The training needs analysis (TNA) is a comprehensive, qualitative review of an organization’s training history, current expectations, and capabilities. It helps identify the problems needing resolution, the audience, desired outcomes, and resource availability (such as existing media or content). By observing and/or interviewing representatives and recording that information at the start of a project, the learning design process has a point of reference. Analysis includes sections on project management (scope, cost, schedule, quality), content, and target audience. Click here to view this document.

A persona represents an archetypical user whose goals and characteristics represent the needs of a larger group. Its description includes behavior patterns, goals, skills, attitudes, and background information, as well as the environment in which a persona operates. The number of unique personas should be supported by the stakeholder register, with user details that are defined from the training needs analysis. Click here to view this document.

A project charter serves as an abridged description of the learning design project in its entirety — including the overall objectives, how the project will be executed, and recognition of known stakeholders. Click here to view this document.

A client agreement is a document that (in tandem with a project charter) ensures the client has an outline of scope, outcomes, stakeholders, expectations, project constraints (including any legal and ethical issues), schedule, and budget. It should also make clear any signoff or feedback expectations. Click here to view this document.

A stakeholder is an individual, group, or organization that may affect, be affected by, or perceive itself to be affected by a decision, activity, or outcome of a project. Every project’s list of stakeholders is a little different, even when developed under the same organizational umbrella. This register is merely the document which identifies, assesses, and classifies all known stakeholders. Click here to view this document.

The work breakdown structure (WBS) is a deliverable and scope-oriented breakdown of a project. It is a key project deliverable that organizes the work into manageable tasks, decomposing the work from the largest deliverable down the hierarchy to the smallest component. As such, it is a key input for budgeting and scheduling purposes. Click here to view this document.

A risk register, or risk management plan, analyzes reasonably practicable risks, proposes plans to move forward in the face of them, and sets a schedule for regularly re-assessing new risks. Risks span the spectrum from technical and training issues to changes in market trends. However, the analysis helps to determine the potential impact based on four criteria: schedule, scope, quality, and probability (cost was not factored because the designer is working gratis, the client is a non-profit, and participants are volunteers). Click here to view this document.

The project schedule indicates when tasks need to be started and finished (and who will perform them) in order to meet project milestones and deliver the entire product on time. It is often expressed as a list, calendar, or a Gantt chart. Click here to view this document.

The curriculum design document is a breakdown of the learning experience. It is a key project artifact in learning design that organizes a course into goals, breaks them into individual objectives (with activities and assessments), and translates that course sequence into development requirements. Click here to view this document.

The development design is a companion to the curriculum design with information that directs an individual or team on what they’re building and how to build it. It includes specifications about the client’s chosen platform, the sequence of the experience, and media to be created (such as images or videos). Click here to view this document.

The visual style guide is a graphic design handbook that is referenced for the duration of the project. Its purpose is to define the way the client’s brand will look, from specific colors to fonts and logos, and how that look will be uniformly applied across all materials. Click here to view this document.

A client design approval is a document acknowledging receipt of the curriculum design, development design, and visual style guide. It's a break point to review all aspects of the learning experience as planned, ensure it meets expectations, and make any changes before development begins. Click here to view this document.

Depending on the client and their schedule, there are times when document reviews suffice and others when a presentation is better suited. For this project, a presentation between the design and development phases helped to onboard additional stakeholders and prepare them for the usability test. Click here to view this document.

According to the International Standards Organization (ISO 9241-11), usability is “the extent to which a system, product or service can be used by specified users to achieve specified goals with effectiveness, efficiency and satisfaction in a specified context of use” and is “a more comprehensive concept than is commonly understood by “ease-of-use” or “user friendliness.” This document outlines how usability will be measured and assured for this project. Click here to view this document.

If usability is “the extent to which a system, product or service can be used by specified users to achieve specified goals with effectiveness, efficiency and satisfaction in a specified context of use,” how does the platform for this learning experience compare? This document breaks down the demographics and System Usability Scale (SUS) scores of test participants, then makes recommendations for improvement. Click here to view this document.

