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Eric Ericson

Purdue University

EDCI 569

EDCI 569Paper Prototype

Table of ContentsE-Learning Proposal.................................................................................................................................2

The Subject............................................................................................................................................2

Lesson Title.......................................................................................................................................2

Goal....................................................................................................................................................2

Objectives Model..............................................................................................................................2

Topic #................................................................................................................................................2

The Learners.........................................................................................................................................3

The Context...........................................................................................................................................4

Assessment Plan..................................................................................................................................4

Learning Environment/Proposed Delivery Method...........................................................................4

Flow Chart.................................................................................................................................................4

All Content.................................................................................................................................................5

Assessment...........................................................................................................................................5

Instructional Content.............................................................................................................................6

1. Start / Home Page........................................................................................................................6

2. Objectives....................................................................................................................................27

3. Button Building............................................................................................................................33

4. Hover Interactions......................................................................................................................91

6. Utilizing Zoom...........................................................................................................................146

7. Triggers & Layers.....................................................................................................................183

8. Lightbox.....................................................................................................................................258

5. Recap Room.............................................................................................................................319

Additional Resources.......................................................................................................................325

Self-Evaluation using Merrill’s 5-Star Instructional Design Rating.................................................326

References............................................................................................................................................331

Enhancing Storyline

E-Learning ProposalThe Subject

Lesson Title

Enhancing Storyline

Goal The goal of this instruction is to provide learners the skills to enhance their Storyline modules by learning some of its advanced capabilities.

Objectives Model

Mager & Horton + (hybrid of both plus my addition) - I, in this order, include the learners (Horton), condition (Mager), intent (Horton)/performance (Mager), and lastly a snippet of why it’s important/What’s In It for Me [WIIFM] (me) in each of my objectives.

Objective stem sentence:

Instructional designers, when asked to develop

standalone eLearning with Storyline, will be able to:

Topic # Topic Objective

1 Button Building Build buttons out of any shape to enhance the sideways sequencing strategy.

2 Hover Interactions Demonstrate adding a hover state to an object to increase learner interactivity.

3 Utilizing Zoom Synthesize a seamless zoom function to focus more learner attention on key points.

4 Triggers and Layers Design progression control with triggers and layers to establish a free, yet controlled learning path.

5 Light Box Compose a light box slide to bring important content to the forefront while fading out other elements.

Many designers have taken advantage of the free trial Articulate Storyline provides to interested course builders. These designers have taken advantage of the 30 days in this free trial to explore Storyline and build interactions. Many, however, have not tapped in to the full potential of Storyline by using its many functions and options. This training presents and provides hands-on practice around five such enhancements.

Learners must have some experience using Storyline to develop courseware.

I have practiced essentialism by organizing and conducting tests with potential learners that fit the prerequisites (and a few that don’t). I challenged them with some of the tasks learners will learn to do and observed behaviors that helped me tweak the topics and trim the scope.

The LearnersMy target learners are corporate instructional designers who build training materials for up-training, cross-training and new hires. They, at a minimum:

Are self-motivated and trust the authority of Storyline. Have experience developing instruction. Have developed content with Storyline. Need help improving/enhancing their eLearning development skills. Are interested in learning new techniques for improving interaction, drawing

learning attention, creating unique branching, emphasizing learner exploration, and allowing freedom while placing necessary restrictions on learning progression.

Target learners:

Are highly motivated by the possibility of adding new skills to their “developer tool belt.”

Have proven they possess the necessary psychomotor skills by being in the profession they are in and having used Storyline to an extent already.

Have the proper mindset and attitude toward learning by eLearning since they have developed that format themselves.

Have adequate communication skills given their education, profession and experience in Storyline.

Will not need particular social skills in this setting since it is a standalone module. Possess enough talent and intelligence to complete this training as they have

developed related modules themselves. Prefer audio + visual interactions with animation. Have a strong background with the content. The only thing they do not know is

how to enhance their Storyline modules in five particular ways. May learn at any time, in any setting they are most comfortable. The instruction

is slated for half an hour, so they can choose a time that works for them. If they are unable to complete the course all the way through, they can close it and come back to it later; they have the option to pick up where they left off or start over if necessary.

Will immediately be able to apply what they’ve learned, thus improving their retention of newly acquired job skills and performance.

Possess prior education in developing, and have even created similar instruction to this module.

Have all the digital skills they need to use the technology in this course including accessing a module online, navigating an eLearning course, following computer directions/instructions, and interacting with the computer interface.

