Some learning experiences aren’t one-size-fits-all. Our client, a non-profit organization dedicated to relationship education and domestic violence prevention, approached our team to develop an interactive course on healthy and unhealthy relationship dynamics. The primary challenge was to create an engaging course that could cater to a wide audience with diverse backgrounds and experiences. We designed the course to be appropriate for different audiences depending on their relationship context. A complex branching structure featuring multiple pathways ensures personalized learning that is relevant to each individual learner while avoiding potential harm. This online course production case study highlights our process.
Summary
- Our client: The United Nations Population Fund
- The problem: Creating a complex course for diverse learners on a sensitive subject
- Our process for understanding and designing for the audience
- Our solution: A multi-branching course with learning path determination
- Designing for diverse learner perspectives requires substantial research and precise design tools
- Blue Carrot is your trusted partner in developing learning paths
Our client: The United Nations Population Fund
The United Nations Population Fund (or UNFPA, known formerly as the United Nations Fund for Population Activities) is an international development agency that facilitates and supports reproductive health for women all over the world. Its mission — ”to deliver a world where every pregnancy is wanted, every childbirth is safe and every young person’s potential is fulfilled” — includes empowering men and women to build healthy family relationships.
In 2022, the UNFPA planned to develop an online course on healthy relationship dynamics and domestic violence for Ukrainians who are in a romantic relationship.
The project goals included:
👉 Increase learners’ awareness of healthy and unhealthy relationship patterns, including debunking myths and stereotypes about domestic violence.
👉 Provide an algorithm of action in case of finding oneself in an unsafe relationship or observing one.
👉 Help learners evaluate their relationship with their partner, explain how a healthy relationship can be built and maintained, and provide practical tips taking relevant context into account.
The problem: creating a complex course for diverse learners on a sensitive subject
This online course creation use case presented some unique challenges due to the topic, nature, and audience of the course.
✅ Sensitive subject matter. The subject of establishing healthy relationships is highly sensitive and personal. Many people have different understandings of what constitutes a healthy relationship, and these perspectives may or may not reflect reality. It was important to develop the training content in a way that would allow learners in any type of relationship to understand how to identify healthy and unhealthy relationship dynamics and reach accurate conclusions on their own. We provided evidence-based learning content with concrete examples that accurately define, explain, and demonstrate relationship patterns based on their current situation and perspectives.
✅ Varied learner backgrounds. Learners taking the training come from diverse situations with different relationship dynamics. This diversity required different content to allow all participants to meet the same learning objectives. We created customizable learning paths that were determined by an introductory pre-test that participants were required to take prior to beginning the course.
✅ Need for engagement. Participants aren’t required to take the course, so creating highly engaging course content with practical insights, advice, or life-hacks they can use immediately in their relationship was important to keep learners interested and ensure course completion.
📌 Scope
We identified the steps necessary in the course development process that would result in the best outcomes for learners. The scope of the project included the following services:
- Audience research;
- Recruiting three subject-matter experts;
- Development of learning objectives;
- Development of the curriculum;
- Written reports from subject matter experts on each topic;
- Preparing pre- and post-course tests;
- Design of interactive learning objects;
- Visual style and graphic design;
- Accessibility.
Our process for understanding and designing for the audience
We conducted initial research on the target audience and consulted with subject matter experts to better understand the different perspectives of potential course participants. We used these insights as a basis for developing branches of learning content and assessments.
📌 Audience research
✅ Target audience. We identified our target audience as men and women aged 18-35 who are engaged in romantic relationships.
✅ Methods. The UNFPA conducted initial research on the target audience (Ukrainian men and women in marital relationships). We then did more extensive research with specific objectives to gain deeper insights. The client asked us to gather data about the problems and challenges that modern Ukrainians face in their romantic relationships, especially with respect to the war’s impact on their relationships.
✅ Research questions. We crafted research questions that focused on understanding the awareness and perceptions of healthy and toxic relationships among the audience. These questions included the following topics:
- Awareness and understanding of healthy relationships;
- How do they understand toxic relationships;
- What they consider to be violence;
- How do they identify instances of violence;
- Their opinions on what ruins relationships;
- How the war has affected their relationship;
- How they describe their current relationship;
- Which course path (healthy, toxic, or violent) they think is most relevant to them.
