Webistia Customer Service Philosophy 101 eLearning

The primary training solution is a self-paced, two-part eLearning course: 1) how to apply the company's customer service philosophy during service calls. and 2) learn product features and benefits as well as tips for selling techniques. Additional deliverables include a job aid that increases employee knowledge of company product features and a face-to-face workshop that allows learners further practice applying the customer service philosophy and selling products. The project plan also details the project constraints, measurements of success, and methods of implementation for each deliverable.

I developed the first part of the eLearning course proposed in the project plan. The course outline represents the initial design overview. In the storyboarding stage, I made revisions to the course outline to create the introductory course published above. The original course outline could be developed into a branching scenario for continued practice with customer service skills.

I chose a written storyboard format to keep the focus on the quality of the business content for the eLearning course. By providing details for each slide, including audio script, descriptions of each graphic and animation, and interactivity and programming notes, I was able to fine tune the storyboard quickly after each project meeting. 

In the development phase, I started with a wireframe prototype that focused on functionality of buttons and navigation through the course. Yet I realized quickly that a functional prototype would save time and effort. After making key visual design decisions (slide templates, brand colors, fonts, illustration styles), the development phase came together much more smoothly. Although I used ADDIE model of instructional design for the project as a whole, I used SAM throughout the design and development phases of course creation, reiterating on the original storyboard. For example, the first prototype included a separate lightbox slide with directions for the knowledge check slides. This lightbox slide popped up before each knowledge check slide. Upon receiving initial feedback on the course, I made navigation changes to simplify the transition from learn slide to practice slide. One change is that the learner receives simple audio directions (also available via closed captioning) before each knowledge check slide instead of being taken to the same directions slide before each knowledge check question. Another revision involved removing all buttons on the slides and using navigation controls in the player to send the learner from learn slide to practice slide, then back to the menu, allowing the learner to select the next learning path while viewing their course progress.

One requirement of the eLearning course was that it be accessible to all learners and meet WCAG-2.1 guidelines. In addition to providing closed captioning, text transcripts of audio content in the slide notes, and alt-text descriptions of all images, I used Color Contrast Analyzer tool to ensure readability of all text and graphics. One improvement I would make is to provide a keyboard-accessible alternative such as a dial or slider instead of the drag and drop interactions on the knowledge check exercises.

While engaging in this eLearning project, I learned the importance of iterations on the original project plan. As I learned more about the functionality of Articulate Storyline, I was able to make changes to the visual and functional design in order to meet learner needs and achieve project goals without compromising timelines. While my original eLearning course outline included a branching scenario, I decided to use that content in a follow-up eLearning course that gives learners additional practice with their customer service skills.

Also, I learned the value of developing a functional prototype to ensure that visual design and course functionality blend seamlessly. Planning the visual details of the course early on enabled me to make quick changes to functionality (buttons, navigation) without wasting valuable project time.

Although this is a concept eLearning project and the eLearning course has not been implemented in a business setting, I have received positive feedback from other instructional designers who have experienced the course.