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My wireframe document shows the flow of the Time Management Skills learning experience, which will be designed on Articulate Rise, and the flow will take the learner through the lessons in order. I will be using Rise as it has more accessible elements for our learners.

The areas I will focus on for the prototype will be from lessons 1 to 6.2, which cover Gagne's Nine Events of Learning (so lessons 7 to 11 won't be included).

On the Wireframe, I have also included the use of Gagne Nine Events of Learning, which I will implement into my prototype.

1. Gain Attention - I will be creating a Synthesia Video for the introduction instead of using text and images to draw attention to the content immediately.

2. Inform Learners of the Outcomes and Objectives - I will detail the specific learning objective for the learning experience and the overall learning outcome for the module, which the Time Management Skills learning experience feeds into.

3. Stimulate Recall of Prior Learning - Before going into the content, I will include a matching game about the previous learning experience to ensure they switched on.

4. Present Stimulus - I will deliver the content to users in a clear method that is easily digested and navigated.

5. Provide Learner Guidance - throughout the content, I will provide actions and examples to get the learners to take the time to think and make their own notes, which can be shared with peers in social sessions.

6. Elicit Performance - I will add Storytelling elements and scenarios that we will test their knowledge of with quiz questions.

7. Provide Feedback - After each question, I will add automated feedback on how they performed and elaborate further details dependent on their answers.

8. Assess Performance - I have designed the learning experience to have an overall final quiz after they have completed all the content. This will test their knowledge regarding the subject.

9. Enhance Retention and Transfer - I will include a Summary at the end of each section but also at the end of the learning experience, which will outline the top areas of information from what they would have learnt to reinforce learning, further supporting links and documents on the subject, and next steps for what they will be on to learn next.

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The storyboard created is an adaptation of the DLI provided storyboard template for Articulate Rise.

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Learning Objectives: Specific goals for learners to achieve by the end of each learning experience. Each objective then plays a specific role flowing into the learning outcome (as seen on the Scoping plan) when the module is complete in its entirety.

Learning Outcomes: An overall top-line outcome to be achieved by completing each module.

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This document focuses on Module 5: 'How to be Proactive and Organise Your Learning', which is covered by multimedia learning format. It offers a visual representation of the overall module, how it's broken down into each learning experience and the topics that sit under each.

I have also added an additional layer for each learning experience. Having their own individual learning objectives that directly feed into the overall learning outcome. This is to increase the level of impact each module delivers on the subject while providing users with greater confidence and knowledge.

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I will include elements of storytelling within the learning experiences to assist in gaining a better connection with the learners, as the content should provide more relatable scenarios that they may have experienced themselves or seen someone else go through.

This will then boost engagement, leaving them feeling a higher sense of achievement and a better understanding in utilising the knowledge they have gained from the content moving forward.

Stanley, B. (2018). Storytelling Boosts Learning in the College Classroom - Social Science Space. Social Science Space. [online] 10 May. Available at: https://www.socialsciencespace.com/2018/05/storytelling-boosts-learning-in-the-college-classroom/ [Accessed 20 Oct. 2023].

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I found the scoping plan stage valuable as an overview of all the content covered in part 1. By starting to piece it together and prepare for development, I feel more confident with what I need to deliver in this part of the project's Screenplay, Storyboard and Prototype stages.

I wanted to demonstrate a clear breakdown of my modules and the learning experiences and topics within them. The training has been designed and created in a way with the intent that our learners are provided with sufficient detailed information on each module and their topics. Doing this also should help the SME understand the complete process and flow.

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Storyboarding is another element I haven't experienced in depth. I found it quite time-consuming, especially when using it alongside Articulate Rise, as it's designed to be a tool for quick content creation.

With future projects, I would definitely include this step when creating content but use Rise to create a prototype and storyboard together as this could be more accurate and time-saving, as it would be mainly myself working on these learning experiences and communicating with the SMEs directly. If I was to be working in a larger team, I would definitely include storyboarding to ensure clear expectations between key team members working on the content.

Implementing storyboarding effectively adds clear instructions and guidelines on what needs to be included, but it also can show the SME more detail and the flow of the content. In a smaller team, I can see why this step could be missed or overlooked just due to timescales or knowledge in creating this document.

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The screenplan created is an adaptation of the DLI provided screenplan template.

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Having never used the screenplan method before, I found it to be a different approach from what I'd normally use. I see real value in communicating with the SME and other team members first about what we currently have or require, elaborating and expanding into more detail about the content we aim to provide, and only then using my expertise to add elements of storytelling and engagement. The reason why I haven't historically followed this process is often due to tighter deadlines and not always having a dedicated SME to have a consistent line of communication.

Reflecting on this section and creating my own screenplan, I understand how it adds greater structure, value and clarity for the SME, allowing them to visualise the core content and activities that will be included and how the learning experience will flow with assets and design. Also, I see how this method can eliminate any confusion or unneeded information, which will save valuable time on future edits and versions. Allowing for the creation of quality content first time.

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ADDIE Model - Design and Development Stage

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ADDIE Model - Design and Development Stage

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In this part of the project, I will continue with the Design in more detail at a micro level and the Development stage of ADDIE will also be covered. The design will be shared with the SMEs in this stage so they can better understand the flow.

The Scoping Plan is based on the target audience, the content's creation and flow, and how they feed into the Learning Outcomes.

The Wireframe provides an overview of an individual learning experience, its flow, and the topics it will contain. I have used Gagne's Nine Events of Learning method to enhance the quality and traction of the content created.

The Screenplay and Storyboard sections of this stage are for preparation leading to creating the content, and this allows the SME to see what will be included in the content, such as branding, imagery, activities, etc. Storyboarding also provides the ID with all the necessary information and details to refer to when creating the content.

The Prototype is a more precise representation of everything mapped and made in the previous sections., but it is showcased in the desired delivery method.

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In the wireframe section of my project, it felt like I could visualise all of the content coming together, understanding the flow and how the learners would navigate.

Looking back on this process now, I see there are positive takeaways that I will be utilising in my role more effectively moving forward.

Setting users up for the best experience at the first and last stages of their learning is essential, so including content around their objective/outcomes for a more explicit expectation of what is required, tapping into what they learnt in the previous learning experience or what they already know about the current subject before they begin with a knowledge check and having a roundup of the key messages and takeaways and what is coming up next.

This helped by using Gagne's Nine Events of Learning, a method I haven't used previously, but it provided me with a better understanding of the importance of each stage and how they bring the whole learning experience together. Gagne's Nine Events of Learning is a practical theory I will include in my future instructional design projects as it adds key elements to drive learner focus.

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This is my content prototype completed in Articulate Rise.

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I created the content and tested it to ensure it was compatible with mobile devices to support a mobile-first approach. This allows greater access to learning in the flow of work.

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I have created content using Articulate Rise previously, and we use it more at Guide Dogs as it includes good use of accessibility features.

I found a lot of clarity in adding additional lessons to provide learners with the use of a more detailed introduction, the outcomes/objects, navigation, and an activation quiz. Normally, this would be something we would touch on more lightly or not include as much in learning experiences later in a learner's journey as they would have a knowledge of how the content is created and, for example, explaining the navigation of each Rise course could become repetitive for users, so its knowing when to include this to maximise its effective use.

If I had completed the prototype in full, I would also ensure that I checked the learning experiences before and after this topic so they feel connected for the learner and follow the intended pathway.