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3Seventy Texting App Training ModuleJeanne PentaPost UniversityMarch 19, 20173Seventy Texting App Training ModuleIntroductionPost University’s mission is “to provide students with the knowledge, personal skills and experiences required to become leaders in their chosen careers. We prepare students to become confident, competent, and competitive participants in the global marketplace.” CITATION Mis17 \l 1033 (Mission, 2017). Outstanding student support and providing quality education are the hallmarks of what Post University wants the student experience to be about. A recent change in culture has allotted for a number of changes to occur within the walls of the brick and mortar, private college. These changes have put more of a focus on the needs of the student rather than the overall bottom dollar and, thus, allowed for advances in the technology used to reach the student base eager to attend Post University.This paper will provide an explanation of everything that will be presented for this instructional design project. A training module has been developed to teach employees in the Office of Student Finance, specifically focusing on Enrolling Financial Aid Advisors (EFAAs), to connect and communicate with students via text messaging. Although texting has been available to students through the Admissions office for some time, it has not been federally approved for its use in the financial aid capacity due to federal guidelines as they relate to student’s Title IV funding and the sensitivity of that information. However, the new 3Seventy online application program has provided Post University with a product that will provide both the flexibility and security needed for private communication with students via text message, and this paper will present the many forms of analysis needed to present this project.Needs AnalysisAs stated earlier, Post University is looking to make a real and noticeable change in how the university is perceived, both by internal employees and by the external customers (students, parents, community members, etc). Part of this change is moving the culture to that of a Tribal Leadership and giving each member of staff and faculty a stake in the university and its success. As a direct result of this change, university leadership is including all members of staff and faculty from every department, on campus and online, in the weekly accountability meetings and the progress towards goals each department is meeting or missing. The results are presented weekly in what is known as the “Eagle Eye Report”. According to this report CITATION Hop17 \n \t \l 1033 (2017), FAFSA (Free Application for Federal Student Aid) to ATP (Ability To Pay) conversions have been six percent favorable versus the expectations. However, FAFSA to enrollment conversions are trailing, thus missing the goal of 70% that is needed to maintain the current budget projections for the next fiscal year. What this essentially means is that the Admissions counselors are interviewing potential students at a much higher rate than the Office of Student Finance is receiving FAFSAs for. This report also suggests that one major reason for this imbalance in numbers is due, in large part, to the communication with the students. Admissions Counselors (ACs) have had access to text messaging students through TextNow for three years and it has proven successful in reaching those students via a form of communication that is familiar to them. As a result of this data, a newer, more secure texting option was introduced and is currently being used and reviewed by a pilot team of four FAAs in the Financial Aid office. The preliminary numbers being reported back have not been officially announced, but they look good, so a learning module will be necessary in order to train the remaining 19 FAAs on how to use this new texting application and what student information is federally permitted to disclose via text communication. The anticipated success of this new form of communication between new enrolling students and FAAs is predicted to close the gap between perspective students and FAFSAs received, helping Post University reach the goal of a 70 percent conversion rate CITATION Hop17 \l 1033 (Hopkins, 2017). Learner AnalysisHistorically, financial aid workers have been analytical types with a proficiency in working with numbers but a deficiency when working with people. However, as Post University has been working through the change to a more open and Tribal culture, a shift has been made to more personable and customer-service focused personnel. This means that the training module will need to accommodate many different types of learner in a systematic approach that places the learner at the center of the instructional design and prioritizes their needs and abilities CITATION Lar14 \p 41 \l 1033 (Larson, 2014, p. 41). Although the training project will be designed to teach current and newly hired FAAs, the initial rollout will also include members of the leadership staff as well since the only participants in the pilot program are FAAs. This gives a wide variation on learner demographic, learning style and prior knowledge but educational background is pretty standard since all are required to hold at least a bachelor degree in order to be employed in the Office of Student Finance.Age of learners will range from 23 to 57, many of the younger attendees being new hires