Get Into Golf Deliverer

eLearning course designed as initial training for volunteer golf coaches facilitating beginner golf sessions.

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Overview

Audience: Newly recruited volunteer golf coaches
Responsibilities: Instructional Design, UX Design, eLearning Development, Visual Design, Video Editing, Storyboarding, Action Mapping, Prototyping, Learning Analytics
Tools Used: Articulate Storyline 360, Figma, Excalidraw, Microsoft Office 360, DaVinci Resolve, Power BI, Top Class LMS

A National Golf Association sought to relaunch its volunteer golf coach accreditation program. This program is crucial in supporting professional coaches in delivering sessions to all age groups, with the overarching aim of expanding participation in golf. The revised program was designed to provide accredited participants with the skills and confidence needed to effectively assist adult and junior beginners in a simple and enjoyable way.

To achieve this, I began by reviewing the current course offerings and assessing the overarching business goals. From this analysis, I developed three learner personas based on data from existing volunteer coaches. Collaborating with Subject Matter Experts, we created an action map outlining the essential learning objectives for new coaches. I proposed a multi-module, self-paced eLearning experience that would allow new coaches to engage with material aligned with their role expectations.

The goal was to enhance access to the course through an improved User Experience (UX), increase customer satisfaction, and reduce the complexity and time investment of the previous accreditation process.

Outcomes:

Streamlined and enhanced UX journey.
Improved self-service reports for management and staff to monitor accreditations.
Increased completion rates and higher customer satisfaction.
Increased registrations for group sessions at golf facilities by newly accredited coaches.

Process - Macro Design

The Who? - Learner Profiles

I collected learner data from a pre-course survey of circa 1500 respondents showing an interest in the course. This was collated into a dashboard using Power BI and then the most common themes were extracted to generate the learner profiles shown. Basing my approach on Dr Lene Nielsen’ process. These personas were developed to prioritise that while building the training the diverse audience and learners were placed at the forefront and considerations were made about their circumstances, learning preferences and motivations to ensure an engaging and effective learning experience.

The What? - Action Mapping

I consulted an various golf professionals and participation staff as my subject matter experts (SMEs) to develop the action map and establish the overall goal for this project. We decided to measure progress by monitoring the number of coaches registering sessions once accredited, in addition to user satisfaction surveys. These components were then used to formulate the learning aims, modular framework and content map for the course.

The How? - Building Blocks and Mode of Delivery

I found selecting the mode of delivery straightforward as my learner personas lean heavily in the direction of an asynchronous mode. The learners are in different locations and have different lifestyles and work patterns so can’t commit to regularly scheduled sessions. Owing to the different ability levels and prior knowledge of the learning personas this model provides flexibility, where the learner can skip through content, they are already knowledgeable in or progress at a faster/slower pace.

Process - Micro Design

Wire Frame and Screen Plan

My approach was to work through the wireframe and screen plans to get an idea of how the content was going to fall into the relevant places and create a logical flow for the information building on foundational knowledge before tying that all in at the end in the final module. This meant a bit of working backwards once I started storyboarding as it became clear to me that some aspects would work better in other ways and therefore, I found myself returning to my design documents to amend them.

Storyboarding

The storyboard the content and graphic design were changed with input from SMEs and the client. The colour palette matched the program it preapres users for so was quite challenging due to the palette only consisting of 3 colours (1 of which can only be used as a secondary colour in certain instances).

I was guided by Gagne’s events of learning in making the content engaging, accessing prior learning and providing interactive elements as often as possible. In turn, Mayer’s principles ensured I used a mix of text and images, that they were placed appropriately, that larger text was segmented and that users could navigate through the course at their own pace in line with the findings of the scope and part 1. The graphic design adheres to C.R.A.P. principles using contrast, size, and repetition in terms of sub-menus being the same.

Prototype

I used Articulate Storyline 360 to create an interactive prototype using the screen plan and storyboard to establish the scenario’s mechanics. The prototype consisted of a complete module (1 of 6) including the title screen, hook, navigation aid and transition menus and activation and knowledge checks, as these would feature repetitively in the course and hence represented the main look and feel.

I incorporated flying transitions, state changes and animation for each prompt and slide element to user engagement. Each completed section has triggers and variables that change the state of objects to notify completion to the user and allow progression in key parts, ensuring interaction with these elements from the learner. Each page has encoded xAPI statements that report to an LRS so detailed data on time spent on pages, interactions used, materials accessed and answers to questions and assessments can be reviewed for future iterations.

With the foundations of the course built it was a case of replicating this out for the rest of the project, I shared the prototype seeking feedback on the look, feel, and overall experience of the unit. The reception was positive and I made adjustments to suit the clients requirements. I then moved on to full development.

Process - Evaluation Plan

Evaluation

The volunteer learning program will be evaluated based on the digital learning experience, its implementation, and its overall impact. This evaluation will encompass:

Goals-Based Evaluation: This will assess whether the digital learning met the primary business objectives, which are to equip accredited participants with the skills and confidence to effectively assist adult and junior beginners in starting golf in a simple and enjoyable way, and to increase the number of volunteers in national participation programs.

Process-Based Evaluation: Each stage of development will be assessed using the ADDIE framework, focusing on improving future iterations by identifying strengths and areas for enhancement.

Outcomes-Based Evaluation: This will determine if the learners' skill gaps have been effectively addressed, ensuring that volunteers feel better prepared to deliver sessions within the program.

I selected the Kirkpatrick’s Model of Evaluation due to its simplicity and popularity compared to other models like the Learning Transfer Evaluation Model (LTEM) and Kaufman’s Five Levels of Evaluation. Its straightforward approach makes it ideal for engaging multiple stakeholders in assessing the project's successes and challenges.

Evaluation Plan:

Level 1: Reaction
Objective: Measure learners’ satisfaction with the eLearning course and their perceived value of the content.
Methods:

Post-course surveys with Likert scale questions to gauge satisfaction, ease of navigation, and perceived relevance of the course content.
Open-ended questions for qualitative feedback on what learners liked or disliked. Metrics:
Overall satisfaction score.
Net Promoter Score on learners that would recommend the course to a third party.

Level 2: Learning
Objective: Assess the extent to which learners have acquired the intended knowledge and skills from the course.
Methods:

Pre- and post-module quizzes to measure knowledge gain.
Interactive assessments within the course (e.g., scenario-based questions or simulations). Metrics:
Improvement in quiz scores from pre- to post-course.
Percentage of learners achieving a passing score on final assessment.

Level 3: Behaviour
Objective: Evaluate the extent to which learners apply what they have learned in their roles.
Methods:

Golf Federation data on number of new coaches and ratio of those registering new programs for beginner golfers.
Observation or performance reviews by participation officers to determine practical application of skills. Metrics:
Percentage of completers who report record training programs.
Participation officers feedback on observable improvements in performance.

Level 4: Results
Objective: Determine the overall impact of the eLearning course on organisational goals.
Methods:

Analysis of organisational metrics related to the course objectives (e.g., increased volunteer numbers, volunteer retention, higher participation in programs (Face to face sessions, more programs registered).
Comparison of performance metrics before and after the course implementation. Metrics:
Increase in volunteer numbers and retention rates.
Improvements in program participation and feedback from participants.
Overall increase in national participation program numbers

Reporting:

Compile data from all four levels into a comprehensive Power BI dashboard.
Present findings to stakeholders with recommendations for course improvements based on evaluation results.

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