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Running head: NARA RECORDS MANAGEMENT EXPERTS

National Archives and Records Administration

Records Management Experts as Instructional Designers
Jeannette Shereda, Donald Strand, Paige Weisskirch, Charles Zoboblish
California State University at Monterey Bay

Advanced Instructional Design

Dr. Jeanne Farrington
July 26, 2016

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National Archives and Records Administration
Records Management Experts as Instructional Designers
Each member of the team, all graduate students in advanced instructional design, was
intrigued by the opportunity to work with a subject matter expert (SME) from the National
Archives and Records Administration (NARA) to design instructor training. This project
provided a chance to apply the instructional design process training received in the Master of
Instructional Science & Technology (MIST) program to a real-world problem solving scenario.
The opportunity to work on a project with NARA to help design training materials for their
SMEs was an exciting challenge.
Project Description
Dr. Gary Rauchfuss, Director of the Records Management Training Program at NARA, is
moving the NARA instructor trainings away from the traditional instruction on What to do
toward How to do it. This redesign of NARA curriculum necessitates training Record
Management Experts (RMEs) on how to redesign and develop effective instruction, or
curriculum, for their courses. This eLearning training product will help RMEs understand how to
design instruction that is efficient, engaging, and motivating for their learners. As RMEs
implement these highly effective instructional strategies to better teach their courses, learneremployee productivity will increase, which will ultimately save NARA resources.
NARAs RMEs need training to move toward a better understanding of teaching with
less telling, and more showing. By including content-knowledge-aligned learning activities
in their lessons, along with using effective instructional strategies, learners will be more engaged
and motivated to learn. This eLearning product, Records Management Experts as Instructional

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Designers, defines and demonstrates ways to do this using explicit examples including how to
apply instructional strategies for different content types, or knowledge types, as defined by Dr.
Rauchfuss. The first eLearning module focuses on the procedure content type, with concept,
process, and principles content types to be built in the future.
Further, this eLearning design product provides tangible examples of learning activities
and instructional strategies. The instructional strategies are tailored for the traditional classroom
and on-line. Included in the product are non-examples (common mistakes) as a reference of what
not to do when planning instruction. The goal is to have this eLearning product help RMEs
become adept at creating instruction that aligns quality practice activities and instructional
strategies that most effectively teach specific content knowledge types as described in the NARA
Content Performance Matrix.

Ultimately, the team built the interactive multimedia training module entitled: Learning
Content Type: Procedure. The module, designed as part of a larger Learning Content Type
eLearning course, provides NARA RME instructors with training on how to identify which
lessons in their curriculum redesign have characteristics of the content type procedures.
Additionally, through the use of modeled interactive learning activities, RMEs receive training
on effective instructional strategies that work best when teaching procedures. (Shereda, Strand,
Weisskirch, & Zoboblish, 2016).

The finished product is a self-contained learning module built using Adobe Captivate.
The output is in Hypertext Markup Language version five (HTML5) and it is cross platform
compatible. The estimated time that it will take the average user to complete the module and

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evaluation is 30 minutes. The module can be delivered on the web using any modern web
browser. At the clients request, the tool is Sharable Content Object Reference Model (SCORM)
compliant. This model allows the project to be shared on common Learning Management System
(LMS) platforms. Making the tool SCORM compliant means that it is portable and can be shared
across platforms (SCORM, 2015).

Design Decisions
During the initial phase of the project the goal was to include a focus on all four content
knowledge types. Due to the limited time available in this summer session, and upon suggestion
of the client, the direction was refocused to include a model outline for the entire module, with
detailed instructional design for only the procedure content type. Originally, the team intended to
develop a job aid that would provide strategies for teaching each content type. Since the final
project only examines the content type procedure, the decision was made to wait and develop the
job aid after the completion of the other phases of the project.
The client provided prompt and clear input and feedback during the design phase, and a
number of changes were made to the final project. The team decided to add live narration instead
of the computer-generated voice used during development. The client was concerned that
learners might not know how to use the interactions and so instructions were clarified. Certain
content was modified to relate more effectively to prior training and further details are described
in the Evaluation section of this report.
The visual design of the project was inspired by the NARA website
(https://www.archives.gov). Each page includes the NARA logo at the top. The choice of fonts
and the color palette were driven by the U.S. Web Design Standards project