and the older participants being in leadership roles like Assistant Director, Associate Director and Director of Financial Aid. Given that everyone must already have completed a bachelor degree in a related field, the only other concept to think about would be prior knowledge. Many of the current FAAs have some experience in texting as they were laterally transferred into the department from Admissions. This prior knowledge of the use of online texting applications will help, even if only in regards to the technical use of the software. Even still, the wide range of diversity among the learners will need to be taken into consideration to ensure that the training module is reaching each individual so that the ultimate goals can be met.Environment AnalysisAs stated previously, Post University has a large stake in the success of this training program. Stakeholders range from John Hopkins (CFO) to anyone else on the payroll, as this training helps to encourage enrollment and participation of potential students who will bring in revenue to the university. Key stakeholders specific to this training however, will be the 29 current FAAs (Enrolling and Returning), both Assistant Directors, Associate Director, and Director of Financial Aid. Their interest will be in using this new technology to bridge the conversion rate gap for enrolling to ability to pay.Since this training project will take place within the brick and mortar walls of the university, it is easy to access the technology already set in place for student learners enrolled in the many programs offered at Post. The computer lab, located in McDermid Hall is the ideal location since there are computers with internet and Wi-Fi connections already set up for use in a training type environment. The classroom also includes a SmartBoard as well as a projector that can be used for presenting in conjunction with the online application aspect of the training module. Since the 3Seventy texting program will have a number of different variations that have been built in to meet the specific needs of the Post University Financial Aid department, it has been decided that the training will be a combination of classroom, online and asynchronous learning. The initial introduction will be conducted in the computer lab on campus at McDermid Hall, with every learner placed at their own computer for hands-on practice. An instructor will present from the front of the class with a walk-through style instruction that will allow students to ask questions in real time, as they arise. After the initial presentation, when all learners have completed the module, a self-paced, online version will be made available for new hires as well as refreshers for current employees. In addition, a Q & A form will be uploaded to the shared file so that it can be easily accessed by all participants. This Q & A form will need to be monitored and updated as policies and procedures change.Learning TasksThe cost to the system caused by inadequate performance can often be a driving factor in creating a training program. Existing methods and concepts can improve the working estimates by repeated application of terminal behavior and account for the tasks defined in the training course CITATION Ann67 \l 1033 (Annett & Duncan, 1967). A task analysis process was used to come up with the following learning tasks: Log into the texting software system using the login information and static database extension provided to them as their texting “number”, understand what information is appropriate to send to a student via text-message and what information is considered sensitive and cannot be sent electronically per compliance regulations and guidelines, know where to find “campaigns” that have been created for mass-texting generic messages to students based on their stage of enrollment, learn how to created new conversations and manage incoming messages from conversations already begun, troubleshoot error messages and common failure notification, learn to navigate the shared file in order to locate and utilize the Q & A sheet that will be monitored and updated quarterly with real-time changes to the process or policies related to texting financial aid information, and access online training module on the shared drive when refreshers are needed.Situational AnalysisThere is a time in the training analysis process where it is determined what the target learner will need to do differently in order to meet the goals set by the instructional designer (ID) for the training program. It is in this stage where the ID will need to ask if everyone needs the same training, does it need to be tailored and what, if any challenges or barriers may occur CITATION Ide17 \l 1033 (Identifying Participant Needs, 2017). This paper includes some of the challenges and barriers that will need to be overcome in order to provide effective training.Barriers/ChallengesAnytime there is change within in an organization, there are going to be resisters. Those who are fine with the status quo and do not see a need to change the process, even if it is for the better. This typically occurs with long-time employees who have become complacent and comfortable, experts if you will, at their current job. Post University is no different and, given that there have been a multitude of cultural and procedural changes over the last year, it will be difficult to incorporate another into the daily routine. This will be especially