ERLANGER HEALTH SYSTEM

EOL Guidelines [DRAFT]

2018

Organizational Development

1/1/2018

[Type the abstract of the document here. The abstract is typically a short summary of the contents of the document. Type the abstract of the document here. The abstract is typically a short summary of the contents of the document.]

Contents

Definition of Terms.......................................................................................................................... 4

Analysis........................................................................................................................................... 4

Cost Benefit Analysis................................................................................................................... 4

Role of Education Oversite Committee (EOC)..............................................................................4

Communication Kickoff Document...........................................................................................4

Measurable Objectives................................................................................................................. 5

Starting a project [Jamie/Charles]................................................................................................5

Methodologies.......................................................................................................................... 5

Job Duties Survey......................................................................................................................... 7

Design & Develop Best Practice Guidelines [Amanda/Jamie]..........................................................7

Style............................................................................................................................................. 7

Orientation/Story Size (Ratio)...................................................................................................7

Fonts......................................................................................................................................... 8

Navigation................................................................................................................................ 8

Screenshots.............................................................................................................................. 8

Graphic Design/Layout..............................................................................................................8

Storyline Naming Conventions.....................................................................................................9

Adding URLs in Presentations......................................................................................................9

Testing/Project Review Process....................................................................................................9

Implementation [Jamie/Charles]....................................................................................................10

Publishing to SCORM...............................................................................................................10

Scoring/Tracking.....................................................................................................................10

Storage of SCORM files on Server...........................................................................................12

Technology standards [Charles/Jamie].......................................................................................12

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Browsers................................................................................................................................. 12

Plugins.................................................................................................................................... 12

File Formats............................................................................................................................ 12

Multimedia................................................................................................................................. 13

Review....................................................................................................................................... 14

Publishing to LMS....................................................................................................................... 14

LMS Naming Conventions.......................................................................................................14

Activity Naming......................................................................................................................14

Descriptions............................................................................................................................ 14

Durations/Timings................................................................................................................... 14

SCORM/AICC........................................................................................................................... 15

Sessions.................................................................................................................................. 15

Training Calendars..................................................................................................................15

Support (EOL HelpDesk)............................................................................................................16

Evaluation [Patrick/Jamie].............................................................................................................16

Job Duties Analysis..................................................................................................................... 16

Post Training Evaluation............................................................................................................16

Kirkpatrick’s Four Levels............................................................................................................16

EOL Lifecycle.............................................................................................................................. 16

References.................................................................................................................................... 17

Appendix A : SMEs........................................................................................................................ 18

Appendix B : Clinical Educators.....................................................................................................19

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EHS OD designed this document to provide you with guidelines, best practices, and suggestions for creating online content to offer through the Erlanger Health System’s Learning Management System (EHS LMS).

Definition of Terms

EOL Is used loosely at Erlanger to refer to both elearning content and the Learning Management System (LMS). This document will use it to describe content. Use LMS to refer to the Learning Management System.

ID—Instructional Designer(s)

LMS = Learning Management System Refers to the software system used to store and deliver learning content. You might also hear people refer to it as Exceed, EOL, etc.

SCORM/AICC Content designed to be accessed through the web via a learning management system like Exceed Learning. SCORM and AICC are sets of standards and specifications to which the content must adhere in order to communicate properly with EHS LMS. This document pertains specifically to SCORM/AICC compliant content.

The only AICC content we deal with is HealthStream and Elsevier.

Storyboard (EHS) A Word or PDF version of the final learning content.

Storyboard (elearning Industry) a storyboard for eLearning is a document that specifies the visual elements, text elements, audio elements, interactions and branching (where the system or user will go next) of every screen in an online course. Many people also add the learning objectives to the storyboard.

SME=Subject Matter Expert is a person who has special skills or knowledge on a particular job or topic. SMEs are highly accessed by instructional designers to extract intelligence when developing courseware and learning programs. SMEs are frequently called upon to serve as guest lecturers or instructors for training.

Analysis

Cost Benefit Analysis

We should conduct some form of cost benefit analysis for every project to better utilize our resources. This analysis will then guide our decisions about how much time and effort we allocate to a project, etc.

