Running head: 3SEVENTY TEXTING

3Seventy Texting App Training Module

Jeanne Penta

Post University

March 19, 2017

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3Seventy Texting App Training Module

Introduction

Post University’s mission is “to provide students with the knowledge, personal skills and

experiences required to become leaders in their chosen careers. We prepare students to become

confident, competent, and competitive participants in the global marketplace.” (Mission, 2017).

Outstanding student support and providing quality education are the hallmarks of what Post

University wants the student experience to be about. A recent change in culture has allotted for a

number of changes to occur within the walls of the brick and mortar, private college. These

changes have put more of a focus on the needs of the student rather than the overall bottom

dollar and, thus, allowed for advances in the technology used to reach the student base eager to

attend Post University.

This paper will provide an explanation of everything that will be presented for this

instructional design project. A training module has been developed to teach employees in the

Office of Student Finance, specifically focusing on Enrolling Financial Aid Advisors (EFAAs),

to connect and communicate with students via text messaging. Although texting has been

available to students through the Admissions office for some time, it has not been federally

approved for its use in the financial aid capacity due to federal guidelines as they relate to

student’s Title IV funding and the sensitivity of that information. However, the new 3Seventy

online application program has provided Post University with a product that will provide both

the flexibility and security needed for private communication with students via text message, and

this paper will present the many forms of analysis needed to present this project.

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Needs Analysis

As stated earlier, Post University is looking to make a real and noticeable change in how

the university is perceived, both by internal employees and by the external customers (students,

parents, community members, etc). Part of this change is moving the culture to that of a Tribal

Leadership and giving each member of staff and faculty a stake in the university and its success.

As a direct result of this change, university leadership is including all members of staff and

faculty from every department, on campus and online, in the weekly accountability meetings and

the progress towards goals each department is meeting or missing. The results are presented

weekly in what is known as the “Eagle Eye Report”.

According to this report (2017), FAFSA (Free Application for Federal Student Aid) to

ATP (Ability To Pay) conversions have been six percent favorable versus the expectations.

However, FAFSA to enrollment conversions are trailing, thus missing the goal of 70% that is

needed to maintain the current budget projections for the next fiscal year. What this essentially

means is that the Admissions counselors are interviewing potential students at a much higher rate

than the Office of Student Finance is receiving FAFSAs for. This report also suggests that one

major reason for this imbalance in numbers is due, in large part, to the communication with the

students.

Admissions Counselors (ACs) have had access to text messaging students through

TextNow for three years and it has proven successful in reaching those students via a form of

communication that is familiar to them. As a result of this data, a newer, more secure texting

option was introduced and is currently being used and reviewed by a pilot team of four FAAs in

the Financial Aid office. The preliminary numbers being reported back have not been officially

announced, but they look good, so a learning module will be necessary in order to train the

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remaining 19 FAAs on how to use this new texting application and what student information is

federally permitted to disclose via text communication. The anticipated success of this new form

of communication between new enrolling students and FAAs is predicted to close the gap

between perspective students and FAFSAs received, helping Post University reach the goal of a

70 percent conversion rate (Hopkins, 2017).

Learner Analysis

Historically, financial aid workers have been analytical types with a proficiency in

working with numbers but a deficiency when working with people. However, as Post University

has been working through the change to a more open and Tribal culture, a shift has been made to

more personable and customer-service focused personnel. This means that the training module

will need to accommodate many different types of learner in a systematic approach that places

the learner at the center of the instructional design and prioritizes their needs and abilities

(Larson, 2014, p. 41).

Although the training project will be designed to teach current and newly hired FAAs, the

initial rollout will also include members of the leadership staff as well since the only participants

in the pilot program are FAAs. This gives a wide variation on learner demographic, learning

style and prior knowledge but educational background is pretty standard since all are required to

hold at least a bachelor degree in order to be employed in the Office of Student Finance.

Age of learners will range from 23 to 57, many of the younger attendees being new hires

and the older participants being in leadership roles like Assistant Director, Associate Director

and Director of Financial Aid. Given that everyone must already have completed a bachelor

degree in a related field, the only other concept to think about would be prior knowledge. Many

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of the current FAAs have some experience in texting as they were laterally transferred into the

department from Admissions. This prior knowledge of the use of online texting applications will

help, even if only in regards to the technical use of the software. Even still, the wide range of

diversity among the learners will need to be taken into consideration to ensure that the training

module is reaching each individual so that the ultimate goals can be met.

