This self-paced eLearning course was developed to enhance employees’ ability to recognize and respond to phishing threats, a growing cybersecurity risk that can compromise company data and operations. Many employees lack the skills to identify phishing attempts, making the organization more vulnerable to cyberattacks. 

This training equips both new hires and current employees with the knowledge to detect suspicious emails and successfully report phishing attempts to the IT department. eLearning was chosen as the optimal solution due to its scalability, accessibility, and ability to provide interactive, scenario-based learning that improves retention. 

By the end of this course, employees will be able to recognize phishing scams, determine when to report them, and accurately follow company procedures to notify the IT department, contributing to a more secure workplace. 

The design of this course on identifying phishing scams began with the creation of an Action Map in Microsoft Word. This initial step allowed me to visualize the flow of the learner experience and identify key learning objectives. After mapping out the main topics and structuring the course, I created a detailed outline focused on the topics to ensure a coherent course structure.

Once the outline was established, I decided to enhance the course by integrating storytelling elements, centering around a character named Irene, a new employee at DKA Corporation. This narrative approach added depth to the learning experience and made the content more relatable and engaging. 

After creating a high-level outline, I drafted a high-level written storyboard in Microsoft Word. This storyboard outlined the course structure, including each section's key points and learning objectives. It served as a blueprint for the course content, detailing the main topics and the progression of Irene's story. This written storyboard was essential for organizing my thoughts and ensuring a coherent flow of information throughout the course. 

After completing the written storyboard, I transitioned it into a high-level visual storyboard using Microsoft PowerPoint. This visual storyboard included slides that represented the course content, incorporating elements such as audio narration, on-screen text, graphics, and technical notes. 

By visualizing the course structure, I enhanced understanding and retention, aligning with adult learning principles that emphasize the importance of visual aids for effective learning. The visual storyboard also allowed for easy adjustments and refinements as I progressed through the development process. 

With the written and visual storyboards in place, I began developing the course materials using Articulate Storyline 360. I incorporated instructional strategies such as scenario-based learning, storytelling, and interactive decision-making, following the ADDIE model to ensure a systematic approach.

The course follows Irene as she navigates potential phishing attempts, providing realistic scenarios that learners might encounter in their professional roles. Each slide integrates multimedia elements, including audio narration, visuals, custom graphics, closed captions, and interactive components, creating a dynamic and immersive learning experience.

I also included frequent assessments throughout the course, such as multiple-choice questions and quizzes about phishing attempts, to provide immediate feedback and encourage learners to reflect on their understanding. 

To support learners after completing the course, I developed a job aid using Canva that summarizes the common signs of phishing scams and the steps to report them to the IT department. This job aid serves as a quick reference guide, designed with adult learning principles in mind to be user-friendly and accessible, ensuring that learners can easily refer to it in real-world situations.