The document describes an e-learning course designed for retail assistants. It includes: 1. An introduction outlining the course objectives of developing skills for effective teamwork, customer service, and applying workplace procedures. 2. Details of the course structure and activities which are presented sequentially using multimedia to engage learners. 3. Guidance on navigating the course at their own pace and getting help from the facilitator character, Tom. 4. Modules covering topics like conflict resolution, workplace hazards, and decision making that include videos, activities and quizzes. 5. A feedback survey to evaluate the course quality and effectiveness.

1. Welcome to the ‘Fleur
Moir’ e-learning Course
Designed by Mia Roditis
10692174

2. Establishing the e-learning
Environment
Employees will commence their learning when they acccess the online e-learning course.
Learners are will be presented with the following program.
The layout of the course is designed to present the course is sequence, the activities are
presented via the use of multimedia such as video, sound elements, graphics, images
and a selection of text.
The participants are presented with ‘what’ they are learning and ‘why’ on the introductory
page outlining the mission statement, company objectives and goals of the
organisation.
In particular the reason the organisation has developed the course is shown through the e-
learning course objectives.
This page confirms the structure, flow, connections and engagement the learner will
actually see and receive.
It is the priority of the organisation that the learner is immersed in a well structured,
content rich, learning environment.

3. E-Learning course: Forever Young
Mission Statement: We want to allow learners to build upon the opportunity to develop interpersonal skills. The purpose of this program is to
develop learning for employees to build the necessary skills in application to the workplace context.
Why we’ve designed this course to help you
The organisation Forever Young has developed a training program for you. As a learner you are required to complete the online learning course.
This course has been evolved for our target audience of Retail Assistants. Within the framework of the course we are not asking you anything you don’t
already know. We have developed Tom. Use your knowledge and experience in the workplace as a tool to reflect on past situations and apply them
to the activities. We will guide you through the course but it is up to you to explore your learning environment and get your creative thinking cap on.
We aim to give you feedback on your progress and encourage you to work at your own time, pace.
This will include:
• You will be presented with engaging activities such as interactive scenarios and role plays.
• There are videos to watch, and narration to listen for.
• At the end of the course we would like to hear what you thought. Your opinion is valued. Please fill out the Happiness sheet.
The objectives of The Fleur Moir Program include:
• Building skills to work effectively in a team and individually.
• Develop detailed knowledge based on procedures, operations and stock.
• To deliver excellent customer service.
• Work on your communication skills.
“The voyage of discovery is not seeking new landscapes but in having new eyes” – Marcel Proust.

4. Establishing the e-learning Environment
The e-learning is based on the following principles (Facer 2007p.52)
•For an optimal learning experience learners should be able to control the time, pace and location of their
learning.
•The learning environments should respond to learners actions and provide quick feedback and levels of gradual
changes in levels of difficulty.
•That learning contexts should be characterized by challenges which are perceived by participants as authentic and
engaging.
•Learners should be able to explore multiple identities and explore the interplay between immersion and
reflection.
•Participants in the learning environment should be able to explore environments that require them to apply
themselves with ‘complex challenges and the inter-relation of multiple variables, representations and modalities’
(Facer 2007 p.54).
•Learners should be able to collaborate in communities of practice for instance sharing ideas, hints and tips and
encouraging progress to higher levels of skills.
Game playing Quiz – multiple choice, Decision Making
statistics, figures, tools Click and Drag exercise
Narration
Reading Slideshow High level of interaction
Activities involved in the course Presents learners with
scenarios Comprehension and engagement
Learners build skills Spot the difference Slow paced
Experience gained Recognising objects and Receive Feedback
testing knowledge Evaluation
Learners draw from
previous experience

5. Directions on how to use the module
Instructions
Activity One:
1. Press ‘play’ on the
yout ube video.
• You have the option to complete the modules in chronological order
2. Read the questions. OR you can skip activities and return to them when you are ready
using the icons on the bottom of the page.
3. Click on the ‘text
space’ on the
screen to type • It is recommended that you complete all activities to gain the
your answers to optimal experience of the course, deliver the best results and allow
the Questions. us to give you more feedback.
4. What was the
problem? • Each activity has a set of different instructions. Tom the character on
your screen acts as your guide. Click on him and he will tell you what
5. Place yourself in to do. If you prefer to have your instructions in plain text they will
the situation the retail appear in a side tab just click on the help button.
assistant in the video is
facing.
6. Identify 4 steps
would you take to
resolve the issue?
• Each step is numbered which directs you to what to click on first.
• “If you want to make a dream come true wake up. Wake up your own strength.
Wake up the role you play in your own destiny” Keith Ellis.