The ContextI am developing this lesson for design institutions or corporate institutions with a training design team that use the Storyline authoring tool to develop eLearning. These institutions may provide products or services anywhere (locally-international). The only restrictions I have predicted these institutions would have is that the training be on-demand, asynchronous, and limited to under an hour in training length.

Assessment PlanSince the purpose of this module is to provide the learner new, usable skills, I am building the assessment in a way that evaluates their ability to perform the new skills in a simulated environment. Each topic (and objective) is a type of skill, so each question will evaluate their successful performance of using that skill.

Objective #

Type of Assessment Type of Question

1 Objective Performance Question2 Objective Performance Question3 Objective Performance Question4 Objective Performance Question5 Objective Performance Question

Learning Environment/Proposed Delivery MethodI am building this module as standalone eLearning using Storyline. I will also use SnagIt to capture images. I will employ an eTrainer (human character) to introduce the module, provide an overview, and cover objectives with the learner. The eTrainer will fade into the background as the learner enters what I’m calling a ‘simulation hybrid’ (including as-you-go instruction) with several opportunities to practice (with a HELP function) what they learn immediately after completing each topic. Storyline is capable of developing the entire instruction (introduction – assessment). Since the module is not required learning, it will not require an LMC as the assessment results will not be recorded. Learners will be provided a URL (from my Google Drive website). There are no time requirements for completing the module; it should take about thirty minutes to finish, depending on how much practice the learner wants.

Flow ChartSince there are literally hundreds of slides involved in building this module, I’ve opted to provide a high-level flow chart so you can understand how I envision the navigational paths. I’ve consistently color coded the flow chart as well as the content (below) so you can keep track of the parts (see image below).

You will notice that the Objectives and References blocks appear disconnected. This is intentional. I want you to make them Menu navigation options so learners will always have access to this information regardless of where they are in the module.

Build the Home Page as a landing slide at the end of the Introductory/motivation Start slides. Create buttons for learners to choose which path they want to learn first (Button Building, Hover Interactions, Utilizing Zoom, Triggers & Layers, and Lightbox). Keep in mind, Horton recommends ensuring learners understand where they are in a module built with free, rich navigation. Provide a “you are here” element; indicate completion of a topic somehow so they know what they’ve accomplished and know what they have left to do.

I want you to build the Recap Room as a visible selection ONLY once the learners have completed ALL 5 topics (Absorb/Demonstration and Do/Simulation/Assessment). As you will see below in the Recap Room slides, I want you to build this section to not only debrief learners about the skills they just learned, but also to point to additional resources to get them thinking (Connect) about how they can apply the skills in their projects.

All ContentAssessmentSee Instructional Content section. Combine the assessment with the Simulation Practice as Horton recommends (page 312, combine Test and Do activities). Due to the voluntary nature of this module, there is not a need for a separate, graded assessment.

Instructional ContentNote to developer: I understand that the scenes got a little out of order as a result of the order I built the storyboard. This is something you will need to rectify when developing the final version. For now, the table of contents displays the correct order as does what is displayed below (just the numbering is off). The final version (once you develop it) should go in this order:

1. Start / Home Page2. Objectives3. Button Building (practice/assessment)4. Hover Interactions(practice/assessment)5. Utilizing Zoom(practice/assessment)6. Triggers & Layers(practice/assessment)7. Lightbox(practice/assessment)8. Recap Room9. References

1. Start / Home Page1.1 Title

1.2 Untitled Slide

Covered text:

Hi, welcome to Enhancing Storyline training!

I'm Julian and I'll be helping you take your Storyline skills to a new level.

1.3 Untitled Slide

1.4 What is Storyline? (Multiple Choice, unlimited attempts permitted)

Correct ChoiceX A program used for rapid development of eLearning content.

A cutting edge software used for building websites.A spreadsheet program for creating reports and organizing information.A word processing software for creating documents and papers.

Feedback when correct:

You're right! Storyline is a program used for rapid development of eLearning content! It's used to create interactive slideshows, screencasts, and simulations.

Correct (Slide Layer)

Try Again (Slide Layer)

1.5 Which of the above are components of Storyline? (Multiple Response, 1 attempt permitted)

Correct ChoiceX TriggersX StatesX LayersX HotspotsX ScenesX SlidesX Variables

Feedback when correct:

That's right! All of them are found in Storyline.

Feedback when incorrect:

Actually, all of those are components of Storyline. You will learn more about some of them today!

Correct (Slide Layer)

Incorrect (Slide Layer)

1.6 What are some of the most important aspects to you that an eLearning authoring tool should possess? (Essay, 1 attempt permitted)

Thank You (Slide Layer)

1.7 What are some functions you've heard that Storyline can do that you'd like to learn? (Essay, 1 attempt permitted)

Thank You (Slide Layer)

1.8 Untitled Slide

Covered text:

We cover 5 topics in this module and conduct an informal assessment as a part of your practice to make sure you're truly gaining the skills you've come here for.

