Design Document for Christopher Vande Voort
[EDUC 767/Mobile Connection Security While Traveling]
By Christopher Vande Voort
| Purpose of the Course | Employees in ED&C travel world-wide frequently for business. The company provides and mandates yearly training in specific areas of Information Security (Phishing, Smishing, Social Engineering). Training in Mobile Device Security while on business has not been addressed. Upon course completion, traveling employees will know basic steps to secure their mobile phone while traveling on company business. |
| Audience Description | Initially, the audience would be members of the ED&C team that have responsibilities that require business travel. The hope is that this course could be “ramped up” to include all employees that have business travel as a requirement of employment. Primary Audience Primary audience who will take the course/training either as a requirement or choice. Employees who travel for business in ED&C Secondary Audience Secondary audience who will benefit from taking the course/training but isn’t necessarily the intended audience. Employees of ED&C who don’t travel for business, but travel for leisure or are expatriates (who must travel back to their home countries every year) General Learner Characteristics General characteristics are broad identifying variables such as gender, age, work experience, education, and ethnicity. 58% Female, 42% Male English speaking Diverse citizenship/ethnicity (UK, USA, France, German, Irish and Canadian) Ages 35 to 60 (with 68% 50+) One employee is hearing impaired (wears hearing aids) Bachelor’s through Doctoral Degrees All degrees are in HR (HR, Development, Compensation) Minimum of 10 years’ work history Most would classify themselves as “non-technical” or experience daily difficulties with technology Entry Characteristics Prerequisite skills and attitudes that learners must possess to benefit from the course/training. Most can identify Phishing emails on their corporate email (where banners and clues help them) All understand that their smartphone is a computer All understand that they work with confidential information that if “leaked” would result in damage to the company and their employment All employees understand how to connect their phones to Wi-Fi Learning Styles Traits that refer to how individuals approach learning tasks and process information. Survey will be needed to address specific individual learning styles Busy, adult learners who want efficiency and practicality in their trainings To be effective training must be “just in time”, meaning training just prior to the actual task Academic Information Grades, training level completed, cumulative grade point average (GPA), standardized test scores, special and/or advanced courses completed. 85% have a master’s degree or higher All are up to date on yearly Information Security Training Personal and Social Characteristics Adult learners that have had success in traditional education settings where the focus was verbal-linguistic. All have had significant (over 10 years) of work experience outside of the company Learners have high interpersonal and verbal/linguistic intelligence Very mature group with most towards the end of their careers (less than 5 years left of working at the company) Saudi Arabia has 60-year-old limit for expatriate employment If younger, they have indicated that they will be with the company for less than 5 more years (new contract doesn’t have financial rewards for longevity) Motivation to “climb the ladder” at the company is limited to only a few individuals, and training needs to directly affect their work and/or personal lives to be viewed as beneficial. |
| Major Course Objectives (Terminal objectives for the whole course) | Recognize and mitigate threats to mobile phone security during network connection |
| Course Enabling Objectives (Enabling objectives for the whole course) | Recognize threats to mobile security from a short video scenario? Differentiate the difference between http and https in terms of security? Understand how using a VPN secures your connection to the Internet. |
| Learning assessment for entire course | Computer based scenario-based quizzes |
| Instructional Delivery method for the whole course: blended/hybrid, fully CBT | This course would need to fully Computer Based Training/Asynchronous to meet geographical limitations of individuals in “the company” and the overall goal of requiring completion of this training for business travel at the company. |
| Course Structure Description | There will be 2 modules (one tutorial and one scenario-based activity/assessment). The assessment cannot be accessed until the other tutorial has been completed. |
| Estimated seat time of entire course | Approximately 20 minutes |
| RLO Enabling Objectives | Recognize and mitigate threats to mobile phone network connection while traveling. |
| Learning assessment for RLO | Scenario based assessment/activity |
| Instructional Strategy for RLO | Tutorial based on appendix A, followed by a scenario-based branching activity/assessment. |
| Expected Milestones/due dates | Jan 23 – Mod 2 Design Document Jan 30 – SCORM/Peer Review/ Flow Chart Appendix B Feb. 6 – Screen Layouts/ Peer Review/Storyboard/Appendix C Feb 13 – Final Design Doc for Approval Feb 20 – Development/Testing/Portfolio Review |
| RLO Outline | See Appendix A. |
| Media | Animated Video (Absorb) Scenario-based Articulate Storys (Do/Assessment) -safe/unsafe buttons -Home button -airport background -hotel background -VPN Connection -WiFi icon – Mobile Data |
| 508 Accommodations | Based on my learner characteristics I have one learner that is hard of hearing. I will use Universal Design Principles when creating, more specifically closed captions to help the identified individual. |
| RLO Navigation | Safe/Unsafe Buttons Home button Forward/back arrows |
| RLO Flowchart | See Appendix B |
| Estimated seat time of RLO (aim for 10-15 minutes) | 10 minutes for the entire RLO (tutorial and scenario activity) |
| Screens/Pages in RLO | Video tutorial with 32 slides |
| Knowledge Checks or Other Assessments or Practices for RLO | 8 Dichotomous (safe/unsafe, phishing/legitimate) |
| Rollovers/click events | 1 Hover 8 Click Events |
| Screen Layouts for RLO | See Appendix C |
| Development Tools for RLO | Animaker Storyline 360 (Trial Version) Google Cloud – Hosting |
| Ownership | Christopher Vande Voort |
| Development Time of RLO | 2 Full Days – Flowchart – Tutorial Video – Storyline Scenario Activity |
| Support requirements for RLO and course | None – CVV was SME |
| Project Sign-off [optional] | Please sign below indicating agreement with the proposed course plan and approving start-up of the storyboard and development phases. |
| Instructional Designer Date | |
| Project Manager/Sponsor Date | |
Appendix A.
