Team:SaltDesign
Paula Borras-Patino, Stephanie Denny, Adriana Quispe-Mesia, Chinyu Sun, Julie Wyatt
EDIT6210
Spring2024
ExecutiveSummary
TheUniversityofGeorgia(UGA)EITS (EnterpriseInformationTechnology Services)officeisthedepartmentonthe UGACampusthatservesfaculty,staff,and studentstomeettheirInformation Technologyneeds,requests,andsupport, EITSistheentitythatimplementsall technologicalapplicationsandlicenseson thecampus.
Recently,theEITSofficehasbeguntosell licensestootherdepartmentsacrosscampus forTeamDynamixsoftware.TeamDynamix isanweb-basedapplicationthatallows teamstoestablishcohesiveworkflows,track dataandprojectmanagement.
TeamDynamixwasfirstimplementedinto theEITSofficeasawaytobettertrack servicerequestsfromthestudentsand facultyontheUGAcampus.Sinceits implementationwithinEITS,theyhavehad improvementinworkflow,ticket,and servicerequestmanagement.Keyfeatures thatTeamDynamixhastohelpimprove departmentalefficiencyandeffectiveness aretheabilitytopullreports,formgroupsor teamsthatcanbeassignedtoparticular projects,ticketmanagementtoestablish workflows,andtheabilitytotrackdata.
WhileEITShashadsuccessin implementingTeamDynamixintotheir departmentforservicerequests,other departmentshavestruggledwithlearning howtouseTeamDynamix’skeyfeatures. OtherdepartmentslooktoEITSforhelpin learninghowtopullreports,createtickets
andnavigateTeamDynamix’sdesktop features.
TomitigateTeamDynamixservicerequests, EITSestablished“Technicians”within departments,theseTechniciansaretrained byEITSontheTeamDynamixplatformto bethefirstlineofinquiryfortheir departmentusersthatneedassistance navigatingthesystem.Whilethetechnicians areknowledgeableinthesystem,theystill reporthavingissuesunderstandingcertain featureswithintheapplication.
TeamDynamixcanbeacomplexsystem, fromspeakingwiththeclient,itwas reportedthatwhileEITSemployeesenjoy theTeamDynamixsystem,personnelthat arenotITtraineddonotenjoylearningthe applicationsinceitisnotasuserfriendly Withthisinmind,EITScontractedSalt Designtocreateanintroductorytraining moduleforthekeyfeaturesof TeamDynamixtogiveasaresourcetonew technicians.
Identifiedproblemstosolvewerethe following:
● Usersneededtolearnthetermsand vocabularyuniquetoTeamDynamix
● Usersneededtolearnhowtopull reports
● Usersneededtolearnhowtocreate andunderstandtickets
● Usersneededtobeabletonavigate thefeaturesofTeamDynamix
Withthesetopicsinmind,SaltDesignset outtocreatea30minutetrainingmoduleon TeamDynamix.Inordertomakelearning morefluid,SaltDesigndecidedtocreate various“Micro-Learning”videosandtasks tofacilitateunderstandingandknowledgeof thematerial.Tokeepituserfriendly,and easytonavigate,SaltDesignchosetouse ArticulateStoryline360andtheLMS Speachtodistributelearningcontent,and createdjobaidswithaccompanyingvideos onthetopicsmentionedabove.
Inordertocontinuelearningandupdating theinformationonStorylineandSpeach,
SaltDesignplanstogiveEITS,theoriginal documentationusedforthevideos, screencastsoftraining,andtheoriginal Storylinefiles.Possibleupdatesthatwillbe neededinthefuturearepotentially overhaulingthefulltrainingmodule.InSalt Design’sfirstclienttodesignteammeeting, theSMEmentionedthatTeamDynamixisin theprocessofchangingtheirinterfacetobe moreuserfriendly,thispotentiallyaffects theentiretyofthelearningmoduleifall interfacesarechanged.