1.9 Multiple Choice (Multiple Choice, 1 attempt permitted)

Correct Choice FeedbackX A little unsure...I'm not sure I'll be

able to learn new tricks.You can go at your pace and you'll be able to get plenty of practice (with help!) before we're through!

X I probably won't learn much (I know Storyline already).

You may be right, but imagine if you learned something new. You'll be able to implement the new skill right away.

X I'm ready. Let's get going then! X C'mon! Get on with it! Here we go!

C'mon! Get on with it! (Slide Layer)

I probably won't learn much (I know Storyline already). (Slide Layer)

I'm ready. (Slide Layer)

A little unsure...I'm not sure I'll be able to learn new tricks. (Slide Layer)

1.10 Untitled Slide

Top arrow points directly at the Objectives button in the menu.

Bottom arrow points directly at the NEXT button.

1.11 Lesson Starts

Initially, the REACP ROOM button is not visible (until the learner has visited all topics). The initial talk bubble states: As I mentioned, this module has 5 lessons. Pick one now (you may pick them in any order).

Once the learner has completed all topics, they see the slide as the image above.

2. Objectives2.1 Objectives

Tab 1 (Slide Layer)Build buttons out of any shape to enhance the sideways sequencing strategy.

Tab 2 (Slide Layer)Demonstrate adding a hover state to an object to increase learner interactivity.

Tab 3 (Slide Layer)Synthesize a seamless zoom function to focus more learner attention on key points.

Tab 4 (Slide Layer)Design progression control with triggers and layers to establish a free, yet controlled learning path.

Tab 5 (Slide Layer)Compose a light box slide to bring important content to the forefront while fading out other elements.

3. Button Building3.1 1

The text can be slightly more difficult to read with the initial transition blue slide (only lasts 3 seconds). Slide states: Building a button out of any object can really enhance a project's navigation strategy. Instead of clicking next (next, next, next), you can build more freedom into a module by letting learners choose the path. Notice how you experienced that by choosing which topic you wanted to learn first?

1a (Slide Layer)

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Text is hard to read with initial transition blue slide (only lasts a few seconds). Slide states:

Next, let's discuss a way to make a better button. We'll go back to the step where you already inserted your object.

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1 - Copy (Slide Layer)

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4. Hover Interactions4.1 1

This slide shows an example of some hover interactions. The first two images change when you hover your mouse over them (try it!).

When you're ready, click the Show Me! button to gain this skill.

1 - Copy (2) (Slide Layer)

1a (Slide Layer)

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6. Utilizing Zoom6.1 1

Storyline's Zoom Region Tool is a great way to focus a learner's attention on a specific area of the screen or key points.

Imagine those chairs are an area of interest...

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7. Triggers & Layers7.1 1

Adding triggers to objects and layers to slides is one way to change navigation from Click Next (Click Next...Click Next...) to an interactive tour. I'll show you the basics and later provide you with some examples where this technique is used.

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8. Lightbox8.1 1

Would you like to see an example of a lightbox slide? Click Objectives in the menu (above, left). When you return, I'll teach you how to make one. I've already placed an object on our slide to select.

8.8 Untitled Slide

Now let's learn how to add a lightbox to our menu so learners can access it at any time. This has many beneficial uses such as providing them with: an image of a map, a reference page, a quick how-to reminder, etc. What uses can you think of for your learners?

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5. Recap Room5.1 Recap Room

Square 1 (Slide Layer)

Additional ResourcesThese are built in to the instructional content. Below is an image of the reference screen which displays all resources suggested for a Connect activity.

Self-Evaluation using Merrill’s 5-Star Instructional Design RatingStage Criteria ExplanationProblemIs the courseware presented in the context of real world problems?

Does the courseware show learners the task they will be able to do or the problem they will be able to solve as a result of completing a module or course?

Are students engaged at the problem or task level not just the operation or action levels?

Does the courseware involve a progression of problems rather than a single problem?

The real world problem I address is the lack of skill required to make stand-out standalone eLearning content using Storyline. Learners overcome this problem in Enhancing Storyline through use of “engaging in (a)… simulation” of software.

Learners know exactly what they will be able to do as a result of completing the module. They experience the problem through textual description and engage with the solution through demonstration and simulation practice.

The course does not necessarily involve a progression of problems. However, I designed this course in hopes that learners will experience deeper understanding, topic by topic, as they semi-unknowingly experience the very things they are learning to do by the very learning experience they are undergoing.