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(https://pages.18f.gov/designstandards/). This project of the U.S. Government "provides a guide
for creating beautiful and easy-to-use online experiences for the American people" (Draft U.S.
Web Design Standards). The Title Font is Merriweather Bold and the font for body copy is
Source sans pro regular.
Evaluation
The client, Dr. Rauchfuss, plans to use this self-study eLearning product as an
introductory training and performance support for archivists and records managers charged with
developing the new records management curriculum. Dr. Rauchfuss reviewed the eLearning
prototype before it was finalized and made some helpful suggestions. Some of his thoughts
about the general multimedia design included using human voice over, detailed explanations
about how to use the on-screen interactions, and glitches in computer memory buffer were
distracting. Overall, there were no serious issues with navigation or usability. The client was
concerned about using Hortons theoretical approach as applied to teaching instructional
strategies and that the teams way of categorizing learning activities in the eLearning module
might be confusing to his learners. It was agreed that Hortons absorb, do, and connect leveled
learning activities did align very closely to the construct of demonstration, practice, and
integration that Dr. Rauchfuss is currently implementing in his staff trainings (Horton, 2011).
In addition to the client usability review, the team conducted formative evaluations using
single-subject testing, which, according to Brenneman (1989), can save resources, provide
accurate data for course revisions, and offer protection from exposure to the wrong audience at
the wrong time (p. 22). During this developmental usability testing, the team asked testers to
look for specific elements such as 1) Are the directions easy to follow? 2) Are there

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typographical or production errors? 3) Are there any parts of the instruction that should be more
concise or clear? 4) Are there negative reactions to any part of the instruction? 5) Are the project
objectives achievable? (Brenneman, 1989, p. 22). Although the team did not have access to a
learner-tester from the target audience, two single subject usability tests were conducted. The
results of these tests are below. One usability tester is currently completing a Master of
Education degree and the other is a Professor of Human Development at CSUMB.
The initial tester encountered issues with the project from the beginning, the buttons were
not functioning in the slide. The tester had to use the play bar at the bottom of the screen to
navigation through the course. The tester was using a MacBook computer on the Safari web
browser; however, the tester is notorious for not updating her MacBook. The buttons started to
work immediately after the first drag-and-drop activity; somehow the issue corrected itself. This
tester enjoyed the material and stated the overall project looked professional. The tester initially
thought only one person made modules because the content smoothly tied together. This tester
expressed dissatisfaction when encountering the first drag-and-drop module, and the test
administrator noted the testers attention began to drift away from the content when the tester
commented that the activity is time consuming. However, at the end of the project the test
administrator asked the tester to choose a favorite part of the course. The tester immediately said
the drag-and-drop activity was the best idea. There is a lot of content in the project and at times it
is difficult to understand all the material from the robotic narrator. However, the activities did
force the viewers to actually learn the material.
The second tester encountered few difficulties completing the course. This tester used a
desktop PC, running Windows 10 and accessed the course through Chrome. This tester

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commented on the need to click on a next button to proceed in some cases was annoying and
that some of the screens took a moment to advance, as though the screen was frozen. The test
administrator could not duplicate the problem. This tester did offer one helpful observation. For
the sequencing activity, the instructions do not specify what is to be sequenced, the text or the
steps. Tester comments are not supported by current research regarding cognition and
multimedia user interface. It should be noted that this tester only recently moved his lecture
materials from overhead slides to PowerPoint.
During these developmental tests the team member test-administrators took notes on
problems and difficulties mentioned above. Following the single-subject testing, along with the
SMEs suggestions listed above, a design team debriefing was conducted to flush out problems
with the product and the team came to a consensus on the proposed revisions. The team made a
number of suggested changes regarding the appearance of the project such as the use of more
actions and colors, more detailed instructions on the slides, and concise language descriptors to
ensure continuity throughout the eLearning product.
Teamwork
Teamwork proved to be a key component of the successful completion of this
project. Many of the challenges and all of the success were a factor of either effective or
ineffective teamwork. The team established roles and responsibilities early in the project
timeline. Don Strand is a web designer and front-end developer and assumed responsibility for
the overall appearance of the project. Don designed the project shell within Adobe Captivate. He
also edited the appearance of the project. Jeannette Shereda is a K-12 educator and has a well-

