%0 Thesis
%9 Masters
%A O’Driscoll, Mary
%B Faculty of Training and Education
%D 2018
%F go:172
%I Griffith College
%K accessible, assessment, Cognitive Theory of Multimedia Learning (CTML), Continuing Professional Development (CPD), e-learning, flexible, GDPR, interactive, microlearning, personal
%T Development and production of an e-Learning resource using Cognitive Theory of Multimedia Learning (CTML) on General Data Protection Regulation (GDPR)
%U http://go.griffith.ie/172/
%X In May 2018 General Data Protection Regulation (GDPR) came into effect. The implementation of GDPR was far reaching, all organisations within the EU, and all organisations outside the EU who handled personal data of EU citizens or residents were impacted. To ensure compliance, staff training was needed. The researcher set out to design and produce an e-learning product aimed at a specific audience of employees from different organisations to address a complex issue like GDPR. She would use an interactive product which would allow for the inclusion of multimedia elements which would be viewed on multiple devices. The research objectives were: To design and produce an e-learning product for part-time lecturers or trainers in private industry on the topic of GDPR.  Evaluate the effectiveness of an e-learning product which  adheres to the Cognitive Theory of Multimedia Learning (CTML) by comparing it with another e-learning product which doesn’t adhere to this theory. The research methodology used for this dissertation was a phenomenological/interpretivist approach using qualitative research. The data collection methods were via semi-structured interviews and a focus group. There was a positive response to the e-learning product. The findings were that by designing it well, keeping it short with focused content, the participants engaged with the product. The product was designed using the Cognitive Theory of Multimedia Learning (CTML), this allowed for participant interaction and the use of multimedia within the product. This design had a positive reaction from the participants, it proved that interactive learning was more effective than passive learning. Within microlearning, personalisation was identified as important. The personalisation of content, how they interacted with it and how it was delivered were all important issues for the participants. The development of the microlearning product was more intuitive than the researcher had originally believed, therefore it wasn’t necessary to be an IT expert to develop the training it was more important to be a subject matter expert. Microlearning as a method of delivering training, was very effective and has many other opportunities for organisations designing staff training, whether it is Continuing Professional Development (CPD), compliance training or onboarding training.