difficult given that the change is related to technology, which may already be a struggle for some learners in this project. Since the age range for FAAs is so wide, it is possible to meet resistance with texting simply because it is not the communication of choice for most of them to begin with. Texting is a fairly new concept and thought to be more geared towards Millennials rather than older Gen-Xers or even Baby Boomers. This training will address these particular barriers by ensuring that concepts are relatable and simple, but also keeping the 3Seventy application strictly PC compatible. Computer access to the “texting” application will provide a medium that is comfortable to older learners, keeping them engaged and open to the new process. Design ConstraintsGiven that the 3Seventy texting application program has already been purchased for use in the Admissions office and the training will take place in the computer lab on campus using the training module design program already used by the instructional design team, there will not be any type of a budget constraint for this learning project. However, there are certainly time frame and technology constraints that need to be addressed and accounted for. There are serious implications that the 3Seventy pilot team will be ready to roll out the texting app to the financial aid team before this training module can be completed. The pilot team is already on week four of what was only supposed to be a two-week trial prior to release and this training module will not be ready for use for another six weeks. Even if the learning module is ready when the pilot program concludes, there is the issue or available technology to be used as well. The computer lab is located on campus and regular classroom sessions are held for currently enrolled students. This means that technology like computers, SmartBoard and projector may have limited access and availability. Multiple, smaller sessions held later in the day may be needed as a work around for this constraint. Media/Technology AnalysisAlthough this learning project will be designed as an asynchronous module that can be completed anytime and from any computer based internet connection, the initial rollout will be conducted in a classroom setting. The computer lab in the McDermid Hall on campus will be the location for the initial training as it can hold up to 20 learners at once (though it will probably be broken up into two smaller sessions due to time and technology constraints). An instructor will be present to assist learners with logging in to the program as well as provide a step-by-step presentation for getting through the training module. This allows for any questions to be answered in real time rather than waiting for the Q & A sheet to be compiled and uploaded to the shared drive. A program called EasyGenerator will be used to create and design the learning module since the subscription to this site is already being used by the Instructional Design team at Post University and there is no additional cost to use it. EasyGenerator is web based which will also make it easy to access from any computer, using a link to access the content. Fun graphics and interactive lessons can be added from the library of sources provided both inside the EasyGenerator program as well as from a professional teaching site called .Development ScheduleThis section will provide a scheduled outline for the full development and delivery of the proposed instructional project. The intended steps to be taken along with the means of development and delivery for the training module will indicate each phase of the ADDIE process as well as show the time intended for each step of the design. The ADDIE or ISD model have consisted of 19 different steps that were essential to the development of training and educational programs. All of these steps were compiled and sorted into five phases (Analysis, Design, Development, Implement, and Evaluate) CITATION Han05 \l 1033 (Hannum, 2005). Below is a chart that depicts the schedule outline, from full development to delivery, of the 3Seventy Texting App training module:The timeline for each of the five steps of the ADDIE design and development process for the 3Seventy Texting App training module will vary depending on difficulty and level of outside assistance required to complete the task. Since the Analysis and Evaluation steps are more dependent upon input from outside sources, more time has been allocated for completion. Each of these steps are anticipated to take two weeks, however, early completion does not affect any of the other steps. Design and Development are each estimated to take between three and five days, so each have been allocated a week for completion. Conversely, implementation is expected to take the least amount of time given its structured nature and easy access to media. The design is set to break up learners into three separate 4-hour sessions over a two day period. Day one will consist of a morning and an afternoon session while day two will only have a morning session, allowing for the afternoon to be reserved for assessment commencement. The entire timeline will occur over an eight week period with a time buffer in between each step to allow for adjustments should anything go wrong.Learning ObjectivesBefore creating any type of learning module it is important to design with the end result in mind. The most effective approach is to start by writing