The audience’s needs were deduced from the outcomes of the two separate studies. These studies resulted in data about the problems individuals face in their relationships, the war’s impact on these relationships, and how they manage their relational challenges. Participants also provided suggestions regarding the course content. This information was subsequently shared with subject experts and the methodologist, who used it to develop the curriculum.
The table below shows the percentage of affirmative answers to each question among both men and women.
Table 2.6. The most bothering marital relationship issues, by gender, % of affirmative answers
📌 Learning objectives and curriculum
We recruited three subject experts in psychology to aid in identifying what should be the core learning objectives of the course paths, plus four additional mini-courses, as well as the curriculum design. Working with the methodologist, the psychologist identified what information we should present in the course and how we should present it.
The considerations for the curriculum included incorporating the following recommended concepts from psychology:
- Perception considerations. Many people resist acknowledging flaws in themselves or their relationships, even in severe cases of domestic violence. Therefore, our initial course focuses on life improvement rather than directly addressing problems to engage participants effectively.
- Interest. Due to the course being optional, we sought to improve user interest by centering the course on easy-to-digest advice that resonates with their experiences as determined by the introductory test.
- Couple learning. “Red flags” in a relationship often weaken trust between partners. Thus, course participants are advised to take the course independently. Only after learning about potential concerns and noting their observations about their own relationship should they share the course information with their partner.
Thinking about creating an e-learning course but don’t know where to start?
Our solution: a multi-branching course with learning path determination
The course involves an introductory pre-test to determine the learning path, a customized program depending on those results, and a post-course test to determine whether learning objectives were met. Based on recommendations from our background research and consultations with experts, we implemented complementary course design aspects.
👉 Introductory test. Learners take a short assessment to determine a custom learning path.
👉 Module-based and multi-level course structure. We designed the course structure to include independent modules that could be used separately to form individual learning paths based on the test. This design allows the user to go through the material in the sequence and amount required depending on their needs and interests. The information is presented in a multi-level structure, which enables learners who are interested in certain specific aspects to go deeper.
- Facts and case studies. Each module primarily consists of short informative facts and case studies, allowing the user to more easily acquire the information and share it with their partner later.
- Environment of safety and trust. We implemented key graphic design aspects and wording in the style and presentation of the material to create a learning environment that reflects safety and trust.
Below we describe the course elements in depth.
📌 Introductory test
In the introductory test, the learner is asked three types of questions to assess how healthy, toxic, or violent their relationship may be to determine their learning needs. They also answered additional questions on adjacent topics pertaining to relationships to determine their areas of interest. We avoided using language that implied this test was a precise, formal evaluation of a relationship or that its accuracy was guaranteed. Instead, we presented it as a general starting place to discover where the relationship may fall on a spectrum. It is impossible to achieve an exact measurement like you would receive from a professional evaluation in one short test. Thus, while based on scientific evidence, the test was not a scientific measurement.
It was necessary to implement more complex mechanics in the introductory test to account for the variety of experiences and relationships among users. Questions related to their current relationship and views on relationships and domestic violence, as well as other tangential topics. We designed the test accordingly.
- Randomized questions. For each user, the questions were randomly mixed from all blocks, except for the variative one.
- Threefold scoring. With each progressive question, markers of each relationship type (healthy, toxic, and violent) are calculated. The determination of the course path is based on three separate scores based on the sum of the yes answers to questions on healthy relationships, toxic relationships, and domestic violence.
- “Worst-case” determination. If the sum of answers is the same in one or more blocks, the “worst-case” learning path will be selected for the user. For example, if there are 7 “yes” answers about healthy relationships and 7 “yes” answers to questions about toxic relationships, the learner should be placed in the toxic relationship learning path. If there are more than 5 “yes” answers in the domestic violence block, highlight the domestic violence block regardless of other block scores.
After the learner answers all questions, their responses are scored and a course path is determined based on their needs and interests.
