Reflection

This course gave insight into the development process of creating an effective reusable learning object. Working from an instructionally-sound design document, it transformed objectives and instructional strategies into a tangible learning product that incorporated learning theory with continued motivation and engagement for the learner. Thoughts about the process, including some trials and tribulations, in addition to ideas for future improvements, are described below.

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Instructional Strategies

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My plan started with selecting a tutorial and incorporating scenario-based learning as the key instructional strategies for my self-paced RLO. Tutorials are a practical way for learners to process, remember and apply new facts, concepts, and principles. After presenting the information, learners can easily practice their new knowledge and be assessed in different ways. Using scenario-based learning was a way to enhance interactivity while providing the learner with real-world context. Using a home loan example, my hope was that learners would see how even a slight increase in a credit score can result in substantial savings, both in the short- and long-term.

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In considering how to make the design better in a future version, I would explore a branching scenario about car buying at various interest rates as determined by credit scores. Although the potential for long-term financial savings would not be as much as purchasing a home (since a home loan is much larger), young adults could perhaps better relate to this. Many have been driving for several years and a majority have most likely experienced the car buying experience in some way.

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Design

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Attempting the graphic design process confirmed my aptitude for it – it is not my strongest ability. I took cues from a few templates and used my basic knowledge of design trying to honor the ‘rule of thirds;’ using unscripted fonts as they are easier to read on a screen; and choosing a “quiet” background that does not compete with other elements or make reading text difficult. I choose colors that looked good to me only to realize once I was finished, they did not meet the contrast ratio for the WCAG 2.0 AA guidelines. Next time, I will spend more time researching colors and their contrast ratios upfront to avoid spending costly and unnecessary time changing them at the end.

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Although I did not stick to all of it, I liked outlining the design details up front on the storyboard. I found myself referring to that as I developed the RLO. I also think it puts everyone on the same page with some of the initial design decisions and can help avoid costly charges later.

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I would like to expand my graphic design knowledge and spend more time practicing it. I plan to use Robin William’s books as a starting point.

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Accessibility

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The accessibility components used included a glossary, transcript, the option of closed captioning, alt text for images, allowing the learner to control the pace of the tutorial and ensuring a standard contrast ratio. Using Storyline’s built-in features, I was also able to easily include an “exit” button (for learners to use prior to completing the lesson), the ability to turn keyboard shortcuts on/off and a search function. I wrote the text so that it could be easily understood by a majority, if not all, learners. I felt this was especially important given that talking about credit can be a dry and confusing topic. I chose to narrate the tutorial for two reasons. First, it was another accessibility option that could help additional learners. Secondly, I felt it added to the conversational tone I was going for. Other accessibility attempts included avoiding flashing graphics and content; using pop up boxes for easily identifiable feedback; providing page, heading and section titles; using hyperlinks with purpose; and providing abbreviations after first reference to terms.

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Interface/Visual Design

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During the storyboard process, I became overwhelmed trying to incorporate design basics (i.e. rule of thirds, white space, etc.) while ensuring adequate space was left for navigational elements. I had not used an eLearning software tool before. Once I got into Storyline, I was pleasantly surprised to see many important design features built into Storyline and not part of the instructional slide. Even better was figuring out these features were easily adjustable and realizing that while part of the overall tutorial design, these elements did not impede the individual slide design.

I chose a sliding bar as part of the navigation tool to give learners an idea of how much content was left on an individual slide. I also edited the menu items to reflect the major sections of the tutorial rather than list all the individual slides. After viewing the final product, I felt the navigation elements were a bit small and was able to adjust them in Storyline’s Player settings.

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Assessment Methods

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The assessments chosen for the tutorial were a pretest and a scenario-based branching exercise.

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A pretest consisting of a pick three question, a true/false question and a multiple-choice question was given to ensure the information in the tutorial was “just right” for learners. If an individual scored 100 percent, there was no need to brush up on the information. (They were also given the option to continue with the tutorial.) Allowing learners to skip over information they already know minimizes boredom and the potential for disinterest in the topic. More importantly, it increases motivation and engagement to continue learning about the topic in subsequent lessons/RLOs.

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As mentioned above, a scenario-based branching exercise was used to enhance interactivity while helping the learner connect newly learned information to real world situations. Doing so helps make the information more relatable to the learner and answers the age-old questions “How does this apply to me?” and “Why do I care?”

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Formative feedback was given in both the pretest and branching scenario. If the learner selects an incorrect answer, it provides an opportunity to learn from their mistake.

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Usability Test Feedback and Changes

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Feedback and changes made to the RLO from the usability test included:

• Not immediately knowing to click on the checkmark when submitting answers for the pretest.

  • Through Storyline, I was able to add ‘Submit’ next to the check mark making it more intuitive for the user.

• In terms of narration, a couple screens had lag time.

  • I deleted the lag time from the audio and adjusted the timeline to end where the audio ended. This improved the navigation slider, allowing it to get to the endpoint when the audio was done.

• Unable to find the transcript.

