Reflection Paper

Designing Computer Based Training 767

In this class, my goal was to create a Reusable Learning Object (RLO) that would be a part of a larger set
of lessons in eLearning format. The overall course Enabling Objectives were to 1. Locate and Open a
Patient's Chart, 2. Locate and Open the Manage Orders Module, and 3. Search for and place Orders as a
Clinician. The RLO Enabling Objective was to identify two ways to find a patient in the hospital and two
ways to open the patient's chart. The purpose of the RLO was to identify how to locate a patient and
open the patient chart in the most efficient ways possible.
Throughout the class I was introduced to what a CBT is and the process to create one starting with a
Design Document, how to plan out my instructional strategies, incorporate Universal Design and
SCORM, build a Storyboard to create the lesson, and create the usability test. I personally found this
entire process rewarding because it has been one of the main reasons for choosing this program and
becoming an Instructional Designer.
In my Design Document, I broke things down from the high level to the specifics. This included my
course purpose, target audience, objectives, outline, course build details, assessment and the media
used. The Design Document was a helpful guide with organizing my plan to create the course and map
it out accordingly. I included a flowchart that helped to create the pathway of the course and what
details would be included in the screen. The challenge I overcame here was aligning it with my ideas
and making sure the map made sense. It was built based off the outline. The instructional strategy I
implemented for the lesson was to create an eLearning in the form of a Guided Practice that allows the
learner to listen to audio and view the process and steps. An assessment was included to review the key
concepts, terminology, and efficiency workflows.
The lesson had to be SCORM compliant and'' feature Universal Design Principles. SCORM is a "set of
technical standards for eLearning software products that tells programmers how to write their code so
other eLearning software can work with it." It "governs how online learning content and learning
management systems communicate with each other." SCORM stands for "Shareable Content Object
Reference Model" and its purpose is to be useful across multiple systems and various contexts.
Universal Design for learning (UDL) is an educational framework based on research in the learning
sciences, including cognitive neuroscience, that guides the development of flexible learning
environments that can accommodate individual learning differences. An example of Universal Design
for learning would be large text on screen, large print keyboards, available lesson transcripts that go
with audio, consistent image use and layout, and headsets. UDL items are arranged to accommodate a
variety of end users. UDL is also built in to the lesson to accommodate 508 compliance, which means
that all users, regardless of disability have access to technology.
I included video, text, and audio in my RLO. I was unfortunately not able to include a transcript in my
Udutu lesson. I did, however, include bullet points on each of the screens and an option to contact the
hospital training department to obtain a copy of the transcript.

The Storyboard was the next phase and was the most challenging activity. The Storyboard is a visual
representation of a design and the details that a programmer would need to implement. They help
communicate the plan of design to the clients, end user, and stakeholders (hospital staff, administrators,
nurses, doctors, techs, and therapists). Storyboards can be created through a number of applications
and available templates that can be found online or purchased (iSpring, Captivate, Camtasia are popular
ones). I used PowerPoint, which was easy enough to layout, and prebuilt template. In the storyboard, I
included images as placeholders, scripts to each slide, color details, and slide information. My plan
would be to take this to the end users and stakeholders for approval and editing where required. Then I
would take it to the programmers for further development. Detail between both audiences is very
important for final approval so the slides in the storyboard should be cleanly laid out, consistent, and be
clear enough so that if someone was taking over for you they could pick it up right away and produce
the desired end result.
Some of the other important storyboard features included graphics, color layout, and overall design.
Consistency was an important must-have for these areas While building my CBT based off of the
storyboard, I realized that I was going to have to adjust a few things. I planned for one set of colors and
opted for something else due to Udutus available color schemes and themes. I decided that any images
I used had to be of clinicians holding or using computers and tablets to drive home the use of
technology in the medical setting. Other images that helped tie in key points were of a clock (to
emphasize the importance of time) a doctor holding his chin with a contemplative look on his face (to
emphasize questioning/curiosity), and a group of happy doctors (to emphasize happy, efficient EMR
users). I believe that these images helped to align the purpose of the course with what an end user
would need to relate to it. In reference to 508 and accessibility, I made sure I had images and audio with
access to a transcription if necessary. Additionally, Udutu has screens that display 508 compliancy with
a wheelchair icon within the course authoring tool such as their Basic Screen and the Assessment
templates.
My assessment had three questions that pointed to the major points in the lesson: efficient ways to
locate patients and open charts. The first question was a multiple choice question with one answer that
focused on locating a patient, the second was a multiple choice question with two answers that focused
on opening a chart, and the last a True/False question, which focused on how to open up a specific chart
activity. I chose these questions because they were appropriate in regards to knowledge-check. An end
user who can identify the answers to these questions paid close attention to the lesson. Each question
had feedback associated with it whether or not the learner answered right or wrong. If they answered
wrong, the learner would be redirected, (branched) to the appropriate slide where they can revisit the
concept and review the steps. For example, if the True/False question about the default chart activity
was answered False, the learner goes back to slide 8 where they can watch the video again to see how
to answer this correctly. The intention of my assessment was not a pass/fail test because it was strictly
for teaching and recall. My goal for the learner would be for them to walk away from the lesson with
more knowledge about efficiency practices than they had when they sat down. They should be able to
immediately apply this knowledge after finishing the lesson.

