To address the concerns identified during the consultation, I began by administering a survey to individuals who had completed the training program over a two-week period. The purpose of this survey was to validate the issues raised during the consultation and gather more detailed feedback from users. It included questions about aspects of the training participants liked, areas that needed improvement, and any additional features they would like to see in the new program. I also collected demographic data, such as age, university status, and the recency of training participation, to better understand the context of the responses. While the survey results largely confirmed the concerns raised in the consultation, one key insight emerged from more experienced users: a desire for an “advanced level” course. This realization led me to introduce a tiered learning path, allowing beginners to progressively build their skills while enabling advanced users to bypass foundational content and focus on more complex topics.

Following the survey, I held two workshop sessions with IT subject matter experts (SMEs) to define the key knowledge, skills, and abilities (KSAs) necessary for both beginner and advanced users. Together, we developed a project plan focused on ensuring that each lesson would build upon the last in a logical progression. This approach was intended to resolve the issue of content fragmentation in the previous training program by creating a coherent structure that reinforced essential concepts while gradually introducing more advanced tasks.

The curriculum was designed to start with foundational concepts such as software terminology, interface navigation, and institutional usage policies. Each subsequent lesson covered core software functions, such as text and image blocks, before advancing to more complex topics. This structured approach ensured that learning objectives were clear and relevant, resulting in a comprehensive lesson plan and development timeline that guided the overall progression of the course.

In terms of instructional format, I prioritized consistency, improved production quality, and Section 508 compliance. The final format consisted of instructional videos, quizzes, and supporting documentation, which provided further details on each topic. The videos were structured to introduce the lesson’s objectives, deliver concise content, and end with a professional outro. To maintain learner engagement without overwhelming them, each video was kept within a 7-10 minute range.

To enhance the production quality and accessibility of the lessons, I sourced animated intros and outros for each video. Using tools like Camtasia and Audacity, I improved video clarity, audio quality, and added relevant transitions, animations, and background music where applicable. I also ensured that all videos met Section 508 compliance by adding captions, which guaranteed accessibility for all learners. Each lesson was accompanied by a script, which underwent a review process to ensure a clear, natural flow and overall accuracy.

The production of each video lesson, including scripting, shooting, editing, and creating supporting documents and quizzes, took 2-3 days to complete. This timeline allowed for the careful development of high-quality content that was both engaging and informative.

Finally, to evaluate the effectiveness of the training and ensure continuous improvement, I applied Kirkpatrick’s Model of Training Evaluation (Kirkpatrick, 1996). This included assessments during the training itself and a post-training survey to measure learner engagement, knowledge retention, and overall satisfaction with the course.