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rounded knowledge of learning theory and a willingness to analyze new ideas in detail. Jeannette
handled the role of instructional designer and helped the team apply instructional design theories,
and unravel the nuances of "how people learn," as they applied to the client-defined project
needs. Paige Weisskirch has many years of experience working within a team, with finite
resources, to produce a specific outcome. Paige accepted the role of project manager. Paige
created a basic project plan, set deadlines and tracked specific deliverables. Charles Zoboblish is
a United States Army Signal Officer working at the Defense Language Institute Foreign
Language Center to help Soldiers train on a foreign language. Charles was very interested in
working directly with the client due to their shared military background. Charles undertook the
role of client liaison and worked with the SME to provide updates and solicit information and
feedback as required. All members of the group were equally responsible for developing
content, designing informational slides, and creating activities within Adobe Captivate.
The team assigned to this project worked well together and maintained a professional and
respectful demeanor during meetings and in written communications. Some successful strategies
were employed to maintain the group as a cohesive unit. Three strategies were particularly
effective and kept the project moving forward: establishing roles and responsibilities, teamwork,
and project clarity.
Unlike a work environment, there was no clear hierarchy within the team and it was
important to establish roles and boundaries. Although the team established group roles early in
the project, it was important to recognize that all members were equal stakeholders in the
outcome. All four members had to take simultaneous responsibility for assigned portions of the
assignment and accept feedback and changes from others. Once instructional objectives and a

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basic project framework were established, each member volunteered to take responsibility for a
content section based on abilities and interests. Each team member was responsible for the work
he or she agreed to complete. As the project progressed, feedback and constructive comments
were solicited with the understanding that no one member had the authority to override the group
or an individual.
A second critical teamwork component was establishing reliable methods of
communication that were easy to use and accessible to all team members as well as the client.
The team decided to use Zoom as a video conferencing tool and agreed on a weekly meeting
time. Zoom includes a feature to record meetings. When necessary, such as our initial meeting
with the client, meetings were recorded and saved online for future reference. Google Drive and
Google Docs provided a format, used by team members and the client, to complete group tasks,
provide feedback, and share reference materials. Access to shared documents eliminated the
need to use email for frequent communication and allowed access to materials, and immediate
dissemination of comments and new information anywhere an internet connection was
available.
It is difficult for four individuals to design, build, and write about a single product with a
single voice. Each person involved had to accept changes to work that was, at times, the result
of many hours of focused work. A key factor was a continuity agreement. The project designer
outlined a standard for the appearance of the product. All members of the group accepted
changes to project deliverables, by the designer, to maintain product continuity To avoid
evidence that the project was a collective work of four designers, the group also vetted written
materials. All members offered feedback and suggested changes to achieve project continuity.