learning objectives that are achievable, measureable and presented in a specific format. Below are five learning objectives for this training module that have been created using Mager’s ABCD format, the one most commonly used CITATION Mag84 \l 1033 (Mager, 1984). After reviewing printed materials disbursed during the introduction to unit 1 of the training module, learners will be able to:Objective 1: Login using the username and temporary password assigned to each FAA.Objective 2: Follow instructions to create a permanent password and answer security questions as promptedObjective 3: Maneuver throughout the predesigned Call Center (homepage) tab and set up parameters to meet their individual destination phone numbers (for texting purposes only, no calls allowed on ghost numbers).Upon completion of the training module (2 units in total), Financial Aid Advisors will be able to:Objective 4: Create campaigns that allow for the pre-designed standard text messages to be mass distributed to students.Objective 5: Upload lists of student’s numbers, from their individual pipelines, to be stored in the “Contacts” section of the campaign tab.Objective 6: Format numbers, both from campaigns as well as individual outreach (not using pre-formatted text responses) with the required +1 setup (example: +12035551212,).Lesson StructureStructure is very important to the success of this learning module since it is instructional based and learners cannot progress to the next unit without knowledge from the prior one first. This is the main reason why the module has been broken into four different units, or lessons. Lesson One The introduction, is where students will experience the 3Seventy texting application for the first time. This is also where they will be presented with their personal login IDs and temporary passwords. Rules of student engagement as well as guidelines for compliance will also be introduced in this first lesson. Lesson Two This lesson will include customization of the “Call Center” tab, or homepage. This is where students will be given their ghost number that they will need to enter in and save to campaigns so that students will know which number to text back to engage in conversation. Lesson two will also include instruction for setting up campaigns, using pre-formatted, compliance approved texts that can be used for notifying students of common issues like missing FAFSAs, incomplete verification documents and class registration requirements to use financial aid.Lesson ThreeMuch of lesson three will be recapping the importance of keeping within compliance guidelines but will also include practice and application. Students will be asked to send practice texts to each other through a series of activities to help them master the skills needed to work through the program.Lesson FourThis is the questions and conclusion part of the module which will allow learners to work out kinks and present concerns that may have been uncovered in previous lessons. This is also where students will be introduced to the Q&A template that will be accessible to them through the shared F:drive specifically designated for Financial Aid purposes.ActivitiesStudent engagement is one of the most important aspects of training and instructional design. Designers pay close attention to the target learner and know how important it is to know what needs to be incorporated to keep them engaged in the lesson. Activities and interactive games are a good way to do that, especially in asynchronous learning environments. However, since this training module is synchronous and is designed to have learners engaged and following along throughout the module, self-guided interaction is not necessary.There are, however, still two activities that have been specifically designed to help build and re-enforce the knowledge gained within the lessons of the module. The first is an independent “test” text that each learner will prepare and send to themselves. The second activity, which comes in part two of the module, is a partner-paired activity where learners will work with the person next to them to come up with an appropriate text message for commonly occurring situations in real-world scenarios. FAAs will be asked to work together to create a personalized text message for these situations:A welcome text engaging the student after the PCAS is done with the Admissions Counselor (if the student has not yet spoken to an FAA)A text that reengages the student after a period of no contact (10 days)A general follow up text after an issue has been resolved, question answered or process step completed.These texts will be used in lieu of what would otherwise be a voicemail or email since many, more tech savvy students tend to be more receptive to text messages.The second activity will be applying knowledge learned by applying it to real outgoing text messages. Using the same partners established for the first activity, each FAA will practice sending texts to the other person’s cell phone. This allows FAAs to practice using the 3Seventy texting application as well as see what the actual end result is and what their students will see on the other end. FAAs will then be encouraged to send a reply from their cell phones so that they can also see what a response looks like on the computer so they can set up the reports tab accordingly.AssessmentsBoth formative and summative assessments are an integral part of gathering information in a balanced