There is an excellent discussion of this at How To Calculate the Cost-Benefit of E-Learning https://community.articulate.com/series/41/articles/calculating-the-cost-benefit-of-your-e-learning-courses

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Role of Education Oversite Committee (EOC)

Ultimately, all EOLS must go through the EOC. They will publish guidelines ASAP.

Communication Kickoff Document

Communication is critical to any successful project so you must regularly communicate with the project lead. This is generally the Instructional Designer.

Every instructional designer will have their own approach to communicating with Subject Matter Experts (SMEs). However, all communication must start with our Please use the questions provided in Appendix A: Project Kickoff Questions for SMEs

Measurable Objectives

Training should lead to a positive change in workplace behaviors and have a measurable outcome based on the objectives.

For example, The Infection prevention hand washing training program will lead to a 20% decline in unnecessary infections.

Starting a project [Jamie/Charles]

Methodologies

ADDIE

AGILE/SAM

Step 1 : Create Project Folder

The first is to maintain consistency in our approach, please use the “ID Project Folder (New)” located @ Y:\ID\EOLS\EOLs (in progress). Please change name to temporary name until you receive the Kickoff Document from SME.

Name the copied folder after the project title. The folder name should mirror the final activity name that will go into the LMS.

Please make sure that you add the following prefixes to

Folder naming should Active folders should contain a prefix in the folder based on the following

! Ready for Publication (This notifies Charles and Jamie that the project is ready for publication on the LMS.)

~

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Example,

All files should be placed in tha appropriate folder. See below:Example Project Folder (New)

~Published (Includes: SCORM/AICC & Training Content PDF a.k.a. Storyboard) Assessments Audio It is critical to keep all raw and edited files. Communication All project communications should be stored in this file. This includes

either a PDF of your email or dragging and dropping all project emails into this folder e.g. HIPAA Update.msg

Docs (This includes Job Aids, Policies, Procedures, Handouts, etc. that might be given to students.)

Enrollments Contains files that OD creates to facilitate the enrollment process. Use latest csv template from Intellum.

Images (jpg, png, etc. Include both raw and edited.) Notes PowerPoints Scripts Storyboards (Industry defined Storyboard) Storyline Videos (Raw and edited) Archive (Define what should be put into this folder)

File naming Advice

The best advice for naming files is to be consistent and descriptive in naming and organizing your files. You do this to ensure that everyone knows where to find a folder or file and what it contains. Keep file names as short as possible but not so short. You don’t want people guessing about the contents.

Always, think about the end user trying to find this in the catalog.

Include a few pieces of descriptive information in the filename, in a standard order, to make it clear what the file contains.

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For example, filenames could include:

1. Project name or the commonly accepted acronym.2. Dates3. File version

Example,

HIPAA 2019 v2.storyEHS Logo.jpgWaste Management 2019.pptxAnnual Training Clinical FY2019.zip

If the name is not descriptive or leads to user issues, the LMS team reserves the right to rename.

Step 2 : Send Project Kickoff Document

Once the SME submits an instruction design request, send them the “Kickoff Project” document. Store this file in the “Communications” folder.

The education committee will use this document as a part of the application process and will have final say in deciding if the project will be undertaken, the priority for completion and the timing of how the training delivery.

For more information, please see the kickoff document in Appendix A.

Step 3: Get approval from the Curriculum Committee

Give form to Jamie. He will submit to the committee.

Step 5 : Assign project to ID.

Step 4 : Update Stakeholders Regularly

IDs should update the SME on a regular basis. Once a week is a good idea, however some SMEs will require more or less frequent reporting. When in doubt – ask.

Job Duties Survey

Design & Develop Best Practice Guidelines [Amanda/Jamie]

Instruction Design Projects developed by the OD team should take into consideration the current state of research regarding adult learning theory and design best practice to maximize user retention and utilization of information.

Recommended Reading:

Clark, R. C., & Mayer, R. E. (2011). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (3rd ed.). San Francisco, CA: John Wiley & Sons.

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Dirkson, Julie. Design for how People Learn. Second Edition. New Riders, 2016.

Williams, Robin, 1953-. The Non-Designer's Design Book : Design and Typographic Principles for the Visual Novice. Berkeley, CA :Peachpit Press, 1994. Print.

Style

[I have concerns about dictating a “style” to an experience instructional designer. The needs analysis should dictate the design. It also implies that Storyline 360 is the only tool. What about Rise which has it’s on internal navigation system?]

