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IT security.jpg

IT Security Training

eLearning Module



This concept project addressed a (hypothetical) training need for the Australian government's Department of Health and Aged Care. They required a new IT security awareness training module to replace their outdated, ineffective approach.

Designed using Articulate Storyline, my solution is online, self-paced, innovative, engaging, authentic and time-efficient, and directly trains employees to achieve key training objectives. The module involves learners in active, real-world problem solving, applying their knowledge of IT threats and department protocols to identify and mitigate cyber attacks. Every aspect of the module demonstrates evidence-based design, and follows WCAG 2.1 and Universal Design for Learning guidelines for accessibility and inclusion. 


Some cool features include:

• 1st-person point-of-view interactive videos 

• Interactive simulated cyber attacks

• A virtual guide who provides specific feedback and guidance

• A cutting-edge use of A.I. in the form of GPT-3.5-TURBO API to analyse and respond to the learners' input in real-time - within the module

• Automatic collection of learning analytics using xAPI to track learner progress and for continuous improvement of the learning experience

• Gamification - a digital badge for learners on completion

Watch my detailed walk through of a prototype of the module below, followed by a description of my design framework. 

Project Info







Theory & 




Articulate Storyline 360

Learning Design, UX/UI Design, Scriptwriting, Graphic Design, Video/Audio Production, Voiceover

ADDIE, Backward Design, Andragogy, Problem-based learning, Authentic learning and assessment

Walk Through of the Module

* Video has audio narration.

Design Framework

My chosen framework combined elements of the ADDIE model, the Backward Design framework and Merrill's First Principles of Instruction.

My design framework IT security module-min_edited.jpg

My design framework. 

In bookending the framework with the analysis and evaluation stages of the ADDIE model, my aim was to ‘hardwire’ into my process an initial client/learner/context analysis (which would inform the rest of my design), and end with numerous methods to evaluate the design to ensure continuous improvement. Evaluation methods include Kirkpatrick’s model for training evaluation, a Quality Matters checklist, and learning analytics collected using xAPI code in Storyline. 

Secondly, the idea of using the Backward Design framework was to ensure the crucial aspect of alignment between learning outcomes, assessments and activities. I find Backward Design a versatile and effective method of ensuring alignment, having applied it with success in various projects.

Finally, the learning activities were designed chiefly according to Merrill’s First Principles of Instruction, as the framework provides simple, active learning types (application, problem-solving) and stimulation of prior knowledge (activation), which I consider well-suited to the training objectives and the self-paced online format. I also incorporated principles of andragogy and Herrington's authentic learning and assessment frameworks, by emphasising real-world problem-solving and future-focused learning activities such as simulations and interactive dialogues. This makes the learning more engaging, motivating and sustainable, while seamlessly integrating assessments into the learning activities makes the module slick and time-efficient, as required by the client.

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