MeettheTeam
Salt Design is a group of innovative instructional designers, who are passionate about providing unique and effective design solutions Our team is composed of Master's students who are pushing the boundaries of what it means to create "good and effective design". Our team is dedicated to providing exceptional design solutions that meet the needs of our clients We believe in creating designs that are not only aesthetically pleasing but also user-friendly and functional
We came up with Salt Design because adding salt to any recipe spices it up, and enhances the existing flavor Whether you're adding salt to nonn'a spaghetti recipe, or salt to top your chocolate chip cook, Salt completes the flavor profile and leaves a lasting impression. Similarly, we strive to leave a lasting impression with our Salty Design, and solve our client's problems, as we enhance existing training modules, or create something new from scratch
Adriana Quispe-Mesia
adriana.quispe@uga.edu
Project Manager and Multimedia Designer
Chinyu Sun
chinyu sun@uga edu
Project Manager and Content Developer
Paula Borras-Patino
mariapaula borraspatino@uga edu
Creator and Evaluator
Stephanie Denny stephanie.denny@uga.edu
Content Developer and Learning Specialist
Julie Wyatt
Julie Wyatt@uga edu
Content Developer and Learning Analyst
NeedsAssessmentReport
Introduction and Instructional Problem
The EITS office at UGA currently offers a product called TeamDynamix TeamDynamix is a software that allows for departments to create their own unique workflows and Help Desk tickets without having to learn to code to create these features for their departments However, there is no standard training manual for how to use TeamDynamix. This is creating problems for the users, as new users are not offered support to learn about the software, and the workload of the current EITS employees increases as they navigate the Help Tickets that come in for support on the TeamDynamix product In addition, due to lack of clear training, departments are losing interest in the product
Purpose Statement
Salt Design will design and develop an elearning module that will focus on micro-learning lessons that explore the “How To” aspects of TeamDynamix Learners should be able to navigate TeamDynamix, learn the commonly used terms, decipher tickets, and pull reports after completing the learning module.
Project Goals
The goal is to make learning accessible to new and experienced users of the program by using various methods such as visuals, interactions, videos, and job aids
Prerequisite for the learning environment
● Access to a computer
● Access to internet
● Speaker/headphones
● Language: English
Target Audience
New and experienced users at the University of Georgia who purchase a license to use TeamDynamix software
Content Analysis
The Salt Design team reviewed previous training powerpoint presentations, TeamDynamix training videos of the main TeamDynamix site, as well as watched a recorded training session for a new TeamDynamix licensee at UGA Through the initial conversation with our client as well as subject matter experts, Salt Design determined that the creation of an eLearning course will simplify the components the system offers and create a starting point for new users as well as a place to serve as a refresher for more experienced users
GoalsandTaskAnalysis
Instructional Goals and Objectives
● Introduction to TeamDynamix
○ At the end of this training, the learner will be able to explain why TeamDynamix is an asset
● Learn the Terms
○ At the end of this training, the learner will be able to understand some important terms and definitions they might encounter while working with TeamDynamix
● How to Navigate TeamDynamix
○ At the end of this training, the learner will be able to identify the navigation features of TeamDynamix
○ At the end of this lesson, the learner will be able to display how to navigate the overall TeamDynamix system
● How to Pull and Process Tickets
○ At the end of this lesson, the learner will be able to create a ticket.
● How to Pull Reports
○ At the end of this lesson, the learner will be able to demonstrate how to run a report.
ProjectTimeline
Our timeline uses a chronological order based on major phases of project completion, including when we met with the client, when we had prototypes completed, and when we had to share specific levels of progress with the class We used Microsoft Teams for our weekly team meetings to decide on more specific internal due dates to help us reach these goals, based on our following of SAM2 rapid prototyping
LearnerProfile
Learner Group
Organizations within the University of Georgia who purchase a TeamDynamix license. Organizations within the University of Georgia range from two to two hundred employees.