assessment system CITATION Gar07 \l 1033 (Garrison & Ehringhaus, 2007). Depending on one or the other leaves an unclear assessment of the classroom success. That is why this project will include a combination of both summative and formative assessments.SummativeThese assessments can be used periodically throughout the module to determine student knowledge at a particular moment in the training. This project calls for an end-of-unit “Test Your Knowledge” section that will ask three specific questions regarding the information just covered. Each of the four units within the module will have one and students will need to complete it before progression to the next unit can begin. This allows for review of any information that was not originally understood.FormativeWhen incorporated into instructional learning, formative assessment allows for adjustments in teaching practices to help ensure students can achieve the learning goals set in the design of the module CITATION Gar07 \l 1033 (Garrison & Ehringhaus, 2007). This assessment style will be divided in two ways, observation and peer assessment. The instructor will walk the classroom while learners are engaged in group activities and look for evidence of student learning. The second, peer assessment, will come at the end of both group activities. Peers will be asked to share best practices learned while paired with partners and also share any “issues” that may have come up during the practice.ImplementationAlthough it is common practice for instructional designers to run a pilot test for the learning module design, it has been decided that a pilot test in unnecessary. Since the training will be delivered by the instructional designer (ID), who was part of the initial Texting App Pilot Team, no other staff will need to be trained in order to prepare for the session. This decision was made solely because of the experience and knowledge already held by the ID in an effort to save time and money needed to train another person.This training module is designed to be delivered from the Post University campus computer lab, located in the Traurig Library. All materials and technology will be provided to the learner with the exception of a cell phone or texting devise. Learners will be asked to bring one with them to each training session. If a learner does not have access, or if texting data charges will be applied to their personal accounts, school issued cell phones will be provided as a backup.EvaluationThere are three opportunities for evaluation, two within the training module to determine knowledge gained, and one at the end to get feedback from the learners regarding the construction of the training itself (Appendix A). These are based on Level 1 and Level 2 of Kirkpatrick’s model for evaluation, however, there are no structured plans to follow through on Level 3 and 4 since they are time-consuming and costly CITATION MIn17 \l 1033 (Team, 2017). Although, measuring behavior (level three) is something that is already intended for the Assistant Directors since increased production and student satisfaction (level 4) are the main reasons why texting was implemented at Post University in the first place. SummaryPost University is dedicated to improving its brand and changing the inner culture for both the campus and the online programs. Each employee has gone through extensive training on Tribal Culture and the administration has dedicated their efforts to making the student experience more pleasant and helpful than ever before. Keeping up with the technology that students are using, it was inevitable that Post University would start using text messaging as a better means of communication. TrueDialog (previously 3Seventy) has made a commitment to provide Post University with a product that not only meets the needs of our students, but also provide a safe and confidential way of distributing important information without compromising security. This training module will allow employees to catch up with the trends.Appendix AEvaluationCategoryQuestionStrongly AgreeAgreeDisagreeStrongly DisagreeCommentsProgram ObjectivesI was able to relate each of the learning objectives I achieved.Course MaterialsI found the course materials easy to navigate.Content RelevanceI will be able to immediately apply what I learned.Facilitator DeliveryIt was easy for me to get actively involved during the session.FacilityI was pleased with the room set-upProgram EvaluationI was given ample opportunity to demonstrate my knowledge.Facilitator knowledgeMy learning was enhanced by the experiences shared by the facilitator.References BIBLIOGRAPHY Annett, J., & Duncan, K. (1967). Task Analysis and Trainig Design. Chicago.Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the classroom.Hannum, W. (2005). Instructional Systems Development: A thirty year retrospective. Educational Technology, 45(4), 5-21.Hopkins, J. (2017, March 9). Summary Metrics. The Eagle Eye Report. Waterbury, CT: Post University.Identifying Participant Needs. (2017, March). Retrieved from : , M. B. (2014). Streamlined ID: A practical guide to instructional design. New York: Routledge.Mager, R. F. (1984). Preparing Instructional Objectives. (2nd ed). Belmont, CA: David S. Lake.Mission. (2017, March). Retrieved from Post University: , M. T. (2017, April). Kirkpatrick's Four-Level Training Evaluation Model. Retrieved from Mind Tools: ................
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