Remember to follow Robin William’s (the designer not the comedian) style guideline C.R.A.P.

Orientation/Story Size (Ratio)

The design process should dictate the ideal size, ratio, whether the project is landscape or portrait. However, nothing above 1024 x 768 will work on most monitors. This will change as Storyline’s responsive features improve.

Fonts

For more information/guidance: https://elearningindustry.com/typography-in-elearning-5-key-tips-for-elearning-professionals

Navigation

Many factors play into how the ID dictates how a user will progress through an interaction.

Linear Design

Use buttons with NEXT and BACK as the primary text. Be sure to have alt text for images.

Standard tools in Storyline Player

In a linear presentation, you can use Storyline’s built in Player navigation.

Non Linear Design

The needs analysis and design process will determine navigation for non-linear or branching activities. Either navigation should clearly communicate what the user needs to do to progress in the presentation. This can be done with either using:

1. Plain Language or 2. Visual or graphic clues.

These visual and graphic clues should not include color only as this is an accessibility issue.

Screenshots

[Advice on quality

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eChart/EPIC

Educators can place Epic screen shot into presentations. However, EPIC requires that all screenshots contain a statement of copyright closely proximate to the screenshot. You must remove any patient information from the screenshot. The statement required is:

© 2017 Epic Systems Corporation. All rights reserved.

Graphic Design/Layout

For advice on best practice in layout see:

Clark, Ruth Colvin, author. E-Learning and the Science of Instruction : Proven Guidelines for Consumers and Designers of Multimedia Learning. Hoboken : Wiley, 2016. Print.

Dirksen, Julie. Design For How People Learn. Berkeley, CA : New Riders, 2012. Print.

Williams, Robin, 1953-. The Non-Designer's Design Book : Design and Typographic Principles for the Visual Novice. Berkeley, CA : Peachpit Press, 1994. Print.

The Clark and Dirksen books focus on how design affects learning.

Storyline Naming Conventions

You should descriptively name all storyline slides, resources, variables, triggers, layers, etc. within the Storyline file. This allows other IDs to come behind you quickly figure out what’s what.

Examples:Button_DescriptiveNameShape_DescriptiveNamePicture_DescriptiveNameText_DescriptiveName

Adding URLs in Presentations

Linking to outside resources on the web is often a very necessary part of the ID process. We do need to keep in mind that they create a number of issues for end users. Examples of this are a pop up box that often confuses users, small screen sizes, etc.

To minimize these issues, please assure that all links have the following settings:

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This prevents the linked to item from overwhelming the original learning resource.

You should discourage mandatory links or links that require a user to click to progress in the presentation. Why? IT blocks many EHS users from viewing our Intranet/SharePoint site, such as users not logged into our intranet, Murphy, etc.

Testing/Project Review Process

All stakeholders should review elearning content on the Articulate Review site. [See https://360.articulate.com/review/content]. Staff or departments requesting training must establish who is responsible for final sign off.

Using the review site allows you to keep track of changes, communicate more effectively when you make changes.

The tool also allows you to know exactly what slide you are reviewing, ask follow up questions, provide your professional insight on design decisions, and it allows other IDs to step in and provide assistance as needed.

Remind the SME to register their email to facilitate communication and they must hit the ENTER key when they complete the comment.

You must complete the review process on the Articulate 360 Review site before you publish to the LMS.

Implementation [Jamie/Charles]

Publishing to SCORM

Publishing to HTML5 assures that your learning content will work on PCs, Macs, Android, iPhone, iPad, and other devices.

Do not publish to Flash.

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Scoring/Tracking

Passed/Incomplete is likely to give you the best results for tracking evaluative content completion in the EHS LMS. If you have the opportunity to set this in your content development software, it’s a good idea to do so.

Number of slides viewed

Quiz score (Standard is 80 to pass, but always ask.)

Results slides

Completion tracking (Recommended).

This trigger allows you to force a completion score. Use this in all cases where a quiz is not present. (See below where pressing the “Exit Presentation Button” triggers the completion of the activity and exits the user from the module. Review takes the user back to the beginning of the presentation without completion.

