The following is broken down into the steps of the ADDIE model. 

Analyzing the Business Problem

The primary business problem was the rate at which clients were quitting the weight management program. To collect data, an exit survey was given to all clients who chose to leave the program to determine what they wanted from the program and why they decided to leave.

Using survey data, it was determined the clients were generally not satisfied with the level of support received in the following areas:

• Nutritional guidance

• Exercise advising

• Motivational support

With this information, we did an action map to help create a plan of action.  While the action mapping process can break off into several action maps, the following action map focuses on the central business problem and shows the branch that led to this project - the development of a set of nutritional guidance courses for the client. 

Defining the Projects

The action mapping process revealed several adjustments the business could make to increase client satisfaction.  This project focuses on one of those proposed projects - A set of eLearning courses to help educate clients (and staff) on nutrition.

One of the common complaints of previous clients was that different nutritional coaches had different levels of expertise and support. To make the program more uniform and to ensure the information given is always accurate and well-organized, it was decided that developing an online set of courses would be preferable. This also means the coaches would be freed up to help support motivational meetings and exercise support groups. Additionally, the courses could be taken by both clients and staff to ensure a more uniform set of knowledge among staff and clients. Having the courses available on demand also means anyone in the program could review the material whenever they desired a refresh on the ideas covered.

A major change in the program was how the introduction of eLearning courses would allow clients to join the program at any time rather than in specific cohorts. The coaches would change over to leading motivational support groups and exercise groups of varying levels of intensity. These in-person groups and classes could be attended by clients at any stage in the program.

All the information on the project plan, the potential return on investment, resources needed, costs, and timeline are recorded and detailed in a Project Proposal document that is shared with the stakeholders via Google Docs. Once approved, we moved on to the next step.  

Planning the eLearning Courses

The first step was designing a curriculum map for the eLearning courses.  The curriculum map was planned using the input of the nutritional coaches, a registered dietician, the instructional designer, and the feedback from the clients' survey data. The clients' survey data provided insight as to what the clients typically want and need to know. The coaches and the registered dietician helped organize the information and make sure the information was accurate. The instructional designer helped make sure the information was broken down into digestible parts, well-balanced, and organized in a way that was optimal for learning.

Once the curriculum map was written and approved, it was time to start designing each individual course.

The Analyzing Nutrition Facts Labels Course

The course you see in this portfolio is one of the courses in the series.

This course was designed to help clients learn how to analyze nutrition facts labels so they can shop for foods that fit their dietary needs.  This information is also foundational to understanding later courses as later courses will discuss the basic nutrients that are defined and explained in this course.

The first step in designing this course was to collect the necessary information. The ID, SMES, and other stakeholders held a meeting to discuss the objectives, outcomes, and timeline for the project.

The instructional designer creates a design document that is shared with all members of the group via Google Docs. The group members look over the document and confirm it.  Once it is confirmed by all members, the project moves into the next phase.

Outlining and Storyboarding

In the outlining phase, the information for the course was broken down into  "need to know" and "nice to know" information. Then, the content was organized and designed to be easy to follow and learn. At this point, knowledge of learning theory was applied. This course includes building on prior knowledge, spaced recall, and practical scenario-based application of skills. Interactivity was also planned out in this stage. This information was recorded in a course outline.

The completed outline was used to create a storyboard document that detailed the information on each slide in the course, as well as a plan for what each slide will look like, and technical notes for interactivity and design.

The storyboard was a living document that was updated throughout the project. In the earlier stages, the description of graphics was a general description, detailed with placeholder shapes. After the first (visual) prototype, the storyboard was updated to show the chosen graphics. (There will be more detail on this in the next section.)

This storyboard is shared with the stakeholders and SMEs via Google Docs for approval. Once approved, the project can move on to the next phase.  

After the Storyboard was approved, the eLearning course officially started development. 

Prototypes

First, a visual prototype was created in Google Slides to show a general look and feel of the course. This prototype took into consideration the branding of the business and aimed to fit the look and feel of the company brand. This visual prototype was shared with the SMEs and stakeholders for approval. Once approved, the Storyboard document was updated to feature the graphics of the visual prototype.

The visual prototype served as a foundation for the Storyline course. 

The finished eLearning course is to be hosted in an LMS and attached to the business site in an area that is only accessible by clients and staff.
Clients would be directed to the new system and guided through how to use it. 

The original business goal set the target of a 20% increase in client retention by the end of the year. At the end of the year, the numbers will be assessed to determine if the goal was met or not. Future survey data may offer insights on how to further improve the program.