluations. Qualitative data will be collected through phone interviews with a random sampling of course participants 1 month after they have completed their eLearning course.

Layout/GUI Design
The current eLearning GUI design has a consistent look and feel, layout and navigation. The overall use of frames eliminates lengthy scrolling and provides more of a computer-based training (CBT) look and feel. The welcome page could use updating to ease the learner into the Web-based training (WBT) environment. The eLearning environment will consist of a welcome page, modules, activities, assessments, a help feature and a discussion board. The modules will contain the content and activities are embedded within the module to hold the learner's interest. To complete the module, the learners will have to read the content and perform the activities. The assessment will come at the end of each module.

Welcome/Home Page
Icons representing the different sections within eLearning:

• Instructions
• Modules (assignments embedded within modules)
• Quizzes
• Course Status (Tracking module/quiz completion)
• Bulletin Board
• Help
• Email Instructor
• Email Tech Support

There will be an explanation next to each of the icons describing what the learner will find within each section.

Content Pages (Instructions, Modules, Help)
Use of frames or tables to provide navigation options, similar to what is currently available. The navigation in the left frame provides a status indicator to the learners, letting them know the progression of the module, and where they are within that section. This is a valuable tool for learners and should remain in the GUI design. The navigation in the top right frame should also remain, allowing learners to move around the site in a non-linear fashion, thus creating another learner centered element to the instructional design.

Bulletin Board
The use of a bulletin board for content questions and instructor facilitation is highly recommended. The design of the bulletin board is at the mercy of LMS or other tool chosen. The bulletin board functionality is not easily coded and there are 3rd party vendors that provide the base functionality and a level of customization. Some LMS systems will provide the bulletin board functionality within their LMS package.

Learning Management System (LMS)
General Requirements
The LMS requirements from the eLearning design standpoint are as follows:

• Track module completion, status indicator for learners
• Track assessment scores, unlimited number of times
• Bookmark the last place visited by the learner
• Track learner login dates and duration
• Track course evaluations
• Distinguish between active and past learners
• Maintain learner profile (title, contact information, etc.)
• Provide course history for learners
• Identify prerequisite course information and track back to learner
• The ability to override the system to delete test data and input information as required
• Course creation using knowledge objects (use of the same modules for several different courses based on required competencies)
• Extend course access dates with manual date input and automatic email notification to learner
• Automatic email notification to learner when access to course is near expiration
• Online registration to generate login id and password automatically OR send email notification to helpdesk
• Provide course descriptions, outlines and learning objectives
• Ability for managers to view employee course history
• Log technical difficulties and resolutions

Reporting
The required reports from the LMS are as follows:

• Course evaluation reports
  • Average mean for numbered evaluations
  • Capture individual comments
• Weekly status reports by customer (active learners, modules completed, login record etc.)
• Individual learner reports (login times, modules and quizzes completed)
• Average quiz scores, overall and by module
• The ability to request ad hoc reports as needed
• Technical difficulties and resolutions

Administration Processes
Online Course Registration
The administration process for learners to register online will be largely handled through the LMS. The customer service department will support eLearning with minor technical requests such as course extensions, login ids and passwords.

Technical support
Technical support will initially be fielded by the customer service helpdesk. The helpdesk will route issues to the appropriate person for resolution, and follow up to make sure the issue has been resolved.

Email Instructor
A Subject Matter Expert (SME) will support the role of instructor or online facilitator. This will be a revolving role where a SME will be assigned in weekly increments. This schedule will be determined at a later date. An email group will be set up for all links that refer to emailing the instructor, and a folder will be set up to post email. When responding to customer queries, the SME on call will "Reply to All" when emailing the customer to log all responses. All technical support issues will be forwarded to the helpdesk.

Bulletin Board
The on call SME will also be responsible for facilitating the bulletin board within the eLearning application for all courses. Using the bulletin board for content and best practice questions will be promoted for all users to see and respond to. The bulletin board will not be effective if it is not facilitated and monitored by a SME. A train the trainer session will take place with all SMEs to review the bulletin board facilitation process.

Development Plan
This section identifies action items and the next steps that need to be taken. The action items are broken down into two categories, technical and instructional, as some items can occur concurrently.

Development Team
Project Manager (can be combined with 1st instructional designer)
Instructional Designer (1-2 depending on the skills of the tech writers & PM role)
Technical Writers (2-3) eDeploy SME (1-3 for content accuracy and development assistance)
Web Developers (1-2 for GUI front-end design and simulation)
Technical Experts (1-2 for back-end programming, reporting and LMS integration)

For additional information, please refer to the following project documents:
eLearning Design Document
eLearning Content Map
Mouse Pad Job Aid