LC Employee Orientation
Design Process
An alignment chart was used to coordinate objectives, assessments, and appropriate activities. By using the alignment chart, I could tell that the learning objectives were assessed properly given the level of knowledge required to accomplish each objectives required learning outcome.
Once the assessments were determined, I used Horton's (E-Learning By Design, 2nd Edition, 2011) Absorb-Do-Connect activity ideas to prepare the learner for the assessments. This process was stretched out over a 5 week period and could be done in less time in the future.
The feedback I received from my course instructor and learning partner was was vital to completing this alignment chart thoroughly and successfully. The feedback I received influenced my decisions about my objective verbs, assessment styles, and activity types.
Designer Decisions
In the design of this project, I made decisions throughout. One decision I made was to break apart the comprehension quiz assessment. This quiz initially spanned the entire first terminal objective. Upon review and further thought, It sufaced that the questions would be better administered immediately after the corresponding enabling objectives' activities. The orientation program proposed is likely span multiple hours and the learner is likely to experience interruptions and distractions. By putting the questions immediately after the corresponding activities, the learner is more likely to succeed.
Another decision I made in the design process was to change a few of the absorb activities to less traditional formats. Namely, for the 3rd terminal objective in which a learner needs to use the company hard drives and timecard software correctly, I initially had a simple presentation with an accompanying procedures list. The assessment originally was to list the procedure steps. After further thought, peformance based assessments were determined to be better for testing this type of knowledge.