I. Introduction to Connection Security
- What is meant by connection security
- Importance of securing data during transmission
II. Public or Open Wi-Fi vs Data
A. Public or Open Wi-Fi
1. Risks associated with connecting to public WiFi
a. Data interception
b. Malicious Hotspots
2. Common security threats on open networks
a. Man-in-the-middle attack (MitM)
b. “Evil twin” attack
B. Mobile Data Networks
1. Advantages of using data networks
a. Secure Authentication
b. Speed and reliability
c. Most data networks are encrypted
III. Secure Site Protocol
A. Introduction to Secure Site Protocol (HTTPS)
1. Explanation of HTTP vs HTTPS
2. Importance of encryption in web communication
B. Benefits and Features
1. Authentication of websites
2. Encryption of data in transit
3. Protection against man-in-the-middle attacks
C. Verifying Site Security
1. Recognizing HTTPS in website URLs
2. Checking for SSL/TLS certificates
IV. VPN Usage to Encrypt Data in Transit
A. Introduction to Virtual Private Networks (VPNs)
1. Definition and purpose of VPNs
B. How VPNs Work
1. Tunneling and encryption
2. Securing data across public networks
C. Benefits of VPN Usage
1. Privacy and anonymity
2. Protection from cyber threats on untrusted networks
Appendix B
FlowChart
Appendix C
Look and Feel
Usability Test – Connection Security
| Topic | Comments |
| How would you rate the overall accessibility of the eLearning module in terms of ADA/508 compliance? | |
| How did you find the amount of text placed on each slide? Where did it feel like there was too much text on a slide? | |
| Did you encounter any difficulties in accessing or interacting with any of the interactive elements within the module? | |
| Did you find the color contrast of text and background elements adequate for readability? | |
| Were you able to recognize principles of UDL in the design? Where did it seem missing? | |
| How would you rate the readability and clarity of the text content within the module, particularly in terms of font size and style? | |
| Did you find the navigation structure of the module intuitive and easy to follow? | |
| Were there any specific features or accommodations you would suggest adding to improve the accessibility of the eLearning module further? |
Reflection Essay
As I reflect on this course, I see both growth and opportunity. I have grown in the use of software packages, and have learned how to increase user interaction with my CBT. This course also gave me a better idea of the full process with SMEs and importance of a storyboard sign-off before moving on the the last step of functionality. While I have seen tremendous growth, I can continue to improve in the areas of UDL and using different software features and JS to increase readability and interactivity.
One significant way I plan to expand the use of Cognitive Behavioral Therapy (CBT) in my current position is by incorporating more “just in time” CBT training methods. This approach will allow learners to access CBT training materials and job aids whenever they encounter complex yearly tasks or situations. By providing easily accessible resources, learners can refresh their knowledge and skills as needed, leading to more effective application of CBT principles in practice.
Throughout the course, one of the most valuable concepts I learned about was SCORM (Sharable Content Object Reference Model) and other similar protocols necessary for tracking user learning and generating reports from a Learning Management System (LMS). Understanding these protocols is crucial for effectively monitoring learner progress, evaluating training effectiveness, and extracting data for analysis and decision-making.
Among the activities during the course, the most enjoyable experience was experimenting with Storyline triggers and exploring the capabilities of JavaScript. This hands-on activity allowed for creativity in designing interactive elements and achieving specific outcomes, enhancing engagement and learning effectiveness.
This course significantly impacted my instructional design approach by providing a comprehensive understanding of the entire training process and the expectations when collaborating with Subject Matter Experts (SMEs). With this knowledge, I am better equipped to develop CBT training materials that align with organizational goals, meet learner needs, and ensure effective knowledge transfer and skill acquisition.
Staying updated with industry trends is essential for creating innovative and effective training solutions. To address this, I will explore resources such as the eLearning Heroes website, which offers a wealth of ideas, templates, and tutorials on eLearning development, enabling me to stay informed and implement cutting-edge practices in my instructional design projects.