The last two phases before the final product included producing a prototype and completing a usability
test. The prototype was a mock-up of what the actual CBT would look like based off the storyboard and
design document contents. It was interesting to see this build come together and I was very excited
about how this worked out in the end. I used Udutu for this and for practice in one of the previous
lessons. I found Udutu to be easy but limited with the design options. Some of the things I envisioned
between creating the Design Document and creating the workflow and storyboard were not possible.
Instead, I tailored my lesson to the format of the templates. I was happy with the results and was able
to include the major things like audio, images, and video. The narration script was left off, as I
previously mentioned, since I was unable to create a more feasible way to include this. The most
impressive thing I found about Udutu was that I could include the major parts to an eLearning such as
audio, video, and an assessment with a variety of options to set up the screens per the storyboard. I've
been able to use a number of eLearnings at my current job and find that these items add so much more
value to the learning experience in this format. I wish it allowed for more interactivity to be able to type
and click on the videos to enhance the learning experience instead of just watching the videos. Overall,
Udutu served its purpose and I was happy with the results.
Once the prototype was built I had to share it with another person in the class and complete a usability
test. The purpose of the usability test is to evaluate a product by testing it on users to make sure it was
logical, functioned with a purpose, and to take the final data into the revision stage so the CBT can be
finalized and created. The usability test I wrote focused on the target end users (clinicians primary and
administration - secondary) being able to navigate the site and confirm that it was easy to follow,
understand, and could be applied to work realistically. I had seven tasks to complete and 12 questions
to be answered for feedback. The partner that tested it reported that it had a logical flow that was easy
to navigate. It also had great audio and video aspects. She also noted that the assessment was short an
effective with good use of feedback. I did not have good branching and was advised to include that with
jumping the incorrect test questions back to the page where the lesson addressed this so I made this
change. Udutu offers a glossary option that was a part of the navigation menu. It was one of the
buttons that I did not use or need so I left it blank. I am not positive that this can be removed at this
time so maybe I can find use for it in the future. Overall the usability test results were positive and the
CBT required a few minor tweaks.
My initial goal in this program was to get to a class like this. Ive enjoyed learning the principles and
process of building an eLearning course. The biggest takeaways I have is the strategic build and the
organizational process behind the build. When working on some other projects at the hospital, I found
myself becoming totally involved in the creative building process that would keep me sitting at my desk
for hours looking to get it right. Sometimes it was a training document, like a tip sheet or a training
flyer, other times it was a PowerPoint presentation that was for a class. I found that I preferred that
over the actual training work itself. Currently we dont make CBTs in our department and I hope we
move towards this because Id like to be on the team for it. If I was able to start on this now and use
what I learned, I would create CBTs similar to what I did for this class short, informative lessons that
will help support post-classroom training.

My goal currently is to move from the classroom and into the design space. Ive enjoyed training but I
see more opportunity in this in the long run. My training experience will help to be a SME in the design
process. The most valuable take away from this course is knowledge of universal design, which Ive
never even completely considered nor run into this as a problem. In the four years that Ive been a
trainer, the universal design component to training has not been actively addressed or considered and
may have been included without me noticing.
The questions/concerns I have after this class are: How do I move into a position to do just this role
(independently or in a corporate environment)? What are ways I can implement this process in my
current job to present additional skills? Id like to get an opinion of someone who is a trainer and also
gets to build computer lessons. I will probably have to spend time networking with other trainers and
IDs who have this experience. I will also speak with the training department manager to find out when
and if this can be implemented in the future. Ill start working through LinkedIn more as well to network
with others in this role.
This course has impacted my instructional design skills by reminding me to take a systematic approach
to the design process. I found that to be the most valuable part of this process because it was not was
not rushed and the focus was not on just results but quality results. Building the Design Document and
the Storyboard were probably my favorite parts of the course development process. As a person who is
accustomed to short deadlines, it was nice to put this together piece by piece. I took a lot of pride in
this. My overall understanding about building a CBT is that I will have to take a systematic approach to
building it. I must include a variety of principles (508), build collaborative partnerships (SMEs,
department managers, average end users), and apply that to usage of the proper tools (Camtasia,
Udutu, iSpring). Ive learned that there are plenty of resources available in the forms of blogs, videos,
templates, books, and other instructional designers that that are available to me. Overall, I feel that this
class has adequately prepared me for the early stages of competently creating CBTs and eLearnings.