Environment Analysis

As stated previously, Post University has a large stake in the success of this training

program. Stakeholders range from John Hopkins (CFO) to anyone else on the payroll, as this

training helps to encourage enrollment and participation of potential students who will bring in

revenue to the university. Key stakeholders specific to this training however, will be the 29

current FAAs (Enrolling and Returning), both Assistant Directors, Associate Director, and

Director of Financial Aid. Their interest will be in using this new technology to bridge the

conversion rate gap for enrolling to ability to pay.

Since this training project will take place within the brick and mortar walls of the

university, it is easy to access the technology already set in place for student learners enrolled in

the many programs offered at Post. The computer lab, located in McDermid Hall is the ideal

location since there are computers with internet and Wi-Fi connections already set up for use in a

training type environment. The classroom also includes a SmartBoard as well as a projector that

can be used for presenting in conjunction with the online application aspect of the training

module.

Since the 3Seventy texting program will have a number of different variations that have

been built in to meet the specific needs of the Post University Financial Aid department, it has

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been decided that the training will be a combination of classroom, online and asynchronous

learning. The initial introduction will be conducted in the computer lab on campus at McDermid

Hall, with every learner placed at their own computer for hands-on practice. An instructor will

present from the front of the class with a walk-through style instruction that will allow students

to ask questions in real time, as they arise. After the initial presentation, when all learners have

completed the module, a self-paced, online version will be made available for new hires as well

as refreshers for current employees. In addition, a Q & A form will be uploaded to the shared

file so that it can be easily accessed by all participants. This Q & A form will need to be

monitored and updated as policies and procedures change.

Learning Tasks

The cost to the system caused by inadequate performance can often be a driving factor in

creating a training program. Existing methods and concepts can improve the working estimates

by repeated application of terminal behavior and account for the tasks defined in the training

course (Annett & Duncan, 1967). A task analysis process was used to come up with the

following learning tasks: Log into the texting software system using the login information and

static database extension provided to them as their texting “number”, understand what

information is appropriate to send to a student via text-message and what information is

considered sensitive and cannot be sent electronically per compliance regulations and guidelines,

know where to find “campaigns” that have been created for mass-texting generic messages to

students based on their stage of enrollment, learn how to created new conversations and manage

incoming messages from conversations already begun, troubleshoot error messages and common

failure notification, learn to navigate the shared file in order to locate and utilize the Q & A sheet

that will be monitored and updated quarterly with real-time changes to the process or policies

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related to texting financial aid information, and access online training module on the shared drive

when refreshers are needed.

Situational Analysis

There is a time in the training analysis process where it is determined what the target

learner will need to do differently in order to meet the goals set by the instructional designer (ID)

for the training program. It is in this stage where the ID will need to ask if everyone needs the

same training, does it need to be tailored and what, if any challenges or barriers may occur

(Identifying Participant Needs, 2017). This paper includes some of the challenges and barriers

that will need to be overcome in order to provide effective training.

Barriers/Challenges

Anytime there is change within in an organization, there are going to be resisters. Those

who are fine with the status quo and do not see a need to change the process, even if it is for the

better. This typically occurs with long-time employees who have become complacent and

comfortable, experts if you will, at their current job. Post University is no different and, given

that there have been a multitude of cultural and procedural changes over the last year, it will be

difficult to incorporate another into the daily routine. This will be especially difficult given that

the change is related to technology, which may already be a struggle for some learners in this

project. Since the age range for FAAs is so wide, it is possible to meet resistance with texting

simply because it is not the communication of choice for most of them to begin with. Texting is

a fairly new concept and thought to be more geared towards Millennials rather than older Gen-

Xers or even Baby Boomers.

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This training will address these particular barriers by ensuring that concepts are relatable

and simple, but also keeping the 3Seventy application strictly PC compatible. Computer access

to the “texting” application will provide a medium that is comfortable to older learners, keeping

them engaged and open to the new process.

Design Constraints

Given that the 3Seventy texting application program has already been purchased for use

in the Admissions office and the training will take place in the computer lab on campus using the

training module design program already used by the instructional design team, there will not be

any type of a budget constraint for this learning project. However, there are certainly time frame

and technology constraints that need to be addressed and accounted for. There are serious

implications that the 3Seventy pilot team will be ready to roll out the texting app to the financial

aid team before this training module can be completed. The pilot team is already on week four

of what was only supposed to be a two-week trial prior to release and this training module will

not be ready for use for another six weeks.