Prospectuses, similar to syllabi, are documents sent to potential students who are, or may be, interested in signing onto a course. They contain information about an existing knowledge gap, objectives which fill it, methodology and course contents, as well as how to join. Click here to view this document or view it in a chapter brochure site.

The entire course was built into Google Classroom using custom content and copy. For a lesson-by-lesson tour, click on the links below:

• 1.0: Course Introduction

• 1.1: Course Syllabus

• 1.2: Google Classroom

• 1.3: Classroom Discussions

• 2.0: Account Management

• 2.1: Reviews & Reflection

• 2.2: Google Admin Console

• 2.3: Anatomy of an Organization

• 2.4: Email Aliases

• 2.5: Adding New Members

• 3.0: Email Routing

• 3.1: Review & Reflection

• 3.2: Application Controls

• 3.3: Message Routing

• 3.4: Recap & Mid-Course Quiz

• 4.0: Google Groups

• 4.1: Review & Reflection

• 4.2: Groups for Business

• 4.3: Groups for Everyone

• 4.4: Setting Up a Group

• 5.0: Google Drive

• 5.1: Review & Reflection

• 5.2: Drive Folders & Files

• 5.3: Drive Permissions

• 5.4: Recap & Last Quiz

• 6.0: Google Sites

• 6.1: Review & Reflection

• 6.2: Basic Sites Features

• 6.3: Setting Up a Web Site

• 6.4: Finishing Touches

• 6.5: Course Wrap-Up

Whether used to evaluate course performance or individual retention, these were the forms and surveys included in the Digital Chapter Management course:

• D1.1-020: Knowledge & Confidence Pre-Course Survey

• D2.1-020: Google Classroom Review Knowledge Check

• D2.3-020: Account Organization Matching Exercise

• D3.1-020: Account Management Review Knowledge Check

• D3.2-030: Console App Management Matching Exercise

• D3.4-020: Halfway Point Quiz: Application Controls and Email Routing

• D4.1-020: Email Routing Review Knowledge Check

• D5.1-020: Mailing Lists Review Knowledge Check

• D5.4-020: Google Drive Quiz

• D6.1-020: File Management & Permissions Knowledge Check

• D6.5-020: Knowledge & Confidence Post-Course Survey

Development included various worksheets for both reference and as part of learning reinforcement:

• D0.0-010: Joining the Class Printable & Website

• D1.0-010: Welcome to Classroom Reference Sheet

• D1.2-020: Personal Milestones Worksheet

• D2.0-010, Key Terms & Concepts

• D2.2-030: Console Functions Worksheet & Answer Key

• D2.5-030: Adding Member Accounts Step-by-Step

• D3.0-010: Key Terms & Concepts

• D3.2-010: Admin Screengrabs

• D3.3-020: Routing Sequence Worksheet

• D4.0-010: Key Terms & Concepts

• D4.2-030: Google Groups Steps Worksheet

• D4.4-020: Google Group Setup

• D5.0-010: Key Terms & Concepts

• D5.2-030: File Storage Plan Worksheet (A)

• D5.3-030: File Storage Plan Worksheet (B)

• D6.0-010: Key Terms & Concepts

• D6.2-030: Webpage Wireframe Worksheet

Google Classroom doesn't allow media in its lesson descriptions, but the course includes the following infographics as attachments:

• D2.3-020: Anatomy of an Org

• D2.4-040: Email Alias Flowchart

• D4.2-020: Groups Relationships

In order to help provide a sense of familiarity to learners, the videos were all moved from being locally hosted in Classroom. Instead, they are hosted together on YouTube and embedded back into various Classroom lessons for learners to watch. Click here to see the full playlist.

Like the handoff of house keys between a buyer and seller, this document presents in good faith how to keep everything running. What are the dependencies on the system? How are learners granted access? Is the client able to make revisions to the learning experience? If they are able to make updates, how might they do it? Where are the image, video, and worksheet templates kept? Lastly, are any workarounds or accounts necessary to make updates? Click here to view this document.

How well does this course meet expectations? Are learners achieving all of its goals and objectives? This document exposes data that’s being collected, as well as ways to analyze it, in order to best iterate both course design and presentation in the future. Click here to view this document.