Project Overview

• Primary Instructional Goal: Learners will be able to schedule meetings to analyze clients' performance issues. 

• Learner Population: Instructional designers who primarily identify as course creators and not problem solvers

• Content: Simulated client-designer interaction based on Cathy Moore's Action Map framework

• Instructional Strategy: Branching scenario featuring intrinsic and corrective feedback

• Modality: eLearning

• Tools: Articulate Storyline 3

• Skills: Instructional Design, eLearning Development, Graphic Design, Writing 

This project is a faithful recreation in Storyline 3 of a Cathy Moore branching scenario that was originally developed in Twine. In analyzing Moore’s work, what immediately struck me is what makes her branching scenarios the gold standard: authentic situations, realistic dialogue, and challenging decision points. These elements, rather than flashy visuals, form the core of Moore’s approach.

I carefully translated the scenario structure into Storyline 3, focusing on preserving the integrity of the content and decision-making opportunities. This involved replicating the nuanced choices that make Moore's scenarios so effective. I used simple yet effective click triggers embedded within each option to connect the slides and advance the scenario. Clicking the "Previous" button in the player brings the learner back to a previous decision point. 

Throughout this project, Moore's principle that content and context drive meaningful learning became self-evident. This means carefully evaluating each element in one's design and development to ensure it serves a clear learning purpose, while avoiding common pitfalls like unnecessary animations, background music, or flashy graphics. These elements often don't promote learning and can even hinder it, distracting from the core content and decision-making process.

This project serves to remind me that instructional designers are, first and foremost, problem solvers, emphasizing the need to first address performance issues rather than defaulting to course creation. 

Thank you, Ms. Moore, for your contributions and continued inspiration.