Learning with Vince =)

1. Context of E-learning Course

Learning Outcomes/ Unit of Competency Code:

Learning outcomes and unit of competency is based on SIRWSLS001A: Sell products and services to business customers.

Background Information:

This e-learning course was designed to improve customer service and retail skills. The program specifically targets retail operations in Health Co which specializes in health care and nutrition products and services. The program itself is based on the National Training Information Services (NTIS) competency SIRWSLS001A: Sell products and services to business customers and aims to provide a framework for retail operations in order to improve learner’s knowledge and skills in products and services based on organisational policies and guidelines.

Learner profile/ Demographics:

Learners have previous experience in customer service and retail industries/environments and are between the ages of 18 to 24 with fluent English and have completed year 10 studies, equivalent or above. Prior to this program they also have demonstrated competent skills in computer operations with no records of previously records of cultural barriers or conflicts.

Organisational Context Purpose/ Rationale Statement:

Health co’s workforce consists of 75 employees who deal with health care nutrition product sales and services. Records have showed an increase in the number of customer complaints in the last two years was a direct result of inadequate formal training and poor retail operations and customer service. Consequentially Training in Products and Services will involve a combination of theoretical and practical application online to improve learners selling techniques in products and services which can include approaching the customer, suggesting products and services, recognizing a customer needs and closing a sale. Additionally learning will be assessed online through online quizzes and simulations to cater to learner dynamics.

2. Learning theory/ies underpinning the design

The Cognitive Approach involves learning which is shaped by our experiences; learners use these experiences to form patterns to establish meaning and insights in which we shape in order to solve problems. Additionally the use of advance organiser (prior information or experiences) will allow learners to apply existing knowledge and former concepts to new concepts, which respectively link and generate ideas. This allows learners to use their experiences gained from customer service and retail industries/ environments to identify customer related difficulties and shape the way in which they interact by shaping the thought process in which learners communicate with customers.

The Cognitive approach in relation to the context and storyboard aims to:

· Allows learners to establish, create and identify connections between products and services, content, knowledge, experience and various scenarios which can be demonstrated in games, virtual worlds and simulations.

· Develops links between advance organiser’s including theoretical information in product knowledge and services with problem solving situations such as customer difficulties and needs.

· Provides feedback, encouragement and reflection with online quizzes and final examinations as an indicator of progress, relevance and a way to demonstrate aspects which require improvement or development.

· Allows learners broaden their understandings and build on their interpretations to cater to a dynamic range of experiences.

· Provides observation, demonstration and models to shape cognitive learners ideal customer services and retail operations procedures.

Justify choices for theory/ies

The Cognitive approach allows individuals to shape their though processes which influence behaviour. Providing customer services requires communication and thinking and responding to a customer’s needs and behaviour as opposed to only having the process of repetition which would limit the learner’s ability to interact effectively. Conversely a diverse interpretation using judgement, experience and linking concepts can work towards solving problems which require application of knowledge as well as skills to suit diverse situations and customer needs and difficulties.

3. E-learning Design

The e-learning design of the course is shaped based on a cognitive approach with a pre test to demonstrate the learner’s initial knowledge. It also suggests how to integrate technologies such as virtual worlds, podcasts/vodcasts, online quizzes. The format is devised into modules which build on each other and are tested in order to show progress and areas of improvement. Furthermore the modules are designed in a sequential program reflecting the correct procedures for customer service in order to allow learners to build on concepts as the learner progress, whilst the final examination will require a link of all their experiences to outline their overall understanding.

Storyboard Link -http://www.gliffy.com/publish/1441526/

4. Integration of technologies

In integrating two technologies into an E-learning program involving customer service and retail operations, we look at technologies which cater to the learners. Two technologies which have been suggested in the story board are virtual worlds and podcasting and vodcasting. These technologies are effective tools and simple in catering to the demographic of the learners between the ages of 18 to 24. These technologies become essential in demonstrating diverse scenarios through animations, audio and feedback which would replicate diverse range of situations in a facilitated environment. Additionally it allows learners to observe and contribute their own individual experiences and apply cognitive principles, concepts and experiences to solve a range of problems related to customer service difficulties, procedures and needs. The two types of technology become an innovative way to demonstrate and model ideal responses to situations along with transferring skills into a simulated workplace environment with reduced cost and minimum workplace complications such as conflict and hazards. This can be shown in virtual world’s avatars and environments such as second life responding to proposed problems with methods and techniques which require applying advance organisers, experiences and techniques in customer service which contribute to discussion and feedback. Virtual worlds and podcasting/vodcasting technologies operate flexibly which can be conveniently accessed and revised in order to re-emphasize meaning and insight (cognitive approach). The link between content and activity shapes the learners understanding and can be assessed with feedback in order for the individual to progress or improve. This process builds on the learner’s experiences is structured from simple to complex, in a sequential process to correct procedures involving customer services and retail operation skills. Overall the final examination will require learners to integrate all modules, activities and experiences in order to successfully complete the course.

Virtual worlds- provide a simulation or designated scenarios based in a 3 dimensional environments which can reflect real life situations and force the learner to interpret and apply cognitive processes such as meaning and insight to draw from customer needs and correct procedures. This also can include tutorials, feedback, discussion which demonstrate relevance and problem solving skills to a cater to a range of learners e.g. Second Life avatar interactions and role playing.

Podcast/Vodcasts- animated movies and/or audio files can provide and model ideal customer services skills. Through this learners can apply pre-existing experiences and identify ways to improve and adapt to customer needs, using product and service knowledge and demonstrating correct customer service procedures e.g. Movie, video or mp3 files outling product and services knowledge or customer service procedures.

Online Quizzes- Are short quizzes which assess the knowledge of each learner and provide a progress and feedback which learners need to improve or develop. It contributes to stages towards developing and correctly identifying procedures involved in final examination and sequential ordering of dealing with customer service and retail operations e.g. hot potatoes quiz.

References

• Gliffy Online 2008, Viewed 6 June 2008, <http://www.gliffy.com/pubdoc/1441526/M.jpg>.
• National Training Information Services 2008, Viewed 6 June 2008, <http://www.ntis.gov.au/Default.aspx?/trainingpackage/SIR07/unit/SIRWSLS001A>.
• Wikipedia 2008, Viewed 6 June 2008, <http://en.wikipedia.org/wiki/Theory_of_cognitive_development>.

Examples of E-learning technology Integration

http://any1wish.edublogs.org/educational-technologies/