Even if the learning module is ready when the pilot program concludes, there is the issue

or available technology to be used as well. The computer lab is located on campus and regular

classroom sessions are held for currently enrolled students. This means that technology like

computers, SmartBoard and projector may have limited access and availability. Multiple,

smaller sessions held later in the day may be needed as a work around for this constraint.

Media/Technology Analysis

Although this learning project will be designed as an asynchronous module that can be

completed anytime and from any computer based internet connection, the initial rollout will be

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conducted in a classroom setting. The computer lab in the McDermid Hall on campus will be the

location for the initial training as it can hold up to 20 learners at once (though it will probably be

broken up into two smaller sessions due to time and technology constraints). An instructor will

be present to assist learners with logging in to the program as well as provide a step-by-step

presentation for getting through the training module. This allows for any questions to be

answered in real time rather than waiting for the Q & A sheet to be compiled and uploaded to the

shared drive.

A program called EasyGenerator will be used to create and design the learning module

since the subscription to this site is already being used by the Instructional Design team at Post

University and there is no additional cost to use it. EasyGenerator is web based which will also

make it easy to access from any computer, using a link to access the content. Fun graphics and

interactive lessons can be added from the library of sources provided both inside the

EasyGenerator program as well as from a professional teaching site called ClassTools.net.

Development Schedule

This section will provide a scheduled outline for the full development and delivery of the

proposed instructional project. The intended steps to be taken along with the means of

development and delivery for the training module will indicate each phase of the ADDIE process

as well as show the time intended for each step of the design. The ADDIE or ISD model have

consisted of 19 different steps that were essential to the development of training and educational

programs. All of these steps were compiled and sorted into five phases (Analysis, Design,

Development, Implement, and Evaluate) (Hannum, 2005). Below is a chart that depicts the

schedule outline, from full development to delivery, of the 3Seventy Texting App training

module:

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The timeline for each of the five steps of the ADDIE design and development process for the

3Seventy Texting App training module will vary depending on difficulty and level of outside

assistance required to complete the task. Since the Analysis and Evaluation steps are more

dependent upon input from outside sources, more time has been allocated for completion. Each

of these steps are anticipated to take two weeks, however, early completion does not affect any

of the other steps. Design and Development are each estimated to take between three and five

days, so each have been allocated a week for completion. Conversely, implementation is

expected to take the least amount of time given its structured nature and easy access to media.

The design is set to break up learners into three separate 4-hour sessions over a two day period.

Day one will consist of a morning and an afternoon session while day two will only have a

morning session, allowing for the afternoon to be reserved for assessment commencement. The

entire timeline will occur over an eight week period with a time buffer in between each step to

allow for adjustments should anything go wrong.

Analysis

Collect job and task data (compliance guidelines,

levels of capabilities, time/cost for roll out,

etc)

Compile task list (who will: compose standard

text message templates, design mult question automatic responses,

etc)

Develop the learner target population (FAAs, RFAAs, AD Matt Vining, AD Cheryl Wilde, Mike

Greer, etc)

Select critical tasks (Verify campaign texts

meet compliance regulations, monitor FAAs are keeping to

selected pre-approved text templates)

Design

Perform learning analysis for each task

Select training sites (Computer lab on

campus, online Q&A through a shared drive

on PCs, Lynda and WebEx supplemental

training)

Develop behavioral objectives (all FAAs using the text app for outreach in addition to phone calls

and emails)

Create criterion referenced tests to assess and measure

student performance)

Sequence the instruction (compliance guidelines,

login and use of the app, how to create and use

campaigns, etc)

Development

Review literature (ensure that process and material

meet the compliance guidelines for dispursing

Federal Financial Aid information)

Select appropriate media (EasyGenerator,

GoAnimate, Adobe Presenter, etc)

Develop course materials (create login and

password information for each learner, print and

disburse proper text templates)

Validate all course materials

Develop instructional managment plan (to

ensure that all learners are instructed the same

even if by a different instructor)

Implementation

Implement the instructional

management plan (not necessary at first but

may be required later on for new hires)

Conduct the instruction (broken up into three 4-

hour sessions to keep classroom size down and

attention high)

Evaluation and Control

Conduct evaluation (follow up focus groups

and manager monitoring will be used to evaluate

the success of the training module)

Assess data and revise accordingly

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Learning Objectives

Before creating any type of learning module it is important to design with the end result

in mind. The most effective approach is to start by writing learning objectives that are

achievable, measureable and presented in a specific format. Below are five learning objectives

for this training module that have been created using Mager’s ABCD format, the one most

commonly used (Mager, 1984).

