Nicole Nelson

EDUC 767

Computer Based Design

Managing the Responsibilities of Mandated Reporting Project

Reflection Paper

Mandated Reporting is a crucial, high-stakes role that many professionals hold as part of their work
responsibilities, but there is simultaneously an epidemic of overreporting (particularly for issues of poverty
confused as neglect) and underreporting (especially for families in middle class or higher socio economic
statuses). This training attempts to address these issues through branching scenarios that mimic real-life
decision making and showing the potential consequences on kids and families.

This training was designed with the recognition that the learners who will be using it are from two very
different groups with different design needs. All new staff must take this training within 30 days of being
hired to the agency, many of whom have never been mandated reporters before and are not familiar with
the laws, consequences, or challenges of being a mandated reporter. Simultaneously, many of our staff our
required to take this training annually (per California Department of Education rules) and may have had
10-25 years of experience both with real-world reporting and annual trainings on the topic. To
accommodate the needs of both learners, there are two paths in the introduction – one for new learners
(or those who want the more in depth refresher) that goes through all of the content in detail and the
second path for those that are familiar with the laws and are joining this module for a refresher and annual
certification.

The majority of the learners are 22-34 years old and have voiced that they have a strong preference for
colorful design, images of real and diverse people, and to avoid the use of clip art or cartoon characters.
These points were taken into consideration in the overall visual aesthetic of the module and in creating the
characters. Learners for the module also have a variety of learning needs and so this training includes
audio narration for those who prefer it, closed captioning option if it is helpful, and handouts on the main
course page for those who prefer to have notes to take with them.

This course uses a quick knowledge check at the end of the module that aligns with the key learning
objectives of the course. Multiple Selection questions and Drag and Drop were used to engage learners to
think critically about the questions and reflect on the material.
A peer reviewed usability test was very helpful in identifying points for improvement. Some of these were
visual design elements, such as creating a darker background for speech bubbles, increasing the font size
on some slides, and breaking up pieces of content over multiple slides to create balance. Additionally,
there were helpful points about the use of acronyms without explanation and clarifying navigational
instructions.