The Nebraska Department of Education (NDE) would like to provide support and resources to address concerns regarding Newcomer and SLIFE (Students with Limited or Interrupted Formal Education)  students who are entering school districts throughout Nebraska. Currently, there are no or limited supports for school districts when integrating these students into Nebraska school districts. NDE was contacted by numerous districts requesting an online training solution to address transitioning Newcomer and SLIFE students entering the districts throughout Nebraska.

The proposed solution is to create an online learning environment that will provide resources and strategies that district leaders and teachers can use when transitioning these students into their districts successfully. Lastly, there will be a scenario-based training solution integrated into the eLearning experience that will emphasize proper protocol when transitioning these students into their districts. This scenario-based training solution will utilize real-world situations so as to provide authentic experiences when integrating these students in Nebraska school districts.

Upon concluding the analysis phase, we transistioned into design, development, and evaluation phases following the ADDIE learning model. The ADDIE learning model encompasses the use of an analysis phase, design phase, development phase, integration phase, and evaluation phase as a model when creating the learning experience. We utilized the Backward Design process during the design phase which is the process of deciding on objectives for the course first and then tracing backward to the authentic learning process.

The associated learning theory used as a guide to the assessment development was Constructivism which is the theory that learning is acquired and constructed while learning takes place. The inclusion of real-world scenarios allows the learner to apply their new knowledge of strategies to their exisiting knowledge of transitioning issues for Newcomers and SLIFE students in their district. These scenarios are video based utilizing motion-graphics with narration following Mayer’s Principles of Multimedia Learning. A sample storyboard illustrating a scenario-based video can be found below. 

To guide us in developing the course outcomes, assessments, and real-world scenario assessments California Dingo Media created a course map that essentially outlines the entire learning experience in a table format allowing for multiple iterations to the course prior to implementation. 

Consistent communication via ZOOM, Google Docs, and email was maintained with Nebraska Department of Education to share progress and content updates. This ensured alignment between learning activies, objectives, and assessments. 

After the course map was approved, we initiated the development phase by crafting the script for the video elements to be narrated. This was followed by creating content for each module of the course. Utilizing Adobe Creative Suite tools, instructional designer, David Schlotterback, developed all necessary assets for video production. The final motion graphic videos were edited in Adobe Premiere Pro, while narration was recorded using Avid Pro Tools.

Four secondary educators in Nebraska engaged in a pilot version of an eLearning training course regarding transitioning Newcomer and SLIFE students into Nebraska school districts. The version presented to the participants was the full version of the eLearning course which consisted of four complete modules. Each module was broken into segments to mitigate cognitive load and to facilitate in knowledge retention. 

The assessments and surveys found the eLearning course to be effective with minor changes suggested by the participants regarding the assessments in Module three which dealt with real-world scenarios intergrating these students into Nebraska school districts.