This eLearning module and the gamified quiz were created specifically for EME 5603 Introduction to Systematic Instructional Design. The design and development of both instructional materials took place throughout the 16-week semester. The eLearning content was developed following The Dick and Carey systematic design approach, while the GBL assessment utilized a blended strategy that combined SAM, backward design, and rapid prototyping. The design aims to integrate motivational learning elements that cater to a diverse audience with different learning preferences. This course is intended to complement the instructor-led training for new hire employees while also possessing the ability to serve as an independent self-paced refresher training module within a specific job role.
Both the eLearning and assessment were implemented into the training program materials in November 2024. Since implementation, these materials have now been used across the organization to train all new hire contact center employees.

Target Audience
The primary target audience is all new hire employees for the Fraud Operations Response Team within the Security Division at Navy Federal Credit Union. This role is considered an entry-level position that hires both internal and external hires of all ages and backgrounds.

Content and Design
The content and design of this project was determined by a needs analysis conducted (See Appendix D - Dick and Carey ID Plan). Prior new hire trainees reported inadequate or lack of soft skills training for their job role, specifically in three correlated areas: In-depth understanding of how fraud/scams work, appropriate verbiage to use, and how to educate victims on ways to protect and prevent falling victim again. New hires also reported a lack of and need for more hands-on practice such as simulation or role-play scenarios. See Appendix A for weekly evaluation surveys. A simplified GBL assessment was designed to enhance engagement and offer learners more practical training.

Learning Interactions and Feedback
Learning interactions include reading materials, listening and watching videos, and answering questions. Immediate feedback is provided via prompts after knowledge check questions. A minimum score of 80% is required to pass the training byte. Therefore, learners are provided multiple opportunities to answer questions.

Articulate Rise 360 was selected for its versatility as an asynchronous training module, allowing participants to complete it at an assigned time or as business needs allow. The other determining factor was the organization's HR system that houses training bytes. This system supports a limited range of file types, with Articulate serving as the primary file type used.

Tools Used
Articulate Rie 360, Canva, Genially, Vyonnd, YouTube, Google Cloud

Communication Skills:
Communicate effectively in written, oral, and visual formats.
Produce clear, concise and grammatically correct messages.
Produce visuals that adhere to the principles of message design.
Deliver effective and engaging presentations.

Analysis Skills
Diagnose learning and performance challenges using diverse analysis methods (e.g., task, context, learner).
Apply data tools and analytics to recommend and justify solutions.
Communicate findings clearly through stakeholder-facing reports.

Design Skills
Integrate learning theory and systems thinking into curriculum and solution design.
Develop strategic instructional interventions with aligned assessments and instructional activities.
Apply interaction and visual design principles to support learning outcomes.

Technology and Media Skills
Select and use appropriate technology and media for specific outcomes.
Develop instructional materials using a variety of media (e.g., print, audio-visual, multimedia).
Develop and use web-based instruction, e-learning, social media, and content management tools.
Use technology correctly for professional communication purposes.
Use technology tools in the design process.

Evaluation and Research
Design and develop formative and summative evaluation plans.
Conduct a formative evaluation of an instructional intervention.

Personal and Interpersonal Skills
Collaborate across functions and respond constructively to feedback. 
Build inclusive, culturally responsive relationships with stakeholders and teams.