Characteristics
Age, gender, background, and education level vary widely The age range of these organization users vary from 18 to 64. The users can be undergraduate student workers, graduate assistants, part-time or full-time faculty and staff.
English is the expected language for the training.
Numbers
There are 640 users within 30 academic and administrative units at the University of Georgia.
Location
The training will be an online interactive course. Internet access will be required. Further information is provided in Hardware/Software Specifications.
Experience
Basic computer skills.
Attitude
To be used as onboarding training to replace a two hour virtual meeting. Our intent is to make the course easy to understand and easy to pinpoint specific areas to quickly reference if the user needs a review
NumberofHoursperIndividual
Member Activities
Adriana Quispe-Mesia (Project Manager)
● Meeting with client and coordinating communication with client
● Main point of contact for client and SME
● Created website
● Compile slides for presentations
● Primary presenter for presentations
● Storyboard, prototypes design and development
● Script writing
● Recording script
● Creating eLearning multimedia content
● Compile and edit project documentation
● Design and develop user testing questions
● Project Meetings
● Reflection
Chinyu Sun (Project Manager)
● Meeting with client and coordinating communication with client
● Compile and edit project documentation
● Compile slides for presentations
● Secondary presenter for presentations
● Storyboard, prototypes design and development
● Develop content on Storyline 360
● Develop interactions and navigation
● Design and develop user testing questions
● Conduct user testing
● Project Meetings
● Reflection
Paula Borras-Patino (Evaluator and Creator)
● Meeting with client and coordinating communication with client
● Storyboard, prototypes design and development
● Primary contact with Speach
● Compile slides for presentations
● Presenter for class presentations
● Creation of Style guide
● Creation of Logo
● Develop content on Storyline 360
● Primary contact to integrate Storyline 360 content to Speach
● Develop interactions and navigation
105 7
90 6
175 (more at the end of the semester: 23 hours within the final weeks) 10
Stephanie Denny (Content Developer and Analyst)
● Create animations
● Design and develop usability test questions
● Conduct user testing
● Project Meetings
● Reflection
● Meeting with client and coordinating communication with client
● Generate content for website
● Compile and edit project documentation
● Compile slides for presentations
● Presenter for class presentations
● Storyboard, prototypes design and development
● Create content for elearning
● Design content for elearning
● Develop content on Storyline
● Evaluator for usability and learner satisfaction testing survey
● Project Meetings
● Reflection 105 7
Julie Wyatt (Analyst and Development)
● Meeting with client and coordinating communication with client
155 10 Total (all)
● Generate content for website
● Compile and edit project documentation
● Compile slides for presentations
● Presenter for class presentations
● Storyboard, prototypes design and development
● Create content for elearning
● Design content for elearning
● Develop content on Storyline
● Design and develop user testing questions
● Project Meetings
● Reflection
InstructionalModeland PedagogicalTheories
Instructional Model
SAM2 (Successive Approximation Model) is an instructional design process model aimed at streamlining the design and development process while ensuring the final product meets the needs of both the learners and the organization. Furthermore, SAM2 offers a flexible and iterative approach to e-learning design and development, allowing for rapid prototyping, continuous improvement, and alignment with the needs of both learners and stakeholders. Due to the rapid and multi prototype of the training design and the constant evaluation within the group as well as with the clients, SALT Team decided to use SAM2
Pedagogical Theory
Cognitive Constructivism
Salt Design chose to focus on the learning theory of cognitive constructivism to guide learners within the eLearning module.
Cognitive constructivism is the idea that:
● Learning is constructed by the learner and based on pre-existing cognitive structures
● Learners set their own goals and motivate themselves to learn
● The instructor facilitates learning by providing an environment that promotes discovery and accommodation.