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Challenges
The team was eager to learn more about instructional design, and thought practice
creating modules on how to teach design could assist team members in future capstone project
development. Dr. Rauchfuss knew the team was learning principles of instructional design;
therefore, gave them a lot of flexibility to create a course based on what the group was learning
concurrently in the MIST Program. The project model was challenging and at times confusing;
the objective was how to teach instructional design and not instructional design itself. Lack of
a clear direction for the project proved challenging for the team and prevented the project from
moving forward in a timely manner. Also, Dr. Rauchfuss provided the team with a project idea
that was conceptual and not necessarily concrete. The delivery and content of the design project
was left up to the team. Dr. Rauchfuss provided the team with numerous explanations on his
project idea; however, the team lacked experience and time to produce the entirety of the product
as the client envisioned. Within the team, there were gaps in understanding the project vision.
Although the team utilized resources provided in MIST courses, along with independent research
to develop the project, in retrospect, contacting Dr. Farrington for advice may have been a better
tactic to bridge gaps in knowledge.
Another challenge the team faced was dividing the proof of concept product in Captivate.
The group created an outline that was heavy in content; however, transferring the outline to the
actual captivate product was challenging. All members interpreted the information differently,
and our graphic designer had issues transferring the outline before the June 28 deadline. When
the team reviewed the project two days before the Tuesday due-date, it was noticeable that four
individuals worked on the project separately. This painful realization forced the group to have

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another meeting on Monday to completely revise the outline; it was important for all members to
be on the same page. Unfortunately, the team did double the work to only turn in one proof of
concept product. This was a difficult decision made by the project manager; however, the team
healed very quickly from this troubled experience and communication started to improve. The
team agreed it was important to be honest, yet respectful with feedback. It was difficult for some
team members to revise or completely omit their products; however, the team agreed our client
would not be satisfied with the content. Therefore, the team made brainstorming a necessity
before beginning future projects or assignments.
Time Management and prioritizing this semesters workload was a challenge for all team
members. The semester workload was condensed into a 10 week time-frame. All members took
the IST 622 class; therefore, all members had two large assignments due towards the end of the
semester. Group projects consume a lot of time. Although the team established a weekly rhythm
to meet every Wednesday night; some weeks required an additional one or two meetings. The
team agreed that meeting should only last an hour; however, the shortest meetings would last
roughly an hour and thirty minutes. The team initially established an agenda to keep the meetings
on track; however, it was necessary from the all members to decompress and talk about subjects
outside of the project scope. There was also the additional pressure of meeting deadlines
established by the team. No one wanted to miss their portion of the project, it would be
unprofessional to fail the rest of the group. Therefore, the IST 626 projects frequently took
precedence over the IST 622 projects. The team did a fantastic job managing their time to
complete the IST 626 projects.

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Conclusion and Advice for Future Students
The opportunity to work on the real-world project with NARA materials proved to be
challenging, thought provoking, and while at times exhausting, all team members benefited from
the experience. As for advice to future students, early in the process it is important to establish a
reliable communication foundation with the client. Similarly, from the beginning, a serious
commitment to fellow design and development team members is equally important. For example,
establishing team roles so that everyone on the team can either agree the member assigned to the
role (i.e., project manager, communications, instructional designer, design developer, etc.) has
the final say in their portion of the project, and if decisions are to be reached another way, it
should be clearly defined at the onset of the project.
As indicated throughout this report, this is a graduate school learning process that is
student group directed, it helps to involve the instructor early when questions arise. In addition
to the assigned roles, final decisions should be made by team consensus. This helps all team
members feel heard. For example, if a team member is assigned to a specific role, makes a
decision on behalf of the group, and the group wants to change it; a discussion occurs and
consensus is reached. Explicitly defining how decisions will be made at the onset of the project
can help the process and make the team feel united. Strong communication skills, an openness
toward receiving constructive criticism, along with being flexible, will ultimately provide the
foundation for a successful project.

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References
Brenneman, J. (1989). When you can't use a crowd: Single-subject testing. Nonprofit
Management Leadership, 28: 2225. doi: 10.1002/pfi.4170280307
Draft U.S. Web Design Standards. (n.d.). Retrieved June 22, 2016, from
https://pages.18f.gov/designstandards/
Horton, W. (2011). E-learning by design. John Wiley & Sons.
SCORM. (2015). Retrieved June 22, 2016, from http://www.adlnet.gov/adl-research/scorm/
Shereda, J., Strand, D., Weisskirch, P., & Zoboblish, C. (2016, July). Learning content type:
Procedure. Retrieved from http://itcdland.csumb.edu/~dstrand/IST626/NARA_Final/