6. Icons & Features: Look out for these
buttons they can help!
It is our goal at Fleur Moir to allow you to work at a pace that you are comfortable with.
Don’t forget to:
• Adjust your speakers to a volume that suits you. Home
• Get your thinking cap on. Volume
• Look for these Icons ->
Play
Video
Please feel free to:
• Look for Tom, the guide for your training course . Tom is happy to give you a hand when you
are after a hint and lead you around. Tom can’t give you the answers because we want to see
how much you know & if you can figure it out for yourself.
• Select the following buttons to navigate your way around the pages and move at your own
pace.
• ‘Help’ ‘Previous Page’ ‘Next Page’ ‘Stop you’re too fast’ ‘Demonstration’ ‘Quit’
STOP
“The time has come for me to get my kite flying stretch out in the sun, kick off my shoes, and speak my piece”
Harpo Marx.

7. Guide and Faciliate Learning
The character TOM acts as the facilitator of the e-learning course. It is the learners
choice to involve TOM more or less throughout the learning process. The course has
been designed and developed to accommodate to learners needs:
Logic
Memorising
Fundamental
Concepts
Symbolics
key facts
Ethics / Social
Complications Design
Aesthetics Intuition
Learning Theory Story telling
Wholistic Thinking Multiple Perspectives
Resourcefulness Visualisation
Metacognition Curiosity
Practical application
What learners need (Sierra 2008)

8. The Visual Design
The panels have been designed one at a time to guide the learners throughout the course.
The layout of the design follows the same colour schemes. The reason for this is to create a continuing pattern
so that when learners are faced with a new activity their learning environment is not changed drastically. This
allows adaptation. The use of a white background on a busy layout allows for the learner to concentrate on the
main graphic or textual elements on the screen. The contrasting colours allow the learner to identify new
activities and modules throughout the course. The alignment of a side panel displaying all icons grouped
together, delivers an organised effect.
When corresponding words and
pictures are presented near rather
As presented by Mayer (2003) than far from each other on the
From words and pictures rather
the principles of Multimedia page/ screen (Spatial Contiguity
than just words (Multimedia Principle) or when presented
Design theorize that Students
Principle) simultaneously rather than
learn better:
successively (Temporal Contiguity
Principle)
From Animation and narration
When extraneous words, than from on screen text
pictures and sounds are (Modality Principle) or from
excluded rather than included animation, narration and on
(Coherence Principle) screen text (Redundancy
principle)

9. Module Information Session
LEARNING RE-CAP
Module One
Conflict Senario
SUMMARY OF LESSONS
LEARNT PRESENTATION
Module Four Module Two: OHS.
Evaluation What’s wrong here?
VIDEO
Module Three
Decision Making

10. Select a
Module
to start Modules
T
O
M
Module One
In this session you are Conflict Senario
required only to absorb
the information you are
presented with. It only
takes a few minutes per
session and then you can
get started.
Module Three Module Two:
Decision Making OHS. What’s
wrong here?

11. STOP
Module One
The issue of Conflict Play Video
How would you deal with this customer
complaint?
T
•Questions appear at the end of the Video Clip on the screen.
O
•You may replay the video to watch it again.
M •Click to type your answers to the questions here.
Home

12. Volume
STOP Module Two
OHS: What’s wrong here?
T
O
M Click the screen.
•In the workplace there are many hazards which may occur. By using the mouse click to highlight and
Identify the obstacles the retail assistant faces.
•Outline what a hazard is.
•Explain 5 Steps that need to be followed.
Home