Gagné's Nine Events of Instruction
Using cognitive constructivism as a guide, the design team chose to use Gagné's Nine Events of Instruction as a learning strategy in order to outline the learning objectives and motivate the learner to acquire the knowledge and skills provided in the training Gagné's Nine Events offers a comprehensive framework that caters to the diversity of learners by accommodating various learning styles and preferences. By breaking down the instructional process into step-by-step and systematic events, it
ensures that learners receive a structured and organized learning experience, promoting better understanding and retention of the material. Incorporating a focus on prior learning within this framework can significantly benefit learners, especially when tackling complex topics, as it helps to build upon existing knowledge and make the subject matter less intimidating This approach fosters a supportive learning environment where learners feel empowered to engage with the content and are better equipped to navigate through challenging concepts with confidence
Design Theories
In addition to the learning theories, Salt Design knew we were adding multimedia to the project, thus we implemented Mayer’s 12 Principles of Multimedia Learning and Nielsen’s 10 Usability Heuristics for User Interface Design into the learning module. These principles are grounded in cognitive psychology and educational research, aiming to enhance learning outcomes by optimizing the presentation of information in multimedia formats. The principles address various aspects of multimedia design, including the use of text, images, audio, and video, as well as the integration of multimedia elements to support learning
By adhering to these principles, SALT Team created engaging and impactful multimedia experiences that promote deeper understanding, retention, and transfer of knowledge
HardwareandSoftwareSpecifications
Software Requirements for Building Digital Course
Articulate Storyline with the Articulate 360 license was used to build the e-learning module that included: practice lessons such as click and drag, introduction to the course, the character Taylor with different poses and expressions, and navigation features
The video presentations were made using Microsoft Suites with the license, the slides were created using Microsoft Powerpoint, and scripts for the videos were written using Microsoft Word. Recordings were made using the application, QuickTime
The learning module was presented using Speach, while learners will be able to access the training material via a link, in order to edit the Speach, the Client will need a Speach license or permission given by the creators of this training module to edit Speach In order to edit any learning content, the client will need access to Articulate 360, and the assistance of an eLearning Developer to edit and update the storyline and its content.
Viewing the Digital Course
The digital course should be viewed on a tablet, laptop or computer connected to the internet We recommend that the screen size should be at least 6 inches diagonally.
We do not recommend using a mobile device like an android or iphone to view this course Certain features and practice areas are hard to view if the screen size is too small
Recommended browsers for viewing the course
● Windows - Google Chrome or FireFox
● Mac - Safari 17 4, Google Chrome or Firefox
Required Browser Settings
There are no required browser settings for viewing the course Learners will need to have a link to access the Speach, and be aware that accessing the Speach may open an additional tab in their browser The Speach will automatically adjust to the screen size.
ScreenDesignSpecifications
Salt Design selected a series of colors that are in low saturation, which will allow the learners to have a longer attention span while reading the slides as well as reducing eye strain We used a gray background which could reduce the discomfort; we set navy blue as general content and page buttons for moving forward and backward; purple red is assigned for submitting buttons; while red is designed for important information such as section title and navigation bar
For the font, we used Montserrat, which is a typeface that can be used basically anywhere because of the geometric and elegant simplicity with nice large x axis height; and we adjusted the font size as needed. We designed a series of basic layouts including: content page, answer/submit page, and menu page For the content page, there is a pair of buttons to move forward or backward; the answer page has a submit button; and the menu page is applied with a character, who acts as a guide to navigate learners
As mentioned above, we would like to set our layout with comfortable color and organized layouts to ensure the satisfaction of learning experience
Style Manual
Color Index
Button
Typography
Logo
FormativeEvaluationPlan
Evaluation Method 1: The Usability Test
Link:
https://forms.gle/pWwdykahWUWtYS9S6
Purpose of Usability Evaluation
Our goal with the usability evaluation is to receive feedback on the module’s ease of use, likes and dislikes of the visual design of our module, to identify any issues with the flow of the module, in to measure how much users enjoy the module, and to identify any issues with the module’s interactive capabilities
Participants in Usability Evaluation
Participants include any of the users of our learning module. For the purpose of this initial survey, the expected participant was an SME from EITS. Additionally, we wanted to try to get a new EITS Technician to take the survey to receive insight from the novice learner mindset. Unfortunately, we were unable to receive feedback from EITS
Instrument for Usability Evaluation
This form was designed with Google Forms, and it was shared with the client via email during our Prototype 3 phase.
