E-learning Goals

The goals of this e-learning project are to deliver a structured, emotionally sensitive learning experience that equips adult children to support their aging parents through the downsizing process. The course aims to present downsizing as both a practical and emotional process. It also seeks to model supportive and respectful communication with aging parents, encouraging empathy and collaboration. To make the learning experience meaningful and actionable, the course will demonstrate real-world application through scenario-based learning and use realistic branching scenarios to simulate decision-making. It will also guide learners through creating a personalized 6-month downsizing plan, encouraging long-term thinking.  Additionally, the project incorporates adult learning principles with job aids and action-oriented tasks that promote reflection and transfer of learning. Finally, by choosing Rise 360, the project aims to provide a smooth and intuitive learner experience.

Kirkpatrick Levels

Level 1: Reaction

At Level 1, I included a post-module feedback survey in Rise to gather learner input on course satisfaction and relevance. Learners are asked whether the course was helpful, easy to follow, and applicable to their situation.

Level 2: Learning

Level 2, I measured knowledge and confidence using scenario-based assessments, reflection prompts, and short quizzes that align directly with the course learning objectives.

Level 3: Behavior

For level 3, I designed the final activity to be a real-world task: learners build a personalized 6-month downsizing plan and complete tools like the “Who’s In Your Team?” worksheet and action-oriented checklists. These allow learners to immediately apply what they’ve learned.

To further support Level 3 and encourage long-term application, I included a time-delayed assessment strategy. Learners are prompted to set a reminder or calendar event to check in with themselves 4–6 weeks after completing the course. At that time, they are encouraged to reflect on the progress they’ve made toward their 6-month downsizing plan. This delayed self-assessment supports real-world behavior change by reinforcing accountability and providing an opportunity to revisit and revise the plan as needed.

Level 4: Results

Although Level 4 (Results) is more difficult to capture in my practicum setting, I planted the seed by asking learners to define their own success indicators ( “How will you know your plan is working?”) and encouraged them to share their plan with siblings or parents to create real change. Together, these strategies ensure the course supports both immediate learning and long-term impact.

Assessment Techniques and Tools

Given the topic of my project and my target audience, this course does not include formal grading. Instead, the course uses formative assessments such as knowledge checks, reflection prompts, and a branching scenario to help learners gauge their understanding and progress throughout each lesson. Learners know they have successfully completed the course when they finish the final activity: a personalized 6-month downsizing plan, supported by a checklist that allows them to evaluate the clarity and the empathy of their approach. To support validity, each assessment is aligned with clearly stated learning objectives, and activities reflect realistic decisions and actions learners are likely to face in real life. Because the course focuses on planning and decision-making, it emphasizes procedural knowledge, knowing how to assess a situation, have conversations, and build a support plan. The assessment tools primarily capture qualitative data, which are more appropriate given the course’s emphasis on behavior and communication. There is no live instructor for this course, instead, learners receive immediate feedback on their decisions in the scenario activity and are encouraged to use downloadable planning tools and self-assessment checklists for independent reflection and improvement.

To assess learning in this course, I use a variety of electronic assessment tools within Rise 360. These tools include knowledge check blocks, scenario blocks, interactive reflection prompts, and a labeled graphic block that serves as the foundation for the final planning activity. These tools are suitable for the course’s audience because they are low-pressure and promote reflection and practical application without requiring formal grading. For example, one of the questions in the knowledge check asks: “Which of the following is a sign your parent may not be emotionally ready to downsize?” with immediate feedback. A Scenario block presents a real-life dialogue in which learners choose between three ways to respond to a parent resisting help, and receive targeted, constructive feedback based on their selection. The Labeled Graphic shows a 6-month timeline, and learners click through each month to view planning prompts and fill out a downloadable worksheet. Finally, I include a Google form survey at the end of the course to assess learner satisfaction and perceived impact (Kirkpatrick Level 1). This form includes open-ended questions such as “How has your confidence changed after completing the course?” and “What part of the course was most useful to you?” Together, these tools provide a mix of assessments that align with the course’s learning targets and audience needs.

Questionnaire

Each group of questions is aligned with one of the four levels of the Kirkpatrick Evaluation Model. This will help me ensure that the feedback goes beyond how the learner felt about the course. It will help me assess whether learners actually understood the content, applied what they learned, and benefited from it.

Level 1: Reaction

1. Was the course easy to navigate and visually appealing?

2. Did the content feel relevant to your situation?

3. How would you rate the tone and pacing of the course?

4. What parts of the course did you enjoy most or least?

5. Did you find the interactive elements  useful?

Level 2: Learning 

6. What are one or two key takeaways you gained from this course?

7. Did the knowledge checks and reflections help reinforce your learning?

8. Do you feel more confident in supporting a parent through the downsizing process?

Level 3: Behavior 

9. Have you already applied any part of the course in real life? If so, what?

10. Do you feel prepared to create or follow through on a downsizing plan?

11. What support or resources would help you take action on what you learned?

Level 4: Results 

12. Do you plan to share the plan or course materials with other family members?

13. What changes (if any) have you started to notice in your conversations or mindset around downsizing?