13. STOP Module Three
Decision Making
Click on the box that completes the sentence there is more than one correct answer:
Taking Responsibility: You and your employer have shared responsibilities in the workplace - this includes:
Employers providing information, instruction, training and supervision.
Employers and employees identifying hazards and controlling risks.
Looking after yourself and your own safety and not worrying about the safety of your workmates.
T Manual Handling: Click on the two boxes where the statements are correct.
Manual handling is about any work that requires you to lower, push, pull, hold or restrain a person, animal or thing.
O Manual handling is about how to lift things that are heavy.
M If your job involves lifting, carrying etc. you should be informed and trained in correct manual handling methods.
Hazardous Substances: Click on the box where the statement is correct
How hazardous a substance is depends on the type of substance and how it enters your body.
If you use a substance often, you don't need to check whether it's safe.
You will learn all you need to know about the hazardous substance by reading the label.
Noise: Click on the box that completes the sentence
Warning signs of hearing loss may include:
Ringing in your ears after noisy work.
You experience unusual build up of wax in your ears.
Not hearing other background noises such as telephone or doorbells ringing.
Injuries: Injuries caused by mechanical equipment may include:
Open wounds.
Amputations.
Fractured bones.
Upset stomach / Gastro
Home

14. STOP Module Four
Testing your Knowledge
Select Box 1. You
will be led to a
1. Stock
new screen to Knowledge
T complete an
O activity & quiz.
M The screen will 2.
guide you back. Operations
&
Procedures
3. Teamwork
building
communication
skills
1. 2. 3.
Home

15. Feedback
T
As a follow up to the e-learning course, we are interested in your feedback. This
O information will assist us in making sure we provide a high level of service,
M information and follow up. This survey will only take a few minutes. We appreciate
your time to assist us!
For the following questions please use the following to decide whether you:
1. Totally Agree
2. Agree
3. Somewhat Agree
4. Somewhat Disagree
5. Totally Disagree
Did the content of the course met my expectations.
I received the necessary tools to do my job effectively.
The training/ mentoring I received has been helpful.
I reveived accurate and complete information from the training course?
I am satisfied with the quality of the course.
The site is easy to navigate.
Thankyou for your feedback! We appreciate your time!
We wish you luck in your future endeavours.

16. Conclusion
• The design and development of The Fleur Moir e-learning course has been composed
of various elements. The elements have involved the application of the cognitivist
learning theory and multimedia principles based on the Competency Based Model. The
integration of Web 2.0 and multimedia technologies have been selected based on the
objectives and purpose of the course to suit the context and needs analysis. Most
importantly the course has been structured and delivered in an organized matter for
the transfer of information and delivery of insight and meaning.

17. Reference List
• Reference List
• Boone, E.J. (2003) ’Developing programs in adult education: A conceptual programming model’, 2nd
edn in Chapter 2: A review of major writings’ Waveland, Prospect Heights, pp.21-37.
• Brophy, J (1990) Educational Psychology: A realistic Approach, 4th edn. White Plains, New York.
• Bye, J. and Reich, A. (2003) Planning and Preparing for Effective Instruction’ in Henley (ed) Aviation
Education and Training: Adult learning principles and teaching strategies, Aldershot, Ashgate.
• Caffarella, R (2002) Planning Programs for Adult Learners, Jossey-Bass, San Francisco.
• Lehrer (1993) Learning Networks in Practice (2007) in Emerging Technologies for Learning vol.2.
Becta, United Kingdom.
• Mayer, R. and Moreno, R (2003) ‘Nine Ways to Reduce Cognitive Load in Multimedia Learning’ in
Educational Psychologist, Lawrence, Erlbaum Associates Inc, California, Issue. 38, vol. 1, no.43-52.
• Reich, A (2007) Program Development Models for Adult Learners, University Technology Sydney.
• Rogers, C. (1983),’ The Interpersonal Relationship in the Facilitation of Learning’ in ‘Freedom to
Learn for the 80’s’ C.E. Merill Publishing Co., Columbus, Ohio, pp.119-134
• Turner, K. Ireland, L. Krenus, B. Pointon, L. (2008) ‘Thinking and Reflecting’ in Turner, K Essential
Academic Skills, Oxford, Australia.
•