Sophie’s Blog

The colours used in an e-Learning course can influence the feelings of a learner and also be used to emphasise particular areas you want noticed first. The colours used in my e-learning course will mainly be primary colours. As I do have real life animated scenarios throughout each module I wanted to keep the rest of the screen in basic colours.

Visual Design in an e-Learning course can cause many problems to a learner. If it is not taken into consideration, learners may not know how to navigate through the course, they may be too much information which they will not know how to work through and the learner becoming confused to what message is trying to be delivered.

The multimedia principles that I have used in my e-Learning course is using real life animation and sound to enhance the student’s learning. The screen will have a series of scenarios using the animation and sound which the student’s will have to watch and then an interactive activity after each scenario to test the learners. This is aligned with the Social Learning Theory.

As I have changed the Unit of Competence I have also had the change the underpinning learning theory.

The learning theory most appropriate for this course is the: Social Learning Theory.

This theory ‘integrates behaviourist ideas about reinforcement with cognitive processes of understanding the behaviour of others and identifying with it’ (Burns, 2002 p.133). Bandura (1977) promotes this learning theory through two key elements; experience and expectations. ‘Experience enables us to learn the consequences of our responses and expectations derive from the anticipated consequences of our own responses’ (Burns, 2002 p.133).

All of the elements in the Social Learning Theory will be integrated into the e-Learning design; through a variety a ways.

According the National Training Information Service; http://www.ntis.gov.au/?/trainingpackage/BSB01/unit/BSBCMN418A

This unit specifies the outcomes required to manage the ongoing relationship with a customer, which includes assisting the customer to articulate their needs, meeting the customer’s needs and managing networks to ensure customer’s needs are addressed.

Customer relationships are of the complexity where the worker would explore with the customer possible and satisfactory outcomes. The worker is required to be familiar with a product and/or service that varies widely and is capable of significant customisation. The customer relationship would typically involve direct interaction a number of times over an extended period.

This unit is appropriate to a worker who is expected to have detailed product knowledge in order to recommend customised solutions. They would be expected to apply organisation procedures and be aware of, and apply as appropriate, broader factors involving ethics, industry practice and relevant government policies and regulations.

After further researching the NTIS website I have decided to change my unit of competence.

The Unit of Competence which I will now be analysing is entitled: BSBCMN418A: Address Customer Needs. It is a unit contained within the Training Package BSB01: Business Services. It has 3 elements of performance criteria which include:

1. Assist Customer to Articulate Needs

2. Satisfy Complex Customer Needs

3. Manage Networks to Ensure Customer Needs are addressed

How do you define multimedia in today’s e-Learning context?

I define Multimedia in today’s e-Learning context as using the combination of one or more concurrent presentation mediums. For example the use of text, audio, graphics and video on computer programs and websites. It is used to engage learners and enhance their learning process. 

For my e-Learning course of ‘Manage Quality Customer Service’ I am using the Bruner’s Constructivist Approach. I have chosen this learning theory as it allows learners to learn by discovery and to build upon knowledge they already have. As the context of learners will be both managers and supervisors, I believe they learn from being on-the-job or role changes, acting as role models to other employees, formal training with the support of collegues and peers. I believe this approach will allow the learners to learn from their experiences, from posing problems and exploring possible answers and by instruction on formal training. The assessment methods will include both assessment of knowledge and assessment of practical skills.

This unit deals with the skills and knowledge required to manage quality customer service in the workplace within a tourism or hospitality context. It focuses on the need to develop pro-active approaches to service quality issues with some strategic focus. Managers and some supervisors would generally undertake this role. The pre-requisite for this unit is THHGLE08B – Lead and Manage People.

The Unit of Competence which I have chosen is from the NTIS webite. It is entitled ‘Manage Quality Customer Service’. Its code is THHGLE11B. It has three elements of performance criteria which are:

- Develop approaches to enhance customer service quality
- Manage the delivery of quality service
- Monitor and adjust customer service