  • I changed the ‘Notes’ tab in Storyline to ‘Transcript.’

• The main menu included ‘Untitled Scene’ at the top.

  • I removed this from the menu.

• My partner suggested including tips on improving one’s credit score and how to build credit for an individual that has none.

  • These ideas are part of my overall course design document and could easily be developed into their own RLOs.

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Insights into ID Competencies

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After completing my first RLO, I would consider the following to be an important part of an instructional designer’s (ID) skills and abilities.

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• Ability to change and adapt the scope of project based on feedback and resources available. I was hoping to make Dan ‘the Good Credit Man’ more animated and move around the screen more. I was also hoping to have a wider variety of vector images to choose from. However, Storyline’s trial version did not allow access to the program’s entire content library. Similarly, Google’s royalty-free images offered fewer choices. I felt I accomplished the tutorial’s objectives and intended tone. However, it could have been more entertaining and professional looking with additional resources.

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• Importance of solid understanding of design principles. It’s important to understand basic design principles such as white space, a quiet background, contrast ratio, legible fonts, etc. Doing so helps double check the graphic designer’s work, helps minimize accessibility issues and empowers the ID to provide formative feedback to client design requests, especially when it concerns UDL and accessibility standards.

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• Ability to pivot. It’s easy to have big ideas. However, it can be harder to put them into action. I initially wanted to include a classification activity where learners identified and categorized their credit scores and determined if they were above or below average. As a first-time Storyline user, this quickly became a daunting task and outside my skill level. Instead, I used a “Point of Reflection” encouraging learners to assess their credit scores and ask themselves if it’s where they wanted to be.

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• Continually assessing motivation and engagement elements throughout the tutorial. Wanting to gain the learner’s interest right away, I edited my objectives to make them more conversational and engaging, highlighting what they could get out of completing the lesson. I also took a more light-hearted and quirky approach (through Dan ‘the Good Credit Man’) since the information being presented can be dry and boring. In designing the additional slides, I kept asking myself how to keep it as simple and relatable as possible. Keeping motivation and engagement in mind when developing the additional slides goes a long way in helping an individual have a successful learning experience.

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• Editing and chunking information. Relying on cognitive load theory, I wanted to simplify the information as much as possible to make it easily understandable and memorable. This was not always easy and required several revisions for some slides.

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• Understanding the definition of RLO. It was easy for me to identify the smallest chunk of information to teach learners. It was more difficult to write text and develop the RLO to be entirely stand alone. I caught myself making references about moving on to the next lesson. As a RLO, there may not be a next lesson. Similarly, the RLO could end up being one of many lessons.

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Expanding CBT in Current Position

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I am currently a stay-at-home mom looking to start working again in a different career. While I am making strides toward that goal, I am hoping to hone my CBT skills by seeking out volunteer/internship positions with non-profit agencies. I would also like to participate in some of the weekly E-Heroes challenges posted by Articulate. I think both would hone my instructional design and development skills while allowing me to build my portfolio.

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Most Valuable Concepts Gained

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Storyboard, storyboard, storyboard. This is where the RLO project came to life for me. I was able to work with the ideas I had and quickly saw what was most likely going to work and what needed to be reworked. It was also eye-opening to see all the details (graphics, permissions, etc.) that are needed to complete a project – details I hadn’t fully thought through until then. I could also see the value this process has when communicating to key stakeholders during the initial project development. It’s a better way to ensure everyone is on the same page while avoiding costly changes later.

I also realized the importance of flowcharting. It helps map out the lesson and highlights any holes in content and/or navigation. Again, it’s an essential step in keeping the project on track and within budget.

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Most Valuable/Fun/Interesting Activity

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Learning how to use Storyline was all of it. (Throw in some frustration too.) Using Storyline as my first eLearning software tool, I was intrigued to see what all it could do. I’m sure I’ve only scratched the surface. I utilized all sorts of tutorials online when first learning Storyline. However, as I progressed through my project, the program became more intuitive.

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As I continue to build my experience, I have a better idea of what is available and perhaps easier to do and those elements that may be harder or more costly to implement. This will be valuable when working within project and budget guidelines.

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Course Impact on Instructional Design

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This course helped round out the instructional design process. Until now, courses focused on instructional need, task analysis, objectives, learning theories, instructional strategies and designing instruction with alignment in mind. I have a much better idea of the process needed to develop a tangible piece of computer-based instruction. This includes knowledge of potential pitfalls, such as minimizing the possibility for a project to exceed its scope and/or budget, as well as ways to help simplify the design process. For example, I found it worthwhile to confirm design elements such as colors, fonts, text size and accessibility tools up front to save time and effort later.

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Questions

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My biggest question is how well-versed an ID needs to be in eLearning software. I think my strengths and comfort level lie more in the instructional design steps taken before the RLO is graphically developed. Does this still add value knowing it’s not my first focus? I plan to answer this by continuing to survey job postings and networking with instructional design professionals. Perhaps there is a happy medium. If that’s the case, I’m ready and willing to continue digging in and learning more.

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