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project mission: develop security training that doesn't suck, offered free to nonprofits.
Customer Background
POPP3R Cybersecurity is a small business cyber consultancy based in Winnipeg, Canada. Their vision is to provide their clients with world-class, unparalleled protection against cybercrime by leveraging Innovation, Integrity, and Ingenuity.
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Where large companies and enterprises are using different tools and techniques to train their staff against threats, POPP3R Cybersecurity wants to provide the same kind of services to smaller companies, non-profits, and small municipalities, given that 60 Percent of small businesses will fall after a breach. POPP3R's purpose is to cybersecure every client, by providing expert advice and outstanding service.
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The purpose of this Instructional Design project was to create an online security training that could be offered free of charge to nonprofit entities.
The Challenge...and Our Solution
Far too often, security training is boring. Working with POPP3R Cybersecurity, we decided that the way to really have an impact for good would be to create an interactive, multimedia eLearning module that created a personal connection for the learner. We wanted to influence not only the learner's knowledge and skills but also to foster a more concerned citizen who would be driven to take action when necessary to prevent or respond to security threats.
Learners/Environment, Tasks, and Learning Requirements Analyses
Before commencing work on lesson planning, assessment design, or instructional materials, we completed an exhaustive analysis of the Learner, the Tasks, and Learning Requirements. This required interviews with our customer and SME, as well as investigative research. The results of the analyses can be found here.
Learning Experience Design
Below you will find an overview of the significant components of the design of the learner's experience.
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Learning Outcomes
Given a simulated workplace scenario, learners will reduce security risk by:
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Identifying potential security threats
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Taking actionable steps to prevent exposure, breaches, or incidents
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Taking appropriate action when encountering a potential threat or breach
Adult Learning Theory
In the spirit of Gagné's Nine Events of Learning, we incorporated an emotional hook to catch the learner's attention (Gagné et al., 2005). Building upon that, we relied heavily on constructivism, where we encouraged the learners to become active participants and apply their learning to a simulated environment, relying upon job aids and instructional materials to drive their choices (Connolly et al., 2007).
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Added emotional content that will improve learner motivation to perform
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Provided step-by-step instruction that the learner can refer to as they perform the tasks
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Created an interactive assessment to gauge the learner’s readiness to perform
Development of Instructional Materials
To complete the project, we developed the following:
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Performance Assessment Instrument
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Introductory Video (see video to the right)
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Tools Used
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AI: ChatGPT, Google Bard, Adobe Firefly, Dall-e, Vyond, NaturalReader
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Articulate Rise
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Articulate 360
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Google Suite
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Microsoft O365
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iMovie
References
Connolly, T., & Stansfield, M. (2007). Developing Constructivist Learning Environments to Enhance e-Learning. In N. Buzzetto-Moore’s Principles of Effective Online Teaching (pp. 19-38). Informing Science Press.
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Gagné, R. M., Wager, W., Golas, K. C., Keller, J. M., & Russell, J. D. (2005). Principles of instructional design, 5th edition. Performance Improvement, 44(2), 44–46. https://doi.org/10.1002/pfi.4140440211
Reflections
I am thrilled we had a chance to create learning that will have a positive impact on our world. Providing the training free of charge to non-profits was a major motivation for selecting this project.
The project gave me a great opportunity to experiment with a wealth of AI tools for learning design.
It was fun to apply learning from other classes such as Adult Learning Theory, LMS management, and Storyboarding.
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