E-Learning Design

Flash is a multimedia graphics program that enables the creation of interactive pictures which use vector graphics that can be scaled to any size while maintaining its clarity and quality. In utilising flash for learning rather than animated images, graphics are downloaded much faster and allows further interactivity. Engaging learning experiences is facilitated through flash which can support animation, video and sound to bring media-rich learning experiences to students engaging in e-learning.
Flash provides designers with ease of use in creating and building the course modules through its user friendly templates, ‘advanced data tracking abilities and complex scripting that supports reusability’ (Hancock & Hess, 2004). Due to the ease of use for students, as flash can be interpreted across different browsers, students are able to utilise a learning tool that should operate on multiple platforms. Flash provides learners with easy access to the same learning experience and learning tools that enable the development of understanding and knowledge.

In class we have covered what is called the CRAP principles in multimedia design. Crap stands for; contrast, repetition, alignment and proximity.

CONTRAST
Contrast can be the most important visual aspect of a page. The principle is to avoid elements on the page that are merely similar; if they are not the same then make them VERY different.

REPETITION
Repeat visual elements throughout such as colour and shape, as this develops organisation and strengthens the unity of the webpage.

ALIGNMENT
Nothing should be placed on the web page randomly. Every element should have some visual connection with another element on the web page as this creates a clean and sophisticated look.

PROXIMITY
Items relating to each other should be group close together, as items in close proximity become one visual unit rather than several separate and unrelated units, this reduces clutter and does not confuse your reader.

Each of the elements in a multimedia product such as animation, video and sound, needs to be specified in detail and shown how they will be integrated to contribute to the multimedia product as a whole, therefore the following needs to be considered;

Animation:
 How is it programmed?
 What look and feel will be used to fit with the design approach of the whole product?
 What dimensions on the screen?
 Rough storyboarding of the sequences will be required

Video:
 How is it to be programmed?
 What quality is to be expected?
 What dimensions on the screen?
 Is the video optional?
 How is the video to be shot?
 What screen operating system will be used?
 Rough storyboarding of the sequences will be required

Sound:
 How is it to be programmed?
 What quality is to be expected?
 What kinds of music, sound effects are required?
 Is the sound optional?
 What operating system will be used?
 Rough scripting of audio sequences will be required

Through the use of interactive multimedia instructional message that communicates using words and pictures promotes learning and understanding. this can be achieved through the seven principles of multimedia design.

The seven principles of Multimedia Design are;

1. Multimedia principle
Students learn better from words and pictures than from words alone.

2. Spatial Contiguity Principle
Students learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen.

3. Temporal Contiguity Principle
Students learn better when corresponding words and pictures are presented simultaneously rather than successively.

4. Coherence Principle
Students learn better when extraneous words, pictures, and sounds are excluded rather than included.

5. Modality Principle
Students learn better from animation and narration than from animation and on-screen text.

6. Redundancy Principle
Students learn better from animation and narration than from animation, narration, and on-screen text.

7. Individual Differences Principle
Design effects are stronger for low-knowledge learners than for high-knowledge learners and for high-spatial learners rather than low-spatial learners.

In class we have recently discussed multimedia and the uses of interactive design in the course’s we are creating, to support learning and course delivery. In today’s e-learning context multimedia is more than a digitally constructed product utilising and seamlessly integrating various media; text, graphics, images, video, animation and sound. In the development of my online course, I will utilise multimedia to enrich learning through medias and technologies with the intention of engaging learners to enhance the learning process. This will be achieved through utilising interactive multimedia throughout the online course instead of simply a linear multimedia product which does not allow learner interactivity with the course modules. Interactive multimedia will allow the learner to control what and when the elements of the online course are delivered enhancing the users learning experience and enables increased retention of material covered within the course.

The learning outcomes that have been developed for this e-learning course are:

At the conclusion of the course, participants should be able to;

1. Clearly specify the competencies and behaviours required by candidates
2. Establish job specifications that accurately reflect the role and tasks of a vacant position
3. Develop selection plan and criteria based upon job specifications
4. Assess and judge all information obtained form each candidate against specified selection criteria

Learner Profile

This course has been specifically designed for those who are directly involved in the recruitment and selection of suitable candidates for the area of customer service
There is no prerequisite knowledge required for students undertaking this course.

Throughout the customer service recruitment course students will be required to utilise their skills to successfully complete each of the course modules. These underpinning skills are essential to the development of new ideas and understanding course content and recruitment and selection processes and policies.

Underpinning Skills

• Literacy skills in regard to researching, analysing and interpreting a broad range of written material, including job descriptions
• Interviewing skills to participate in selection interviewing
• Active listening skills for ensuring potential employees are provided with all relevant information
• Preparing reports after selection processes are complete
• Documenting results from selection activities, e.g. competency testing of applicants
• Using technology, especially use of the internet for recruitment processes
• Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities

Consistency of Performance

In order to achieve consistency of performance throughout the course, evidence will be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations regarding the recruitment and selection process to ensure students gain the competencies necessary to be employable in the field of recruitment.

The Customer Service Recruitment course will cover these important aspects of the recruitment and selection process and will require learners to develop their skills and knowledge in the various topics and material covered throughout the course:

1. Collecting analysing and organising information to write job descriptions, recruit and select staff
2. Planning and organising activities to plan personnel recruitment, assess performance and measure performance
3. Solving problems by identification of staffing needs and job specifications

Underpinning Knowledge

Learners will be required to develop their knowledge and understanding of the planning and organising of recruitment and selection activities and processes.

Knowledge of organisational policies, in regard to:

o personnel planning, including current and projected staff numbers
o personnel selection
o recruitment
o induction

Knowledge and understanding of:

o recruitment sourcing methods
o government subsidies/support functions for traineeships

Knowledge of principles and techniques in:

o planning and organising activities
o competency standards
o identifying, defining and assessing competence of individuals
o identifying competence requirements in relation to work demands
o consultation processes
o writing clear accurate job descriptions/specifications
o evaluating information from resumes, letters, references, interviews and aptitude tests against criteria
o checking references and personal documentation
o obtaining information from candidates at interview recording details of processes

The modules that I have developed for the Customer Service Recruitment course are;

Module 1

Maintain personnel needs

1. Organisational policies in regard to staffing levels are accurately identifies
2. Job requirement information is current and accurate
3. Competencies and behaviour required of individuals are clearly identified

Module 2

Determine job specifications

1. Job specifications accurately reflect the role which the appointee with play within their job as well as in the organisation
2. Specifications are written in a clear, concise manner, and comply with relevant legal requirements and organisational format

Module 3

Recruitment of staff

1. A selection plan and criteria are developed, based upon job specifications and consultation with relevant personnel
2. Job interviews and employment appraisal tests are organised/conducted in accordance with organisational policy/best practice

Module 4

Assess and select most sought after applicants

1. Assessment and selection process is conducted in accordance with organisational policy and legal requirements
2. Information obtained form each candidate is judged against specified selection criteria, and any additional influencing factors noted
3. All candidates are promptly and accurately informed of selection decisions, following each stage of the selection process
4. Selection processes are appropriately documented with sufficient evidence to support the selection decision