SCORM Testing

You must test all content in this order:

1. SCORM Cloud [See https://rusticisoftware.com/products/scorm-cloud/. IDs should register for access using their EHS email. The account is free and allows you to test one (1) asset at a time. This check allows you to check to see if the SCORM object’s API is working and is sending a completion status. You will need to delete the file after testing in order to load more files.

Keep in mind, a passing score from SCORM Cloud virtually eliminates the SCORM object as an issue should they arise on the LMS. If you have any issues once you load on the LMS, you know the cause is most likely on the LMS. If you do have problems, Intellum will most likely ask you if you have tested on SCORM Cloud.

2. Load on the published SCORM onto the LMS

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https://helpdesk.intellum.com/hc/en-us/articles/203492049-Uploading-SCORM-1-2-Content

3. LMS and use Exceed Debug mode [See Courseware Troubleshooting - Debug Mode] https://helpdesk.intellum.com/hc/en-us/articles/204777125-Courseware-Troubleshooting-Debug-Mode]

This will log you in a learner and complete the activity. This accomplishes 2 things. First, it allows you to check and see if the activity is working and registering a completion. It also, creates a log of any potential issues with the SCORM object that you can use for troubleshooting with Storyline or Exceed.

Storage of SCORM files on Server

When finished designing your elearning project in Storyline, you should publish all content created in Storyline to SCORM 1.2. This is for publication to the LMS.

You should keep a copy of the .zip file

You should also publish the project in PDF.

Place both the SCORM and the Storyboard (EHS) files in the “Published” folder in your ID Project Template. (See Figure 3 below).

If you have a “traditional” storyboard, you can place it in the “Storyboard” folder.

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Technology standards [Charles/Jamie]

Browsers

Information Technology requires that all EHS staff use Internet Explorer 11. We must design and test all elearning activities for Internet Explorer 11.

Plugins

Most associations cannot download and install software, updates or plugins. Try not to design any courseware that requires the user to download plugins such as java.

We should not publish any content that is not compatible with HTML5.

File Formats

Our LMS will handle most any common formats (Office, PDF, MP4, SCORM, AICC, MP3, etc.)

All files placed on the LMS should allow for maximum accessibility by staff. For example, Microsoft Office is not on all associate desktops. In order to assure accessibility IDs should convert Word or Excel documents to PDF.

You should publish PowerPoints as SCORM via Storyline whenever possible. In some circumstances, we can publish PowerPoint to PDF. (For example, the audience is small.

You should only publish Word, PowerPoint and/or Excel files to the LMS, if there is a compelling andragogic reason to do so. For example, an instructor is teaching a class on budgets and wants to provide

However, all of the following must be true:

1. There is a limited audience and 2. The learning need is immediate.

File Size

Be mindful of file sizes and types when injecting multimedia into your content. Some brief suggestions are below.

Images

JPEGs are standard for images without transparent areas. For images with transparency (areas of the image that are essentially clear and show what is

behind it), check to see whether a GIF or PNG would provide the best quality with the smallest file size for your image.

Multimedia

[Follow principles in Clark & Mayer Chapter 4 and the modality principle.]

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Video

Place all video content into a Storyline presentation, publish to SCORM, and add LMS. This assures that we can monitor that the Associate watches the entire video and declares that they understood the content. Articulate Storyline automatically converts video images to MP4 and compresses the video to assure efficient delivery.

There may be circumstances where you need to publish a video file directly to the LMS into the Activity-File-Video feature. Please use MP4.

We currently discourage the use of embedding YouTube or Vimeo videos into elearning objects. The rationale for this decision is that not all parts of the hospital have access to these sites.

If you need assistance in reducing filesize, please see Jamie.

Audio

Narration

Use words as speech rather than text (Clark & Mayer, 2011). Research suggests this is best practice – where possible and facilitates learning.

Do not use both text and narration as evidence suggests that it undermines learning.

Storyline can also generate voices from the notes feature of Storyline. We encourage the use of this feature and turning on the “audio” button in the Storyline Player.

Review

IDs should test all modules logging in as a student before go live. IDs can use the following logins for testing:

LOGIN PASSWORD ID DEDICATED TO

student1 student1

student2 student2

student3 student3

student4 student4

student5 student5 Jamie

student6 student6

student7 student7

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student8 student8

student9 student9

student10 student10

When your review is finished, please delete the enrollment.

