eLearning

Audience: Aspiring and current group moderators.

Business Problem: Current group moderators are not confident in handling group-level issues and often escalate them to platform staff. This increases staff workload and slows overall response time.

Solution: I built an e-learning module that walks moderators through how to handle harmful content and clarifies which issues should be escalated versus handled within the group. Using scenario-based learning, learners practice moderating realistic situations so they can apply these decisions in context.

Highlights: The course is organized into three sections and begins with a pre-assessment using click-to-reveal cards. Interactions include accordions and tabs, along with scenario-based knowledge checks and mini-scenarios that allow learners to practice moderating decisions.

Process: I started with a needs analysis to confirm that the issue was not a lack of policy, but a lack of confidence and clarity in applying it. From there, I created a design document outlining key topics, including conflict resolution, identifying and responding to harmful behavior, and when to escalate issues to platform staff.

I built the course in Storyline to support scenario-based interactions and decision-making practice. Knowledge checks, mini-scenarios, and the final assessment measured learners' understanding and application of key concepts (Kirkpatrick Level 2 – Learning).

To identify potential changes, data can be collected on the number and type of issues escalated to platform staff, along with surveys measuring moderators’ confidence and ability to handle issues independently (Kirkpatrick Level 3 – Behavior).

Tools: Storyline, Canva

Lesson Learned: If I redesigned this course, I would split it into two parts: one focused on conflict resolution, and the other on responding to harmful content and escalation decisions. This would make the content easier to navigate and improve overall cohesion.

Audience: Route-setting team at a rock climbing gym. Each member has at least an intermediate level of climbing experience.

Business Problem: Customer complaints and membership cancellations have increased due to inconsistent alignment between climbing routes and their difficulty grades. An internal review found that route-setters were building routes based on intuition rather than standardized criteria, leading to inconsistent grading, frustrated climbers, reduced customer satisfaction, and increased chance of injury.

Solution: Designed an e-learning course to standardize route-setting practices by aligning difficulty ratings with clearly defined criteria. The course introduces climbing grading systems, outlines characteristics of routes at each difficulty level (including techniques and hold placements), and provides a framework for route-setters to plan and self-assess route difficulty before building routes.

Highlights: The course is organized into three sections: climbing grading systems and route design, techniques and hold selection, and route observation and assessment. It includes a structured framework to guide route-setters in planning and evaluating routes. Interactions include tabs, tables, flip cards, annotated visuals, and knowledge checks to reinforce decision-making and application.

Process: I began by conducting a needs analysis which revealed that route-setters were prioritizing intuition over consistent standards, resulting in variability across routes of similar difficulty. Based on these findings, I developed a design document that turned the team's experience and knowledge into a standardized framework for route-setting. I chose Articulate Rise to provide scalable, self-paced training that focused on improving consistency and decision-making.

Knowledge checks and a final assessment measure learners' understanding of key concepts and alignment with the learning objectives; these align with Kirkpatrick's Level 2 Model.

Following implementation, managers can evaluate impact by observing route-setting practices over a three-month period and tracking customer feedback related to route difficulty, per Kirkpatrick's Level 3 Model. Additional follow-up through surveys and interviews can help determine whether learners are applying the framework on the job and improving consistency across routes.

Trends in customer complaints and membership retention can also be used to assess broader outcomes. On the other hand, learner feedback surveys can capture perceived usefulness and engagement with the training.

Tools: Articulate Rise

Lesson Learned: If I expanded this training, I would include international grading systems (e.g., French and Fontainebleau) so route-setters working with diverse or international climbers can apply consistent standards more effectively.