Mandated Reporter Compliance Learning

 

Project Overview

  • Responsibilities: 

    • Analysis
    • Text storyboards
    • Story writing
    • Design

  • Target Audience:

    • ISD 166 school employees

  • Tools Used:

    • Articulate Storyline

    • Mindmeister
    • Powerpoint

 

Problem & Solution

Every year school employees must be trained on the mandated reporter requirements in Minnesota. Unfortunately, the training is very hands-off. Many learners complained about how boring and non-interactive it was, how it didn’t provide useful information, and how they would rather be able to complete it on their own time. 

I proposed a scenario-based learning that could be completed at any time. One concern my stakeholders had was ensuring that learners would be shown the required information about being a mandated reporter. To address this, I recommended including the information in a resources tab the learners can access at any point in the learning. 

Storyboard

Prior to starting the development of the training, a storyboard was created and approved detailing each scenario, feedback for each answer, the general layout of the slide, and order of slides. The storyboard is an important step in the design of a program as changes are significantly easier and less resource-intensive when it is still a blueprint.

Action Map

The design of the program was completed using Action Mapping. The desired learning objective was for the correct report of possible child abuse or neglect. To achieve this goal, there were four areas that needed to be developed: recognize when a report is unnecessary, make a report in the required time frame, recognize when a report is necessary, and make a report to the correct entity.

Development

It was important to include immediate feedback in the form of confirmation on the type of ending and the opportunity to ready about why they received that ending.

I used Active learning model and ARCS motivation model for this project. Active learning principles states that adult learners want to be more involved with the activity, rather than just listening. Less information is placed on transmitting information and more on actively developing the skill and higher order thinking. In this project, learners are given scenarios that they must analyze to determine the next appropriate step. 

 

When an answer is chosen, learners receive immediate feedback relevant to the scenario with the opportunity to explore why that result happened. Resources are provided for those who want to check on relevant information while making their decision. The ARCS model of motivation has four components: attention, relevance, confidence, and satisfaction. I gather attention and establish relevance by using authentic stories of situations encountered by educators and staff in a school setting. Confidence and satisfaction are built in by providing resources and immediate feedback for each choice the learner makes. If they make an incorrect choice, they are allowed to go back and try again.

 

 

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