Rating for Problem Stage: SILVER/GOLDActivationDoes the courseware attempt to activate relevant prior knowledge or experience?

Does the courseware direct learners to recall, relate, describe, or apply knowledge from relevant past experience that can be used as a foundation for new knowledge?

I activate learners’ previous experience through the use of a pretest. The pretest not only serves to stimulate learners’ past knowledge of Storyline, but also to

Stage Criteria Explanation

Does the courseware provide relevant experience that can be used as a foundation for the new knowledge?

If learners already know some of the content are they given an opportunity to demonstrate their previously acquired knowledge or skill?

connect it with what they can expect to gain from the Enhancing Storyline experience.

Through including experience in my navigation scheme (learner clicks specific places on screen to navigate through topics) and simulation practice, learners will have the exact skills needed and useful references and examples to progress even further with their new skills.

They are provided an opportunity to demonstrate some of the knowledge they already have by use of a pretest.

Rating for Activation Stage: GOLDDemonstrationAre the demonstrations (examples) consistent with the content being taught?

Are the demonstrations (examples) consistent with the content being taught?

Examples and non-examples for concepts?Demonstrations for procedures?Visualizations for processes?Modeling for behavior?

Are at least some of the following learner guidance techniques employed?Learners are directed to relevant information?Multiple representations are used for the demonstrations?Multiple demonstrations are explicitly compared?

The demonstrations are exact representations of the objective they are accomplishing. I made the demonstrations very interactive, a sort of guided simulation. Learners see and experience the process of performing each skill.

Learners are directed to relevant information, receive multiple representations for demonstrations, and immediately get the opportunity to perform the action with limited guidance.

Only pertinent media is

Stage Criteria Explanation

Is media relevant to the content and used to enhance learning?

used in this module. All images and icons are exactly as learners experience in Storyline.

Rating for Demonstration Stage: GOLDApplicationAre the application (practice) and the posttest consistent with the stated or implied objectives?

Are the application (practice) and the posttest consistent with the stated or implied objectives?Information-about practice requires learners to recall or recognize information.Parts-of practice requires the learners to locate, name, and/or describe each part.Kinds-of practice requires learners to identify new examples of each kind.How-to practice requires learners to do the procedure.What-happens practice requires learners to predict a consequence of a process given conditions, or to find faulted conditions given an unexpected consequence.

Does the courseware require learners to use new knowledge or skill to solve a varied sequence of problems and do learners receive corrective feedback on their performance?

In most application or practice activities, are learners able to access context sensitive help or guidance when having difficulty with the

They are perfectly aligned. I’ve combined the practice and assessment per Horton’s approval/suggestion. Learners practice by accomplishing the exact procedure they just learned.

The practice and assessment challenge the learner to complete the procedure without help, but help is offered if they get stuck. The problems are not necessarily sequential, however, as they learn topics, they become more and more familiar with terminology and how Storyline works. Corrective feedback does not apply to this style of learning, but does not detract from the learning experience.

Learners have access to a HELP button for every practice activity the encounter. This help points out the answer they needed to proceed to the next step. The HELP button does not become available until after 4 seconds for each activity. Due to the nature of the navigation scheme and

Stage Criteria Explanationinstructional materials? Is this coaching gradually diminished as the instruction progresses?

simulations, it is ever-present to ensure the learner can proceed.

Rating for Application Stage: GOLD/SILVERIntegrationDoes the courseware provide techniques that encourage learners to integrate (transfer) the new knowledge or skill into their everyday life?

Does the courseware provide an opportunity for learners to publicly demonstrate their new knowledge or skill?

Does the courseware provide an opportunity for learners to reflect-on, discuss, and defend their new knowledge or skill?

Does the courseware provide an opportunity for learners to create, invent, or explore new and personal ways to use their new knowledge or skill?

Learners demonstrate they ability to accomplish each objective within the module. They complete a simulation to do so.

Learners are provided links to outside websites that provide excellent resources for furthering and continuing their learning beyond this module. They can view several wonderful examples of modules that utilize the Storyline enhancements they had just learned. They also are afforded the opportunity to view showcase modules: those that have won awards and special recognition in the eLearning community.

The above mentioned opportunities are meant to allow learners to explore more thorough examples of modules that implement the skills they learned. I suspect their excitement will be very high while viewing these modules.

Rating for Integration Stage: GOLD

References

Horton, W. (2012). E-learning by design (2nd ed.). San Francisco, CA: Pfeiffer

Merrill, D.M. (2002). First principles of instruction. Educational Technology Research and Development, 50 (3), 43-59.

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