📌 Course structure
We designed three-course paths to align with the introductory assessment with the following topics:
- Healthy relationships;
- Toxic relationships;
- Domestic-violence.
We named the latter course “Relationships Without Illusions” to avoid using the keyword “violence” in the title, which can be triggering to those experiencing it. Each course path presents different scenarios to demonstrate relationship patterns.
Four additional mini-courses, based on the learners’ areas of interest, presented the following topics:
- How relationships affect children;
- What to do if you witnessed domestic violence;
- Relationship crises;
- Recognizing abusive relationships.
After going through the scenarios presented in the course, the learner is prompted to take an outcome test to assess their understanding of the material.
📌 Learning content
✔️ Written content. The course content was developed initially by our subject matter experts and modified iteratively to suit the learning level target audience.
✔️ Training materials. Subject experts in psychology applied a theoretical background to writing the content that would go into the course.
We developed initial wireframes and layouts to determine content placement. Once the initial content design was established, we created and selected graphics, buttons, and other multimedia elements. We then used these blueprints to build the course in Storyline with these elements.
📌 Outcome assessment
The design of the outcome test was simpler as it was unnecessary to branch the users’ responses. The outcome test was a simple questionnaire based on the learning materials to determine whether the learner understood the information presented.
📌 Design style
Creating a visually cohesive course while integrating multiple existing graphic styles presented a unique challenge. The development team aimed to blend these styles seamlessly. Using Storyline to build the course allowed for the inclusion of custom interactive elements, but required creating slides that were well-suited for both desktop and mobile viewing. To optimize cost-efficiency, the graphic designer created a detailed style guide that empowered the Storyline developer to craft visually aligned slides independently, thus streamlining the process by passing an additional production phase.
📌 Interactive elements
✔️ Animations. Storyline has limited animation functions, so we animated lines later in After Effects and then inserted GIFs in Storyline.
📌 Accessibility
Ensuring that all users would be able to understand and complete the training equally was of high importance to the project. To enable the screen reader’s correct representation of information for visually impaired learners, we had to take into account the slide elements structure and show them consecutively. We also used high-contrast colors and added audio descriptions to the images. Below is an example image with high contrast.
📌 User testing and content review
✔️ Quality assurance. The course has a total of 3 modules each with 4 variative blocks, resulting in 12 possible learning paths. During our review process, we thoroughly checked each aspect of all 12 learning paths to ensure that the course displayed and functioned properly and contained accurate and understandable information.
📌 Results
This project resulted in a high-quality, visually appealing course that catered to the target audience. It contains three chapters with 12 learning paths and can be completed in about 4.5 hours. The course’s 220 slides contain 40 interactive elements and 86 animated assets. Additionally, the outcome test contains 30 adaptive assessment questions.
Designing for diverse learner perspectives requires substantial research and precise design tools
The development and implementation strategies highlighted in this example of online course creation demonstrate the importance of taking a multifaceted approach to meet the diverse needs of its learners. Through evidence-based guidance, thoughtful design, and comprehensive quality assurance, we delivered a course that educates learners effectively on complex relationship dynamics and ensures that the content is relevant and accessible for all users. The successful integration of many different elements to achieve customized learning paths resulted in an engaging and user-friendly learning experience that reflects real-life scenarios and puts domestic violence in context with the users’ own lives.
Need to discuss your e-learning project?
Blue Carrot is your trusted partner in developing learning paths
If your organization requires a highly customized, visually engaging learning experience, we invite you to engage with our team to design your next course. As demonstrated in this case study in the development of an online course, we are skilled at approaching challenging design concepts and sensitive topics by building safe learning environments with meaningful content. With our expertise in learning design methodology and creative multimedia, we provide services for custom online courses that can take even the most complex specifications and design a course that is easy to use, such as:
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- Identifying and researching your target audience;
- Selecting technologies that can create the desired learning experience;
- Creating branching scenarios and learning paths for maximizing engagement;
- Optimizing cost-effectiveness using streamlined processes and cutting-edge development strategies.
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👉 Let’s make online education effective together. Blue Carrot is open for new online course development projects!