Design for Usability Evaluation
We decided to use mixed-methods in our evaluation The first 10 questions ask users to respond on a likert scale, and the next 5 questions require short-response feedback These questions ask for specifics about issues the user might have experienced as well as what the user liked most and liked
least about the module. This feedback can be used to make future improvements
Evaluation Method 2: Learner Satisfaction Survey
Link:
https://docs.google.com/forms/d/e/1FAIpQL SdKG69r0ce8wZPrsbWaluvtP4-aUioH-mTj BJOpdcoadqvx2Q/viewform
Purpose of Learner Satisfaction Survey
Our goal with the learner satisfaction survey is to receive answers to the following questions:
● Does the learner want more or less interaction?
● Does the learner feel confident using the TeamDynamix system after the module?
● Does the learner need additional practice?
● How much time did the learner spend on the module and was it too much or not enough?
Participants in Learner Satisfaction Survey
Participants include any of the users of our learning module Just like with the Usability Survey, we ideally sought feedback from an SME at EITS as well as a new Technician Unfortunately, we were unable to receive feedback from EITS.
Instrument for Learner Satisfaction Survey
This form was designed with Google Forms, and it was shared via email with the client during our Prototype 3 phase
Design for Learner Satisfaction Survey
We decided to use mixed-methods in this evaluation as well The first 5 questions ask about the learners satisfaction with the
amount of interactivity, the layout, and the course overall, as well as about their understanding of the objectives and and their confidence with TeamDynamix. Then, an open response portion allows for more specific feedback, such as about the length of the module and any knowledge checks that are missing or off topic
Storyboard
Prototype 1
We created Prototype 1 using Google Slides, which allowed us to work collaboratively and easily build on each other’s progress. We used this Prototype as a means for expressing our main vision for the project, including a focus on our diverse audience. This can be seen through our slides on allowing the user to feel comfortable with the training software and incorporating Taylor, a persona who learns along with the user Here is a link to the full prototype.
Prototype 2
During the development of Prototype 2, we were learning more about TeamDynamix, so we began to input more content We also considered the functionality of the lesson and how users would interact with it We used Google Slides for this phase as well. Here is a link.
Prototype 3
For Prototype 3, we began using both Articulate Storyline (for everything except videos) and Speach (for videos and housing the entire module). Prototype 3 was shared using Review 360 and Speach
A lot of time was spent creating the videos as well as screenshots, along with interactive elements based on all of the content Our team developers shared insight about how Articulate would integrate with Speach. Because the navigation of the module would be slightly different, we discussed making instructions clearer so learners know where to click.
We touched base with our client to receive ticket examples and a glossary of terms to help us make the training as realistic (and therefore as high fidelity) as possible One difficulty we encountered during our work with Prototype 3 was that our access to TeamDynamix was disrupted. While this made creating screenshots and videos difficult for a period of time, it did give us time to focus as a group on other elements in Articulate. However, the delay meant our Prototype was not fully ready in Speach We therefore shared it with the client via both Articulate and Speach.
Right before developing Prototype 3, we developed a style guide using UGA colors (just not the typical red, black, and white).
Here is a link to the Articulate material, and here is a link to the videos still housed in Speach.
ClientSignOffForm
I, (client first and last name), have reviewed the final TeamDynamix project developed by Salt Design
I accept the current course content and believe it accurately reflects the goals we discussed for this project The course is technically accurate and complete I understand that additional major changes may adversely impact the project’s scope, quality, and schedule and therefore I give my consent for sign-off and implementation.
