Integrating a New Dog into the Home

This real-world, problem-based Storyline 360 course was developed for a well-established dog rescue. The rescue has recently lost some of its most experienced foster homes and wanted to create training to support new foster homes with the process of integrating new dogs into their home. I used UDL principles by first examining what learners needed to be able to do at the end of the course, then worked backward to design each module. The course focuses on real-life practical application of skills that honor the learners' life experiences. I provided choice and autonomy in the course by offering a mentor and pop-up job aids if the learner would like the support of these resources.

Experience Course

Audience: New foster homes and volunteers who are interested in fostering dogs

Responsibilities: Instructional Design, eLearning Development, Visual Design, Storyboarding, Action Mapping, Prototyping

Tools Used: Articulate Storyline 360, Figma, Vyond, MindMeister, Google Suite, Canva

Problem and Solution

A large breed-specific dog rescue had recently lost some of its most experienced foster homes due to retirements, moves, and adoptions. They were recruiting new foster homes but found that many of these new homes were not very experienced with integrating new dogs into the home. This resulted in foster homes asking for dogs to be moved and volunteers leaving the rescue after having a poor fostering experience. My first step was to analyze the issue.

I interviewed new and experienced foster homes via phone interviews and Google Form surveys that reached more volunteers. I also interviewed the SMEs within the organization, the Area Coordinators, and the Intake Coordinators. Through this process, I learned that both new and experienced volunteers were concerned about new dogs not getting along with resident dogs, how to settle a new dog into the household, and how to deal with behavioral issues like resource guarding. New volunteers were also concerned about how to housetrain an adult dog. These concerns held volunteers back from fostering, and if they had a negative experience with their first foster, they stopped volunteering. Both groups indicated they preferred learning via printed materials (like websites and job aids) and videos.

Process

Action Mapping

To better understand the problem and how to solve it best, I created an Action Map with the SMEs. I used Kirkpatrick's Model of Evaluation by first examining what results we hoped to achieve for the organization (Results: Level 4), which became our course objective. We analyzed the overall goal of the rescue (to adopt as many dogs as possible) and what the foster homes need to do to achieve that goal (successfully integrate foster dogs into their home, improve any behavior issues, and get them adopted quickly).

We then analyzed why each necessary action was potentially difficult for the foster home to execute and then brainstormed ways to help them take different actions (Behavior: Level 3). Most foster homes have some knowledge of how to integrate new dogs successfully but may not take the time to be proactive and create a structured plan for successful integration.

Building assessments into the course to measure knowledge and skill acquisition (Learning: Level 2) will help change the behavior by ensuring everyone uses common research-based strategies from the professional dog training world.

Based on this analysis, I proposed three solutions:

Job aid infographics to help foster homes remember the key steps to integrating a new dog into their homes - sent out via e-mail and text and posted on social media
E-learning modules to address the most common concerns of foster homes
Performance support for those who would like facilitator/group interaction after they complete the first two parts of the training

The rescue was amenable to these solutions, and I began developing the materials.

Design Plan

Once we had mapped the actions needed to reach the goal, I developed a design plan with the learning objectives for the course using Bloom's Taxonomy. When creating the course outline, I used a constructivist approach and Gagne's Nine Events of Instruction to provide ample opportunities for real-world relevant scenarios for the learner to engage in and learn from.

Text-Based Storyboard

Based upon the client-approved design plan, I began to storyboard the course. I followed a simple mastery loop branching scenario because it keeps the learner engaged. Each time they make a sub-optimal decision, they get to immediately make the decision again. This helps the learner build a mental framework of the actions to take when bringing a new dog into the home.

Once I had a rough layout, I sought and obtained approval from the organization before proceeding to the next step.

Style Guide and Wireframes

Before creating any course content in Storyline, I created a style guide using the colors of the organization logo so that branding would be consistent. I also created wireframes for the different types of visuals found in the course. I used Figma for these deliverables because of the user-friendly interface and collaborative design. I shared the deliverables and obtained approval from the organization before creating any visual mock-ups.

Visual Mock-Ups

Once I had approval on the revised wireframes and style guide, I created visual mock-ups of the most common slide layouts and sought approval from the team. Getting these approved before building out prototypes and the full course saved time as I could then create master slides.

Interactive Prototypes

I created prototypes of the first scenario interaction to show the organization how the scenario would function in Articulate and seek approval. I received positive feedback on the prototypes and only made minor revisions as I built out the course.

Job Aids

I created PDF job aids to help foster homes as they decompress and integrate their new dog. These job aids are emailed to learners before they take the course, embedded in the course, and available on volunteer social media groups. For the course, I also created a notecatcher graphic organizer for learners.

Full Development & Features

Real-life Problem-Solving Scenarios: The course is designed around real problems that foster homes face when they bring in new dogs. The scenarios are broken out so that the learner can practice making small decisions that ultimately lead to a positive and successful fostering experience.
Custom Graphics: Photos of foster dogs from the rescue were used to make cartoon characters in the course.
Choice Feedback: As learners navigate the course and make choices, they receive immediate feedback on their choices and have an opportunity to make better choices. They are provided with detailed feedback to help guide them to a better choice.
Personalized Support: As learners navigate the course, they can choose to access Megan, a mentor character who can guide them in their choices. Infographics on each topic are also provided to support learners at all levels.
Evaluation: Formative assessment checks for each section, including drag and drop, multiple choice, true/false, and sequencing questions, allow the learner to monitor their learning and adjust as needed. A summative free-response question at the end of the course assesses the learners' understanding of and attitudes toward the actions they must take to succeed with foster dogs.

Next Steps and Reflection

My next step is to evaluate the effectiveness of the training by looking at the data on the number of dogs moved and the number of returning foster homes. Based on this evaluation, along with the feedback within the course, I will revise the course as necessary.

I am also creating additional training on other topics identified in the analysis. These include introducing dogs to children, providing appropriate enrichment to avoid destructive behavior, and strategies for fearful and reactive dogs. I plan to build out a virtual instructor-led training for those fosters who would like more personalized support with decompression and integrating new dogs into the home. I will train the Area Coordinators to deliver this using an instructor manual.