FinalReportandImplementationPlan

OneSmallChange
ChrieLindhardt,HaileyRichins,ChantWilson

ExecutiveSummary
:
Afterusertesting,therearesomerevisionsneededtothelofiprototype,(minorthingslike
reworkingthescenariostobealittlemorenarrative,makingthepicturessomethingthatare
interactive,revisingsomeoftheimmediatefeedbackforthesortingactivity,etc.)
Welearnedthatusershavecometoexpectcertainthingstobeinteractiveinanonlinemodule.
Someoftheusertesterstriedtoclickonthingsformoreinformation,somewantedahelp
buttonduringthesortingactivitytogivethemareminderofthedefinitionsforextrinsicand
intrinsicmotivation.Thesewillbeeasyadditionstowhatwehavedesigned.
Ourdevelopmentprioritiesfortheupcomingsemesterwillberevisingourflowchartstokeepus
ontrackfordesigningthemoduleasawholeandtomakesurewearehittingourinstructional
goals.Wewillneedtodesignthe7StagesofChangemoduleaswellastheHealthyHabits
module,andwewillallbelearningAdobeCaptivatepriortothesemestertomakesurewe
understandwhatitiscapableof,andifwewillbeabletocreateourinteractiveelementsusing
thatparticularsoftware.

BriefProjectBackground
:
TheOneSmallChangeprogramaimstoeducateparticipants(fulltimestaffandfaculty)about
thebehaviorchangeprocessusingcurrenthealthbehaviormodelsandtheories,aswellas
teachthemtheskillstobeabletoapplythehealthknowledgetheyhavegainedintotheirlives
withoutafacilitator.Theprogrambeginswithaselfassessmentofthelearnersownreadiness
forchange(usingtheTranstheoreticalModel),findsoutwheretheyareinthebehaviorchange
process,andtailorsthechangestothelearner.

Problem/Challenge:
TheOneSmallChangeprogramatSaltLakeCommunityCollegeiscurrentlyrunina
facetofacelecturestylesettingandasanasynchronouswebinarthatisonlyavailablefora
shortwindowinthefiscalyear.
Themainchallengesthisprogramfacesare:
Thecontent/programisnotreadilyavailabletoallemployeesatalltimes
Thecurrentdidacticwebinarformatlimitsthepotentialforknowledgetransfer,therefore
interactivelearningmethodsareneeded
Addressingtheneedtoincorporateassessmentmeasuresthatcurrentlydonotexist


ClientGoalsandNeeds:

Ourclientsgoalforthisprogramistoeducatethelearnersaboutthebehaviorchangeprocess
sotheycanassesstheirlevelofreadinessforchange,evaluatewheretheyareintheprocess
ofchange,andapplyittootherareasoftheirliveswithoutthehelpofafacilitator.
Ourclientsneedsaretomakethecontentforthisprogramaccessibletoanyeligibleemployee
atanytime.Healsoneedsthemoduletobeinteractiveanditneedstorequirethatthelearner
usemorethanjusttextbookrecall.

LearnerAnalysis:
Thelearners,fulltimeemployeesatSaltLakeCommunityCollege,wanttomakehealthrelated
andotherchangesintheirlives.Theyknowthecommonsuggestionsabouthowtomakea
changeintheirlivesthatareprevalentinpopularculture,however,theyarelackingstrong
motivationandaccountability.

AccordingtotheSME/client,andthelearnersthemselves,findingsomekindofintrinsic
motivationiscriticaltoachievingchange.Currently,thelearnersareoftenextrinsicallymotivated
tojointheOneSmallChangeprogrambythe$100incentivethecollegeoffersforcompleting
theprogram.Learnersdo,however,oftenhavesomeintrinsicmotivationinthedesiretolook
andfeelbetter,havemoreenergyandbehealthieroverall.Theysimplyneedaplatformtofind
thatintrinsicmotivationandacommunitytoaddaccountability.

Someofthebarriersthatthelearnersfacecurrentlyinclude:timeconstraints,insufficient
motivationtomakelastingchanges,selfesteemandlackofaccountability.Learnersseemto
enjoytheprogramsofferedbytheemployeewellnessdepartmentatSLCC.Theyarehappyto
engageinotherprogramsiftheyhavealreadycompletedtheOneSmallChange(OSC)
program.Thosewhohavecompetedotherwellnessprogramsfromthisdepartmentarehappy
toparticipateintheOSCprogram.

TheonlyprerequisiteforlearnerstobesuccessfulintheOSCprogramisawillingnessto
examinetheirlivesandmakeachange.

