Case Study: An Interactive Online course to Help Students Excel in Employer Selection Processes.

Abstract 

This case study describes the creation of an online course designed in Articulate Rise, to help students apply for internships, placements and graduate jobs. It consists of four bite-sized modules on Applications, Employer Tests, Interviews and Assessment Centres and Staying motivated. Videos, case studies, visuals and audio content are included. Having a variety of ways for students to engage with a topic is an inclusive approach to learning (Fry et al., 2015). An informal writing style is used so information can be easily absorbed and is relatable. Students are prompted to complete activities in which they apply their learning. At the end of each module they are encouraged to create actions in a template, to help with applying for jobs. In the first 3 months since being launched this optional course has had over 1600 views and over 350 students have accessed it. 

1. Background

Good resources are available on the Careers Network website to help students apply for jobs, but specific information isn’t easy to find. When students attend appointments for careers advice or coaching, often they haven’t seen these resources before. Time is spent signposting specific information and students then must remember where to find it or use website links provided in the appointment. Additionally information is presented in written form with few alternatives for students who prefer a different format. The online course brings all the resources together in an accessible way. It helps students learn through interaction e.g. by selecting a CV that most closely matches job requirements. It is easy to navigate, logical in structure and information flows from one module to another. To prepare for delivering this project I watched training videos on using RISE, collated existing careers resources, researched content and read articles on accessibility. I read relevant case studies including how De Monfort University used RISE during the pandemic to encourage interaction during online workshops (Hooley et al., 2021) and about an online learning platform at Solent University that prepares students for the world of work (Phoenix, 2022). To prepare the environment I liaised with the CAP team for advice and arranged for an Articulate Rise licence. 

2. Methodology

Project plan: I created clear learning outcomes for the course (using Bloom’s taxonomy) and a content plan which aligned materials and activities and formative assessments to these, a principle of effective learning design (Hooley et al., 2021). Work was shared with some colleagues in the team to help with content writing, gathering resources and proofreading. I created a template to help ensure consistency in content style and shared guidance on methodology and writing style, as well as demonstrating the key features of RISE. 

Module design and creation: Content was created for modules using the template provided, of which I wrote over half. I edited modules colleagues had written to ensure consistency of writing and content style. Once a module was finished my manager proofread everything. Next I created it in RISE. This involved adding text, images, videos, transcripts, various interactive activities, audio files and MS Office evaluation forms at the end of each module. I worked with Matt Aldred in the CAP team for technical support and to ensure accessibility for disabled students. 

Proofreading and testing: When all the content was in RISE my manager proofread and tested the course. I also asked two recent graduates in the Careers Network Team for their feedback. 

Launch: The final stage was for the online course to be embedded in LEARN and then marketed and communicated to students. To help market the course I created a video for students. 

3. Issues

The scale and timescale of this project was challenging. During the project one member of the team left so I took on additional content writing. I also had a wrist injury for a short while. To help I liaised regularly with my manager, who stepped in to help with adding alternative text to images. Matt Aldred also helped with this and finished adding the content to RISE for module three. Editing took longer than I had anticipated and adding changes that resulted from several iterations of proof reading was time consuming. I learnt the importance of planning a project upfront to see if a deadline can be realistically met. In this instance the project was only delayed by a few weeks, but having more of a contingency in the plan upfront would have been preferable. 

4. Benefits

One benefit of this course is that students can now access all the resources they need to help master employer selection processes in one place. Also, modules are split into bite-sized sections and students know where they are up to each time they access the course. Students have fed back that they enjoyed the course and like the different ways information is conveyed. Online quizzes and activities (a type of formative assessment) help to embed knowledge and case studies provide context to material. When students have appointments with the Careers Network team one link to the course can be given for information on applying for jobs, rather than lots of different website links. Several students commented they wish this course had been available to them in their first year. 

5. Evidence of Success 

Numbers of students accessing the course indicate it is a success, especially as it is optional and in its infancy. Qualitative and quantitative feedback collated is very positive. Scores out of a maximum of 5 of how helpful students found each module range from 4 to 4.5. Students say they like the interaction, concise information, structure, options of seeing examples rather than reading and videos. Feedback includes “I love the interactive elements! It condenses all the information on the Careers Network website and is easily processable, unlike the website”. Feedback on the disability support section includes “It felt really supportive and as someone waiting to be tested for neurodiversity I felt the inclusion of positive aspect of disabilities to be really heartwarming and encouraging”. Students have created actions which include “ I will do more research into the company to tailor my application” and “research growth mindset and apply it when facing setbacks during applications”. 

6. How Can Other Academics Reproduce This? 

The methodology described in this case study can be replicated for the creation of bite-sized modules in RISE, both within Professional Services and the wider University. I am advising two graduates in the Careers Network Team on the creation of a Time Management course and sharing my own experiences. To reproduce this specific course academics can share the link to the course in LEARN for example through an academic skills module in year one, or through programme induction information. 

7. Reflections

Having a content plan that aligned materials and activities to learning outcomes was key to the creation of the online course. It also enabled me to get help from colleagues in my team including Tracy Salsbury, Gill Clarke, Rose Lowry and Matt Aldred in the CAP team. The evaluation information collated will help me continually improve the course. Students have suggested ideas for developments, such as advice on how to use AI to help with applications. The next phase is to implement an online course to help students plan their career, to complete before applying for jobs. 

8. References 

Fry, Heather, Steve Ketteridge, and Stephanie Marshall. A Handbook for Teaching and Learning in Higher Education Enhancing Academic Practice / Edited by Heather Fry Steve Ketteridge and Stephanie Marshall: Enhancing academic practice. 4th ed. Abingdon: Routledge, 2015.Hooley, Z., Forster, E. and Browne, A (2021) ‘Engaging students in online workshops using Articulate Rise’, Journal of Learning Development in Higher Education [Preprint}, (22). doi:10.47408/jldhe.vi22.780.issuu. 2022.鈥疨hoenix, February 2022 - Students as Co-Creators. [online] Available at: < 

https://issuu.com/agcas_00/docs/phoenix_issue_164_february_2022?ff>