eLearning Course Design

The work below is presented either as a prototype/proof of concept or completed projects that were delivered to a client. Some projects on this page include multiple stages of the learning product from their earliest iterations. Others are the product in their final state. Projects with excerpts belong to the client with proprietary content removed to honor contract.

Project 1

This course was authored in Articulate Storyline

THE SCOPE

This is an excerpt from an eLearning course designed for researchers who work in educational settings and/or are conducting noninvasive research with minimal risk to participants. The client wanted a course that was less text heavy since the type of research that will be conducted would be less technical than those who needed additional compliance.

THE WHY

This training was intended to introduce a new tool that the institution was debuting for researchers whose studies could be conducted more independently.

INSTRUCTIONAL METHODS

Visual design that focuses on the learner’s work environment
Repetitive visual cues to enforce learning
Embedded knowledge checks
Interactions that require engaging with each character
Hint/information buttons to reinforce learning objectives
Writing technical regulation language in a conversational tone
Personalized learning

This course was developed after discussions with the client/SME. Researchers at the institution were subjected to doing long, arduous training even when their research may not need to follow the same regulations. This eLearning course was for the researchers whose studies were exempt from certain oversight to have a more lighthearted approach to familiarize themselves with the regulations that do apply to them.

Project 2

Microlearning designed in PowerPoint, interactions designed in Articulate Storyline

THE SCOPE

This is an excerpt from a microlearning designed for managers to use as a retention tool. The client wanted managers to have supplemental material for reinforcement after they attended leadership cohorts and other certification programs. These are intended for supervisors to have as a Just-In-Time resource. The microlearning below is an excerpt from a completed course.

THE WHY

This training was intended to build employee engagement and address the issue of retention many workplaces are facing. Using SME interviews and industry research, the content provides a relevant application of the “Stay Conversation” method to learn about employees to best meet their needs and show they are valued in tangible ways.

INSTRUCTIONAL METHODS

Microlearning
High-level visual design for learner engagement
Conversational tone
Comic-style visual to chunk information so it is manageable
Real-world examples
Storytelling

This training was developed after a discussion with the client about the training needs of the supervisors. They wanted to shorten the length of their usual courses and focus on several topics more in-depth by themselves so managers could choose which topic they want to reinforce.

Project 3

Course authored in Adobe Captivate.

THE SCOPE

This is an excerpt from a training that was part of a company-wide system implementation. The client wanted a redesign of a previous course with new content to reflect the new methods the system would be used by employees. This is an excerpt of the course with before and after photos.

THE WHY

Beyond teaching people a new method, this course needed to be highly engaging and not just informative to get employees excited to streamline their process instead of sticking “to the way it has always been.” The character development I created was to make what is usually transactional more personal and deliver a message of fiscal employee’s purpose when maintaining stewardship of the institution’s funds.

INSTRUCTIONAL METHODS

Immersive learning using images that mimicked
employee environment
Culturally-responsive design
Scenario-based learning
Humor
Real-world examples

This training was created in response a need for fiscal employees to be trained on the new ways to deposit funds from company-wide transactions. Not only was the job function becoming modernized, but the course itself was designed using older authoring methods and needed new learning strategies embedded.

BEFORE

AFTER

Project 4

Prototype created using InVision (Proof of Concept)

THE SCOPE

This project is a proof of concept and includes prototypes for the client. It highlights a concept for a training that would be at the Development stage of the ADDIE process ready for implementation. This course is intended for a self-paced online learning experience. The example below is interactive.

THE WHY

This training was intended to have public school teachers integrate study skills within their subject areas such as math, English, science, and social studies so that their students would not only understand the subject matter, but acquire study skills to process information and more successfully complete tasks. The training gives K-12 public school teachers strategies to explicitly instruct their students on the development of skills such as time management, note-taking, and more. The featured prototype takes Alachua County Public Schools in north central Florida as a case study in response to their equity plan.

INSTRUCTIONAL METHODS

Gamification of scenarios
Formative and summative assessments with immediate feedback
Personalization and branching paths for learners
Thorough four-level Kirkpatrick evaluation plan after the online course
Culturally-responsive pedagogy
High-level visual design for learner engagement
Instructional writing that is relatable to the learner’s work environment

This training was developed over a four-month period, from the initial Training Needs Analysis to the final prototype and media asset. It was geared towards K-12 teachers with a phased roll-out approach. Below are design documents such as the Project Design Brief and Training Needs Analysis as well as other assets from the analysis and design phase of the ADDIE process. This concept is a prototype in the pre-production phase.