Project Overview

In this project, I developed a comprehensive online course on Active Listening, utilizing Articulate 360. Designed as a microlearning experience, this course breaks down the complex skill of active listening into bite-sized, manageable modules, making it accessible and engaging for learners of all levels.

Objective:
The primary goal was to equip participants with the tools and techniques necessary to improve their listening skills, thereby enhancing their communication capabilities in both personal and professional contexts. The course aimed to foster a deeper understanding of active listening, highlighting its importance in building effective relationships and facilitating productive dialogues.

Approach:
Employing the principles of microlearning, the course is structured around short, focused lessons that address specific aspects of active listening. Each module combines interactive elements, real-life scenarios, and practical exercises to reinforce learning outcomes. Using Articulate 360, I created an immersive learning environment that encourages active participation and self-reflection.

Conclusion:

As a Learning Experience Designer, this project exemplifies my commitment to creating educational experiences that are not only informative but also transformative. Through innovative design and strategic content structuring, I strive to make learning accessible, enjoyable, and impactful.

Challenge

The owner of an online language school lacks a versatile program to prepare students for the Norskprøve language exam. Many B1 level learners fail to reach B2 and have to retake. The client requested that an educational program be designed to be implemented as a whole and separately. The vision was to create a course that not only enhanced specific language skills but also provided a consistent framework for instructors alongside personalized learning paths for students.

Target Audience
Adults & Young Adults, Immigrants (mostly from Eastern Europe), Language Entry Level B1 

Analysis 

Together with an SME, we identified the gaps that prevent learners from moving to the B2 level. The analysis was based on information from the SME and surveys of learners who failed the exam. Using the Action Mapping approach, I defined their most common mistakes and designed engaging activities to bridge the gaps.  

Below are some of the questions that are addressed during the analysis phase:

Who are the audience and their characteristics?

Why do they need to get level B2?

What do students need to be successful?

What do students lack to be successful?

What form of education do they prefer?

What are the project completion dates?

In addition, we completed the analysis of competitors' solutions to identify the unique selling point. 

Taking into account the expectations of the potential audience, I choose Blended + Drill-based Learning.

Design

According to the survey's results, the two main issues are oral and writing tests.

Based on the feedback they received after the first attempt, we identified the following gaps:

• advanced vocabulary

• syntax

• commas 

• insufficient argumentation

• overall structure

• paragraphs 

Learning Goal: Students will pass the B2 level exam on the first try after completing all course assignments with a score of at least 80%.

Learning Objectives: After completing the course, learners actively use advanced vocabulary orally and in writing; will be able to write competent essays of all types on any examination topic (at least 500 words); will fluently and competently speak Norwegian for at least 5 minutes. 

Learning Outcomes: Learners will extensively use advanced vocabulary by substituting intermediate items with advanced equivalents, more linking words, and phrasal verbs. They will learn at least 10 most common idioms and fixed expressions and will use them in statements. Also, they will write competent essays with correct commas, syntax, and overall structure. To do this, they will also analyze and correct errors in peers' essays. Finally, they will discuss the most relevant issues (within the group and individually), using advanced vocabulary and sufficient argumentation.

Development Approach
Embracing learner-centered education principles and leveraging strategies tailored for adult learning, I crafted a course structured into four distinct but interconnected tracks. Each track was designed with the dual aim of catering to individual learning styles and preferences while steering all learners towards a unified goal of exam mastery.

Solution Highlights

• Customized Learning Tracks: These tracks are tailored to address the diverse needs and strengths of adult learners, enabling personalized learning experiences that optimize engagement and outcomes.

• Focused Skill Development: Concentrated on critical language areas essential for success in the B2 level of the Norskprøve exam, ensuring targeted and effective learning.

• Consistent Teaching Framework: Provided instructors with a structured yet flexible teaching guide, ensuring uniformity in educational delivery while accommodating various teaching styles.

• Integrated Adult Learning Strategies: Applied adult learning theories to engage and motivate learners, fostering an environment conducive to mature learners' success.

It is also important to note that the course consists of two connected but at the same time autonomous products: a course on "Oral speech" and "Writing." So the course can be taken by those interested in only one aspect and those who have yet to take the exam previously and want to undergo complete training.

• To practice "Oral speech," there will be a conversation club once a week, with homework for memorizing vocabulary and practicing grammar.

• To enhance "Writing," there will be one online meeting every two weeks for group work on reworking errors, analyzing texts, and peer checking. In addition, once every two weeks, learners will receive materials for self-studying (instructions, rules, checklists, exercises) and essay writing with feedback from the expert.

• Those interested only in writing essays will get a set of necessary exercises, vocabulary lists, instructions, and topics once every two weeks. The educator will check the essay and send detailed feedback. If desired, they can meet for 30 minutes and discuss it.

• To complete the training, learners will have a weekly online in-group meeting in the conversational club. They will also attend an in-group meeting once every two weeks and receive materials for self-studying and essay writing (instructions, rules, checklists, and exercises).

Outcomes
The Norskprøve B2 Mastery Program has been hailed for its innovative approach to language learning, significantly improving students' performance and confidence in the exam. Feedback from both learners and educators highlights the program's effectiveness in balancing personalized learning with collective progress, a testament to the thoughtful integration of learner-centered design and adult learning strategies.

Conclusion
This project underscores my commitment to creating educational solutions that are not only pedagogically sound but also deeply attuned to the needs of the learners. By marrying customizability with a strong educational framework, the Norskprøve B2 Mastery Program exemplifies my dedication to enhancing language education through thoughtful design and learner engagement.

When it comes to changing the way we think or behave, online courses might not always be the best answer. If someone is going to change their mindset and way of thinking, they need inspiration and guidance, taking small steps towards their goal. It's important to highlight their successes and celebrate even the smallest victories. To do this effectively, people need a safe and supportive space. 

And guess what? I can create such a space right in a simple messaging app!

The task was to design and lead a 28-day personal growth training using the neurointegration method for a group of eight people. I started with an initial assessment to gather information about the participants and their specific needs. I also set up a group chat (in Telegram) divided into subgroups for different purposes: General, Technical Questions, Week 0 (Preparation and Theory), Week 1. Psychophysiological State, Week 2. Thinking, Week 3. Actions. 

During 28 days participants received audio guides with daily focus and practices. They also received morning motivational texts from their coach. Throughout the day, participants actively shared their results with the group, asked questions, and received feedback.

We held four online meetings during the sprint, called "NeuroBreakfasts," aimed at boosting engagement through maintaining group dynamics. Theoretical material was pre-recorded and uploaded on YouTube. Links appeared on designated days to ensure participants had consistent access to learning resources. Additionally, each participant was provided with a tracker and a workbook to monitor their progress and facilitate personal reflections throughout the training.

At the end of the program, the participants underwent a follow-up test that demonstrated their progress and the effectiveness of the training.