Positive Feedback Statements

This e-Learning module instructs users on how to provide positive feedback statements using a variety of resources. To demonstrate knowledge of adult learning theories, pop-ups have been included for the portfolio version of this learning object.

• Responsibilities: Instructional Designer, e-Learning developer

• Target Audience: Managers at a USA-based tech company

• Tools Used: Articulate 360

Instructional Design Process

I started this process by creating learning objectives using the Mager method. By leading with well-thought out learning objectives I was able to ensure participants received the correct information and the needs of tech company were sufficiently met. The goals created for this module were:

1. Managers will be able to differentiate between the characteristics of a growth mindset and fixed mindset with 90% accuracy.

2. Managers will be able to create statements of praise that focus on effort and planning with 90% accuracy.

3. Managers will be able to provide timely feedback with within 48 hours of project completion with 100% accuracy.

I later used these goals to make assessment questions to check for understanding.

I created opportunities for critical thinking by using Bloom's Taxonomy. During this module participants are asked to analyze and create positive feedback statements. I used reflection techniques to convey the importance of the lesson and influence prior knowledge. By tapping into previous memories involving feedback statements, learners' schemas are updated and the new information has a clearer path to transfer and long-term storage.

Several theories of adult learning will be implemented to ensure the desired results are achieved.

Toyota’s LEAN learning model will be implemented by keeping e-learning modules concise and to the point. Department managers will be expected to take what they’ve learned on Monday morning and immediately apply it throughout the workweek.

In a similar vein, the Hawthorne effect will be used by requiring managers to attend a seminar at the end of the week to discuss what positive changes occurred. There will also be time to self-reflect and discuss ways to improve.

By letting managers know that they will be required to discuss their growth at the end of the week, they will be more likely follow along to the weekly rapid e-learning modules. At this seminar, managers will also have time to make suggestions to environmental factors that they believe will motivate their employees.

It is understood that some managers are not keen on sharing in front of a large groups. The Universal Design for Learning theory will be followed through multiple means of representation. This leads to increased learning as participants will have the option to respond to several journal prompts or participate in a group discussion at the community seminar. The journal will not be read by anyone but at the end of the intervention they will be expected to complete a brief survey.

eLearning Development Process

Before developing the product, I created storyboards and scripts to hammer out the finer details. Evaluation is important during every step of the ADDIE process so before opening Articulate, I ensured that the target objectives were still being met while maintaining organizational needs.

In order to reduce cognitive load, Meyers multimedia principles will be used to ensure that participants are able to focus on the information provided in the deliverables. The coherence principle will be applied to reduce split-attention effect and improve chances for new schemas to be created. Additionally, the signaling and segmenting principle will be applied to ensure participants can complete the modules at their own pace. This also fits with the interventions asynchronous formatting.

Closed captioning was included in this module to support organizational needs.