This e-learning project was designed and built to replace an instructor-led session with a self-paced e-learning module. Built for high school and college students in my own courses, this course familiarizes student with the basic sections of a research paper, and their purposes.
ANALYSIS
In this case, I was the ID, the instructor, and the SME. I wanted to replace lecture time with more engaging activities, utilizing valuable class time with in-depth conversation. I wanted this module to support students to be able to name and explain the purpose of the 5 major sections of a research paper.
DESIGN
My initial designs for the module were sketches I drafted on scratch paper (and promptly lost). I used Storyline as a prototyping tool, opting more for a SAM model than ADDIE in this case because of my integrated role as teacher, ID, and SME in one.
DEVELOPMENT
I developed the module in Storyline, creating interactions through handmade elements (boxes and inputs rather than pre-made buttons) and using triggers and layers to achieve different kinds of effects on each slide.
IMPLEMENTATION
I implemented the module with my class in early July.
EVALUATION
Overall, I found that the module was engaging, but still missed the mark in some ways. As a result, I’m currently revising and redeveloping the modules to address some issues I identified.
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Overall, this Storyline project gave me excellent insight into the experience of the instructor-user and SME. Translating my own knowledge into an e-learning appropriate format was challenging, but fun. I also was able to be physically present as a few of the students completed the module, which is an uncommon occurrence for IDs. This experience taught me the importance of evaluation, redesign, and theory building as critical parts of the ADDIE process.