Running head: ROPES MODEL CRITIQUE 1

ROPES Model Critique

AccessForward AODA Training
Deborah Leal
University of New Brunswick
August 2017
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ROPES Critique
AccessForward AODA Training

Introduction

Dr. Rose (2011) explains Hannafins ROPES model as, Based on psychological

research, the model suggests screen design techniques for improving retrieval, orienting,

presenting, encoding, and sequencing of lesson content. (p. 113). The following critique

examines the AODA online training, Customer Service Standard, using the ROPES model, to

determine how well it has been designed for use as an effective online interactive training

instructional message.

Critique

Retrieval

According to Hannafins (1988) principle R1, online training should use methods, such

as advance organizers and chapter summaries, that help learners link information to existing

cognitive structures (as cited in Rose, 2011, p.113). The authors of the AODA training have

included advance organizers via the left screen headings that depict each section of the training,

as well as with the incorporation of an introductory topics page that explains the topics to be

covered within the module. This followed at the end of the training with a summary which

reviews the information the learner has viewed.

Principle R2 states that when new information is linked to existing information the

learner has assimilated, the retrieval of information is more effective (Hannafin as cited in Rose,

2011, p.113). The authors of the online training have addressed principle R2 at several points. A

video has been included as an introduction which displays various demographic groups engaged

in customer service situations similar to what the learner has likely encountered. In addition, the

training is written with tips for the learner, which address many common situations that people
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working in customer service may have encountered, and not been sure how to respond. Linking

the examples in the training to common situations in customer service aligns the information

with prior knowledge that the learner is likely to have, depending on the industry in which they

work.

According to the ROPES model, the authors of the Customer Service Standard IM have

effectively addressed principles R1 and R2 required for learner retrieval.

Orientation

Hannafins (1988) principle R3 states, online training should not just use media

capabilities because they are there; rather, use them to direct attention to key concepts. (as cited

in Rose, 2011, p.113). The video used at the opening of the training highlights the importance of

having awareness of the experiences of those with alternative customer service needs, as well as,

drives home the important point that many of us will experience temporary or permanent

disability at some point in our lives (Learnography, n.d.). Conversely, the authors do not make

effective use of images throughout the training, as the images take on a more esthetic function

rather than to facilitate learning. For example, on the People with Vision Loss page, the image

does not add to what is written in text and the intent to show one of the persons depicted as

affected by vision loss, is not clear.

Principle R4 states that explicit orienting activities should enhance the learning of

specific information (Hannafin as cited in Rose, 2011, p.113). This principle has not been

addressed as there are no specified learning objectives for the training.

Similarly, R5, where design orienting activities enhance and/or manipulate motivation

(Hannafin as cited in Rose, 2011, p.113), has not been addressed with the use of any interactive

or scenario-based activities that would increase learner motivation.

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Within the set of ROPES orienting principles, only one of three has been addressed

within the Customer Service Standard IM.

Presentation

Within Hannafins (1988) principles for presentation, R6 highlights the importance of

varying between video and non-video delivery modes, only using video to emphasize important

information (as cited in Rose, 2011, p.114). The training adheres to this principle as video is used

only once, and to reinforce the importance of the training.

In accordance with Hannafins (1998) principle R7, color must be employed

judiciously (as cited in Rose, 2011, p.114), to avoid cognitive overload. The training employs

black text on a white background, with red limited to use as a highlighting colour for left course

navigation, as well as, in the title heading.

Principle R8 is not used effectively, in relation to included imagery which serves no

functional purpose, as Hannafin (1998) states, Image quality, realism, and detail are only

essential when the learning task calls for those particular attributes (as cited in Rose, 2011,

p.114).

Principle R9, combining modes of presentation to enhance depth of processing

(Hannafin as cited in Rose, 2011, p.114), could have been used more effectively if videos were

included throughout the training and not limited to the large video at the beginning of the

training.

According to the ROPES model, the authors of the Customer Service Standard IM have

included all of the presentation principles, however, the training requires revision in order to

address principle R9 effectively.

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Encoding

According to Hannafins (1988) encoding principle R10, prompts should be included in

online training which, remind the learner to monitor comprehension, and suggest learning

strategies (as cited in Rose, 2011, p.114). The training incorporates knowledge checks

throughout, for the learner to check their comprehension and retention of the material.

In addition, principle R11,dont require too much information to be processed in too

short a time (Hannafin as cited in Rose, 2011, p.114), is addressed by ensuring the knowledge

check relevant to the material follows shortly after the section, rather than at the end of the entire

course.

Finally, Hannafins R12 principle states that, Feedback should identify the steps

involved in the correct solution (as cited in Rose, 2011, p.114). During the knowledge checks

within the training, after an incorrect answer on the part of the learner, the assessment page

indicates the answer is incorrect and displays information for the learner to correct their

understanding.

As a result of the above, the authors of the Customer Service Standard IM have

effectively ensured that their training adheres to all of the encoding principles of the ROPES

model.

Sequence

Hannafins (1988) principle R13 states, Allow the learner to determine lesson sequence

when content is familiar (as cited in Rose, 2011, p.115). The training achieves this principle

through the inclusion of the left navigation and breadcrumb trail through the training, where the

learner can jump to different sections of the material as needed.

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In compliance with principle R14, the training also uses adaptive designs to match

instruction to individual needs (as cited in Rose, 2011, p.115), with the inclusion of narration, a

full written transcript, and the availability of the training as a text-only pdf document, on the

training landing page.

It is unclear, however, whether principle R15 has been addressed. Hannafin (1998) states,

Branching should be sensitive to both macro and micro performance indicators (as cited in

Rose, 2011, p.115). While individual performance on questions in included for assessment

during this training, time spent per question does not appear to be tracked; at least not in view of

the learner.

According to the ROPES model, the authors of the Customer Service Standard IM have

addressed all of the sequence principles.

Conclusion

Rose (2011) states that while ROPES design guidelines apply specifically to the design

of instructional messages for emerging interactive technologies (p. 113), she concedes that the

model has value within other modes of learning delivery (Rose, p. 113). Specifically in regard to

online training, the critique of the AODA online training Customer Service Standard,

demonstrates that the ROPES model is an effective general guide to online learning design that is

effective for communicating information of all types to learners. However, given the general

nature of the ROPES principles, some highly specialized technical subject matter may be better

represented using another model, such as Normans POET model, which guides learning design

by studying the users of a technological system and their capabilities and constraints (Rose,

2011, p. 111).
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References

Learnography. (n.d.). Customer Service Standard. Retrieved from https://www.access

forward.ca/customerService/

Rose, E. (2011). Designing Instructional Materials. Retrieved from https://drive.google.com

/open?id=0B2R2ztJPUfYLYnV3S0FNTG00eFE