After reviewing printed materials disbursed during the introduction to unit 1 of the training

module, learners will be able to:

Objective 1: Login using the username and temporary password assigned to each FAA.

Objective 2: Follow instructions to create a permanent password and answer security

questions as prompted

Objective 3: Maneuver throughout the predesigned Call Center (homepage) tab and set

up parameters to meet their individual destination phone numbers (for texting purposes only, no

calls allowed on ghost numbers).

Upon completion of the training module (2 units in total), Financial Aid Advisors will be able to:

Objective 4: Create campaigns that allow for the pre-designed standard text messages to

be mass distributed to students.

Objective 5: Upload lists of student’s numbers, from their individual pipelines, to be

stored in the “Contacts” section of the campaign tab.

Objective 6: Format numbers, both from campaigns as well as individual outreach (not

using pre-formatted text responses) with the required +1 setup (example: +12035551212,).

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Lesson Structure

Structure is very important to the success of this learning module since it is instructional

based and learners cannot progress to the next unit without knowledge from the prior one first.

This is the main reason why the module has been broken into four different units, or lessons.

Lesson One

The introduction, is where students will experience the 3Seventy texting application for

the first time. This is also where they will be presented with their personal login IDs and

temporary passwords. Rules of student engagement as well as guidelines for compliance will

also be introduced in this first lesson.

Lesson Two

This lesson will include customization of the “Call Center” tab, or homepage. This is

where students will be given their ghost number that they will need to enter in and save to

campaigns so that students will know which number to text back to engage in conversation.

Lesson two will also include instruction for setting up campaigns, using pre-formatted,

compliance approved texts that can be used for notifying students of common issues like missing

FAFSAs, incomplete verification documents and class registration requirements to use financial

aid.

Lesson Three

Much of lesson three will be recapping the importance of keeping within compliance

guidelines but will also include practice and application. Students will be asked to send practice

texts to each other through a series of activities to help them master the skills needed to work

through the program.

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Lesson Four

This is the questions and conclusion part of the module which will allow learners to work

out kinks and present concerns that may have been uncovered in previous lessons. This is also

where students will be introduced to the Q&A template that will be accessible to them through

the shared F:drive specifically designated for Financial Aid purposes.

Activities

Student engagement is one of the most important aspects of training and instructional

design. Designers pay close attention to the target learner and know how important it is to know

what needs to be incorporated to keep them engaged in the lesson. Activities and interactive

games are a good way to do that, especially in asynchronous learning environments. However,

since this training module is synchronous and is designed to have learners engaged and following

along throughout the module, self-guided interaction is not necessary.

There are, however, still two activities that have been specifically designed to help build

and re-enforce the knowledge gained within the lessons of the module. The first is an

independent “test” text that each learner will prepare and send to themselves. The second

activity, which comes in part two of the module, is a partner-paired activity where learners will

work with the person next to them to come up with an appropriate text message for commonly

occurring situations in real-world scenarios. FAAs will be asked to work together to create a

personalized text message for these situations:

A welcome text engaging the student after the PCAS is done with the Admissions

Counselor (if the student has not yet spoken to an FAA)

A text that reengages the student after a period of no contact (10 days)

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A general follow up text after an issue has been resolved, question answered or process

step completed.

These texts will be used in lieu of what would otherwise be a voicemail or email since many,

more tech savvy students tend to be more receptive to text messages.

The second activity will be applying knowledge learned by applying it to real outgoing

text messages. Using the same partners established for the first activity, each FAA will practice

sending texts to the other person’s cell phone. This allows FAAs to practice using the 3Seventy

texting application as well as see what the actual end result is and what their students will see on

the other end. FAAs will then be encouraged to send a reply from their cell phones so that they

can also see what a response looks like on the computer so they can set up the reports tab

accordingly.

Assessments

Both formative and summative assessments are an integral part of gathering information

in a balanced assessment system (Garrison & Ehringhaus, 2007). Depending on one or the other

leaves an unclear assessment of the classroom success. That is why this project will include a

combination of both summative and formative assessments.