LearningandPerformanceContexts:

LearnerswillbeexpectedtolearnfromthesystemontheirownatthebeginningoftheOne
SmallChangeprogram.Therewillbeaboutanhoursworthofcontentbrokenupinto5
modules.Eachlearnerwillhaveoneweektocompletethe5modulesbeforestartingtheir21
daychallenge(thetimeinwhichtheyapplytheironesmallchange).Thesystemwillbehoused
onawebsiteandasynchronoussothatlearnerscancompletethemodulesduringthetime(s)
thatbestfitstheirneedsaswellastheplacethatiseasiestforthem.Inordertoachievethe
learninggoalofbeingabletousethetheoriesandmodelsofbehaviorchangetoactuallycreate
changeintheirlives,learnerswillneedtodemonstratemorethanjusttextbookrecall.Theywill
needtobeabletomakeinferencesfromtheinformationandapplythemtoreallifesituations.
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Learnerswillneedtodemonstratethetargetknowledgeinsomesortoftestorassessmentat
theendofthemodulesaswellasinalivegroupdiscussionwithPrestonandotherparticipants
aftertheycompletethemodules.Theywillalsobeexpectedtousetheirnewlyacquired
knowledgetoimplementthestepsnecessarytomakearealchangeintheirlives.

FinalLearningGoals/Objectives

Learnersmustdemonstratethattheycan:
Identifywhatstageofchangeispresentedinagivensituation/scenario
Defineandidentifythe3healthyhabitsofhealthrelatedbehaviorchange
Identifyintrinsicandextrinsicmotivatorsinagivenscenario.
Identifyapersonalintrinsicmotivatorthatwillhelpthemachievetheirdesiredchange

InstructionalApproach

Wearebuilding5interactiveonlinemodulesfortheOneSmallChangeprogram.Themodules
willcoverdefining,identifying,anddeterminingkeycharacteristicsthroughscenariosofthe7
stagesofchange,healthyhabits,andmotivation.Module1willinclude3stagesofchange:
precontemplation,contemplation,andpreparation.Module2willincludetheactionstage.
Module3willincludethefinalthreestagesofchange:maintenance,relapse,andtermination.
Module4willincludethethreehealthyhabitsofhealthrelatedbehaviorchange:adopt,modify,
eliminate.Module5willincludemotivation.

Themoduleshavebeenseparatedassuchtoreducecognitiveloadanddevelopsurface,text
based,andsituationallearning.Wewillincludedefinitionactivities,sortingactivities,matching,
andscenariostoensureunderstandingofthelearningtopics.Theuserswillbeabletostopand
startamodulewhentheyplease.Attheendofeachmodule,wewillassesstheirlearningofthe
moduleandapplythatknowledgetothepreviousmodule.Thecontentbuildsandattheendof
eachmodulewewilltieinknowledgebacktotheirsmallchangetheywillidentifythroughthe
modules.

SummaryofUserTesting

WhowastestedIDETCohortmembers

TestingmethodologyTalkalouds.Werecordedeachwalkthroughandaskedeach
usertotalkthroughwhattheyweredoinginthesystemandwhytheydidwhat.
DataGathered
Thesearetheresultsfromoursurveywegaveeveryoneweusertested:Itcanbefound
here
.
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Usability


Learning

PrioritiesforRevisionandFutureDevelopment

Ourhighestprioritiesforrevisingourmotivationmoduleincludesomeusabilityandlearning
issues.Regardlessofhowhighapriorityweplantoputallrevisionsintoourhighfidelity
prototype.Fornextsemester,wewillfirstdevelopthemotivationmoduleandincludeallthe
modificationsfromusertesting.Wewillcreateatemplatefromthatmoduleandadaptitand
makemodificationsbasedonthecontentoftheothermodules.

Revision

#whohadthis
issue

Priority

Usabilityorlearning
issue

Bigbuttonondefinition
pageseithermakethe
buttonmore
recognizableasa
buttonorputintextthat
directstheuserofwhat

critical

usability

todonext
Rewordthebuttonson
extrinsic/intrinsic
definitiontomakeopen
endedinsteadofclosed

moderate

learning

Writerationale/
3
explanationofexamples
ondefinitionpage

moderate

learning

Addmorefeedbackfor
thecorrect/incorrecton
thesortingactivity

moderate

learning

2differentsetsof
examplesforsorting

low

learning

Lookatandpossibly
differentiatingscenarios
rewritesocontent
specificsarentsimilar

low

learning

Afterthescenariowhen
thequestionwould
displayandthe
correct/incorrect
explanationappeared
usersdidntknowto
clickoutofittomoveto
thenextquestion.We
believethisisjustalofi
issue,onethatcanbe
fixedinhighfidelity

critical

usability

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DetailedInstructionalAnalysis

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