Client Printed Name:
Client Signature:
Date Signed:
Project Manager Printed Name:
Project Manager Signature:
Date Signed:
Project Manager Printed Name:
Project Manager Signature:
Date Signed:
FormativeEvaluationResults
Overview
Our team met and completed a thorough run-through of our module Unfortunately, we did not receive feedback on the Learner Satisfaction or Usability Survey, so we tried to keep the client in mind as we worked through each slide.
Procedure
Paula shared her screen so that we could review each slide and video in Speach Everyone provided feedback as we worked through the screens. Some issues, such as rearranging or renaming slides, were fixed immediately Other issues included making instructions clearer, changing a color to be consistent with another slide, and moving job aids to one slide (a resources slide).
What did we find?
Below are detailed notes on our findings during that meeting.
■ On Ticket Search Practice: is there a way to stop and start audio? We would like to stop the audio, just like it says in Mayers Segmenting Principle.
■ Tickets:
■ Click on the words that *call for action* (bold)
■ Assigned is a verb should I click on it?
■ 3 9: Slider slide: Paula needs images for update and change status We agreed to keep it.
■ Separate current “Search and Filter” and “Call for action”
■ Search and Filter should be paired with Ticket Search Practice
■ We got ability to download videos, which means the videos could be inserted into Storyline or shared so that the client can have them separately.
■ Small font difference for “Classification” on the matching “Learn the Terms” slide
■ On the Learn the Terms glossary, different terms are starred than what is mentioned in the video Julie has fixed for updating
■ 3.3 menu needs to be updated: Typo and remove “How to search for a ticket?”
■ 3 8: Desktop Practice: correct desktop screen the markers should be purple, but they are showing as white
■ 3 11 How to View the Client Portal is “Not Found.” Menu missing
■ 4.1: Review Menu options
■ Should we add “Click on 4 2, 4 3”, etc
■ Move 4.4 to be 3.12 after “How to View the Client Portal” 3 11
■ 4 6: “How to Create a Ticket” was not yet published, but this issue was resolved Changed name to “Identify Ticket Anatomy”
■ 4 6 and 4 8 look like the same interaction. Slide 4.8 gets
deleted Paula will add to 4 6 “Click on the icon” for more instruction
■ 4.7: Ticket Application title changed to Ticketing Desktop
■ Update storyline slide to reflect “Ticketing Desktop” too
■ 4 8: Ticket Questions:
■ Do you want an email?
■ Paula needs to change the state text to something else
■ Need to add “you” to instructions
■ At the end of the “Ticketing” Section - have the “call for action” slides
■ 5 2 and 5 7 delete slide (already done)
■ Add Salt Design information in last area to let the users know who created the training
■ Add job aids to section 6, as PDFs.
■ For all the menus:
■ Red main menubeginning
■ One purpleNavigating TeamDynamix
■ One blue - All about Tickets
■ Optional: you can add a menu if you want, but not needed
Conclusion
While we did not have feedback from our client, we considered our users in mind throughout the entire process of developing this eLearning module Therefore, we are confident that with the user-centric changes we worked on (documented above), we have a product that is informative and easy to use.
ProjectActivityLogsAnalysis
Cost estimate and task for project development (Salt Design developed this project free of charge)
InstallationGuide
Overview
This training will be provided online through an eLearning course provided through Speach (which we embedded our Articulate Storyline 360 module into), which the client and users will be able to access through a link Printable job aids are provided in a Resources area of the learning module, should learners decide to refer to them for a quick reference Because EITS will need to inform both new and current employees of the training, a facilitator guide has also been provided, though no in-person instruction is planned
About the Learner
There are approximately 640 users of Team Dynamix within 30 different units at UGA The Learners are diverse in terms of digital Literacy, experience, and education. Roles will also be varied, with administrators, technicians, and users, some of whom will only need to submit help requests through tickets.