Summative

These assessments can be used periodically throughout the module to determine student

knowledge at a particular moment in the training. This project calls for an end-of-unit “Test

Your Knowledge” section that will ask three specific questions regarding the information just

covered. Each of the four units within the module will have one and students will need to

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complete it before progression to the next unit can begin. This allows for review of any

information that was not originally understood.

Formative

When incorporated into instructional learning, formative assessment allows for

adjustments in teaching practices to help ensure students can achieve the learning goals set in the

design of the module (Garrison & Ehringhaus, 2007). This assessment style will be divided in

two ways, observation and peer assessment. The instructor will walk the classroom while

learners are engaged in group activities and look for evidence of student learning. The second,

peer assessment, will come at the end of both group activities. Peers will be asked to share best

practices learned while paired with partners and also share any “issues” that may have come up

during the practice.

Implementation

Although it is common practice for instructional designers to run a pilot test for the

learning module design, it has been decided that a pilot test in unnecessary. Since the training

will be delivered by the instructional designer (ID), who was part of the initial Texting App Pilot

Team, no other staff will need to be trained in order to prepare for the session. This decision was

made solely because of the experience and knowledge already held by the ID in an effort to save

time and money needed to train another person.

This training module is designed to be delivered from the Post University campus

computer lab, located in the Traurig Library. All materials and technology will be provided to

the learner with the exception of a cell phone or texting devise. Learners will be asked to bring

one with them to each training session. If a learner does not have access, or if texting data

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charges will be applied to their personal accounts, school issued cell phones will be provided as a

backup.

Evaluation

There are three opportunities for evaluation, two within the training module to determine

knowledge gained, and one at the end to get feedback from the learners regarding the

construction of the training itself (Appendix A). These are based on Level 1 and Level 2 of

Kirkpatrick’s model for evaluation, however, there are no structured plans to follow through on

Level 3 and 4 since they are time-consuming and costly (Team, 2017). Although, measuring

behavior (level three) is something that is already intended for the Assistant Directors since

increased production and student satisfaction (level 4) are the main reasons why texting was

implemented at Post University in the first place.

Summary

Post University is dedicated to improving its brand and changing the inner culture for

both the campus and the online programs. Each employee has gone through extensive training

on Tribal Culture and the administration has dedicated their efforts to making the student

experience more pleasant and helpful than ever before. Keeping up with the technology that

students are using, it was inevitable that Post University would start using text messaging as a

better means of communication. TrueDialog (previously 3Seventy) has made a commitment to

provide Post University with a product that not only meets the needs of our students, but also

provide a safe and confidential way of distributing important information without compromising

security. This training module will allow employees to catch up with the trends.

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Appendix A

EvaluationCategory

Question Strongly Agree

Agree Disagree Strongly Disagree

Comments

Program Objectives

I was able to relate each of the learning objectives I achieved.

Course Materials

I found the course materials easy to navigate.

Content Relevance

I will be able to immediately apply what I learned.

Facilitator Delivery

It was easy for me to get actively involved during the session.

Facility I was pleased with the room set-up

Program Evaluation

I was given ample opportunity to demonstrate my knowledge.

Facilitator knowledge

My learning was enhanced by the experiences shared by the facilitator.

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References

Annett, J., & Duncan, K. (1967). Task Analysis and Trainig Design. Chicago.

Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the classroom.

Hannum, W. (2005). Instructional Systems Development: A thirty year retrospective.

Educational Technology, 45(4), 5-21.

Hopkins, J. (2017, March 9). Summary Metrics. The Eagle Eye Report. Waterbury, CT: Post

University.

Identifying Participant Needs. (2017, March). Retrieved from Lynda.com:

https://www.lynda.com/Higher-Education-tutorials/Identifying-participant-needs/

170069/187022-4.html?org=post.edu

Larson, M. B. (2014). Streamlined ID: A practical guide to instructional design. New York:

Routledge.

Mager, R. F. (1984). Preparing Instructional Objectives. (2nd ed). Belmont, CA: David S. Lake.

Mission. (2017, March). Retrieved from Post University: http://post.edu/about/mission

Team, M. T. (2017, April). Kirkpatrick's Four-Level Training Evaluation Model. Retrieved from

Mind Tools: https://www.mindtools.com/pages/article/kirkpatrick.htm

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