Publishing to LMS

Intellum Exceed provides specific help on adding activities at https://helpdesk.intellum.com/hc/en-us/sections/200324783-Activities

LMS Naming Conventions

Activity Naming

Descriptions

All activities should have a statement that accurately describes what the training is about and why it is relevant to the associate. The SME is responsible for providing this description and should take ownership.

Durations/Timings

Activities with known timings should be as precise as possible. (For example, videos, audio, etc.

Activities with unknown timings should provide an estimate of the time you believe it will take to complete. If you think, it will take between 5 and 20 minutes, lean toward the higher timing. People do not complain when it takes less time than expected.

Author

By the default, the LMS “author” should reflect the person responsible for the activity content. In most cases, this is the SME.

Activity Cover Art [Charles/Jamie]

All activities should have artwork that gives visual clues about the activity’s content.

Examples:

Recommended dimensions are 525 x 295px. Crop or resize your image if the dimensions are different. Charles or Jamie can help with this.

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SCORM/AICC

Use the following settings unless the width and dimensions is greater.

This should be tested in the LMS before the activity goes live.

Sessions

[Need more fleshed out section on required standards for sessions.]

Training Calendars

Clinical

Non-Clinical

When you are ready to “Go Live” on the LMS, please notify the EOL Helpdesk to double check all settings, add appropriate codes, and execute enrollments.

Support (EOL HelpDesk)

Evaluation [Patrick/Jamie]

Job Duties Analysis

OD should regularly survey staff to gather analytics on associate job duties beyond those captured in PeopleSoft. We do this to assure the accuracy and precision of our enrollments.

Post Training Evaluation

Organizational Development in conjunction with SMEs must review, test, approve, implement and evaluate all elearning content. This includes the systematic gathering sufficient information to determine the effectiveness of the training, but does not prove overly burdensome to the end user.

Our training aligns very closely with our quality and continuous improvement process. Evaluation tools should align carefully with the Kirkpatrick Model to assure that the training:

1. Is well received, 2. Results in learning (knowledge, ability, and skill),

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3. Leads to positive changes in workplace behavior, and 4. EHS OD can measure success and document that the training led to behavior and outcomes

identified in objectives.

For example, the objective of last year’s infection prevention training was to reduce infections by 35%. Our metrics indicate that that infections dropped by 43%. Erlanger cannot attribute the outcome to any other variable other than the effectiveness of training.

Kirkpatrick’s Four Levels

Level 1: Reaction The degree to which participants find the training favorable, engaging and relevant to their jobs.

Level 2: Learning The degree to which participants acquire the intended knowledge, skills, attitude, confidence and commitment based on their participation in the training.

Level 3: Behavior The degree to which participants apply what they learned during training when they are back on the job.

Level 4: Results The degree to which targeted outcomes occur as a result of the training and the support and accountability package.

EOL Lifecycle

OD should continuously monitor and review all training as we discover errors, information or policy changes, etc. The lifecycle of mandatory annual EOLs should be no more than one year. OD should send out Mandatory Regulatory EOLs to SMEs in early April. This assures that OD can get the training ready for New Associates at the beginning of the fiscal year. This allows us to work out bugs before they roll out to the much larger Veteran Associate Cohort in January.

[Advice about continuous improvement]

We should update EOLS as needed.

References

Clark, Ruth Colvin, author. E-Learning and the Science of Instruction : Proven Guidelines for Consumers and Designers of Multimedia Learning. Hoboken :Wiley, 2016. Print.

Dirksen, Julie. Design For How People Learn. Berkeley, CA :New Riders, 2012. Print.

Williams, Robin, 1953-. The Non-Designer's Design Book : Design and Typographic Principles for the Visual Novice. Berkeley, CA :Peachpit Press, 1994. Print.

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Appendix A : SMEs

EOL SME Timeframe for Review

AHA Classes Deborah Fitzpatrick 2020?

Bariatrics Karen Sarnosski

Basic Safety Debbie Shepherd April-June

Clinical Education Jill Steelman April-June

Compliance Julie Dean November-December

Cultural Diversity Elizabeth Appling April-June

Employee Conduct Tammy Cotter April-June

Strokes Lee Carder? April-June

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Appendix B : Clinical Educators

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