Notification
We recommend that EITS communicate the new training to employees via an email, whether it be a mass email to all users who are interested in learning more about TeamDynamix or to new licensed users. In that email, a link to the eLearning module should be included, in addition to a recommended deadline (ideally two weeks from the time the email is sent). A follow-up email should be sent after 7 days and then again after 3 more days.
Software
Learners need an updated internet browser (Edge, Chrome, Safari, or Firefox), whether accessing training on a computer or mobile device Articulate also supports JAWS and NVDA screen readers, if needed Javascript must be enabled on the device for that usage The Speach videos provide visuals, voice, and closed captioning
Tracking
We decided not to include a downloadable certificate at the end of our module since that might diminish the point of micro-learning However, the client can easily include a certificate requirement, if they choose
ImplementationGuide
How to Use This Guide
This guide has been created to help you facilitate the TeamDynamix Speach/Articulate Storyline 360 training module. The course will be completed online at the user’s own pace; however, so that you are familiar with the training and are able to assist learners, please complete the following tasks:
Review this guide. Complete the training. Go through the checklist.
Use the Notes area to write down any points you may want to emphasize as you roll out the training.
TeamDynamix Training
Learning Outcomes
● Explain why TeamDynamix is an asset
● Classify the terminology within the TeamDynamix system
● Identify and display the navigation features of TeamDynamix
● Create a ticket
● Demonstrate how to run a report
Instructional Model
● The module relies on Gagne’s 9 Events as an instructional model.
● This model focuses on techniques such as gaining attention, informing learners of objectives, and providing feedback.
● It is implemented in this module through a variety of modes such as video, user interactions, and knowledge checks.
Time Allotted
The training module will take AT LEAST half an hour to complete in full, from start to finish.
However, it is designed with micro lessons that learners can begin at any point, which should each take less than 10 minutes.
Implementation Checklist
Once you have completed the task, place a check under the “Competed” column. Add your own tasks in the last rows of the table, if needed.
Use the below section to take notes on ideas for rolling out the product or for future training ideas.
Notes:
ProjectExtensionProposal
Both EITS and our team have possible paths when it comes to extending the use or purpose of this project. It is specific to EITS, so the module would most likely not be useful for other audiences. However, since the overarching goal was to create a “Quick Start Guide,” in our very first meeting, our client mentioned that future IDD students might find ways to build on what we have created so far. They might decide to include a more in-depth look at all of the features of the client portal, for example. Another area that future students or designers could develop is the Groups functionality Because there was only so much time to become comfortable with the multiple aspects of TeamDynamix that we studied and practiced with, focusing on specific details might be a logical next step.
In its current state, the module does not provide a certificate as proof of training, since the desire is for learners to look at any module they need, not necessarily all modules. However, EITS could decide to incorporate this training as a requirement for new licensed users and then include a certificate that can be downloaded.
The client could also decide to include formative assessment questions at the end of each section or at the end of the entire module. Because we designed this module with micro-learning in mind, we did not incorporate this style of formative assessment questions for the learner.
Our group has also discussed submitting our module for consideration of the Nova Southeastern Award for Outstanding Practice in Instructional Design. This organization has extended their deadline from March to May. We can incorporate any feedback we receive in class as well as from users who complete our usability testing to improve our module before submitting. We hope that the judges would recognize our innovative combination of two different tools, Speech and Articulate, and our attention to Gagne’s Nine Events of Instruction, Usability Heuristics, Mayer’s Principles, and a focus on Universal Design.
Overall, we hope that EITS will find a use for the module in training future TeamDynamix users for years to come, whether they decide to keep it as is or modify it! Users referring to our learning modules when they need them will be the best way to extend this project’s life.
ReferencesandLinks
Here is the link to our website: https://quispemesiaadriana.wixsite.com/salt-design
Here is a link to our class google drive: EITSTeam Group Project Shared Folder
Here is the link to our final product in Speach: https://uga.speachme.com/play/de460ef27c8