Audience: 
Instructional designers, anyone learning about adult learning theory

Responsibilities: 
Instructional design, eLearning development, storyboarding, visual design, authoring

Tools Used: 
Genially, PowToon, Google Docs

The Problem: 
For instructional designers and those engaged in working with adult learners, grasping the nuances of how adults acquire knowledge is vital. Understanding adult learning principles involves recognizing that adults bring a wealth of life experiences and prior knowledge to the learning process. Unlike children, adults are often driven by intrinsic motivations and prefer learning that is relevant, practical, and immediately applicable to their lives or work. Additionally, adults tend to prefer self-directed learning experiences where they have control over their learning pace and can draw connections between new information and their existing knowledge base.

The Solution: 
By acknowledging and accommodating these unique characteristics of adult learners, instructional designers can create more effective and engaging learning experiences tailored to their needs. I decided to use Genially for this project to be able to embed it within another project if necessary.

Method: 
For instructional designers and those engaged in working with adult learners, grasping the nuances of how adults acquire knowledge is vital. Understanding adult learning principles involves recognizing that adults bring a wealth of life experiences and prior knowledge to the learning process. Unlike children, adults are often driven by intrinsic motivations and prefer learning that is relevant, practical, and immediately applicable to their lives or work. Additionally, adults tend to prefer self-directed learning experiences where they have control over their learning pace and can draw connections between new information and their existing knowledge base.

Analysis: 
This lesson was supposed to serve instructional designers of all levels of knowledge about adult learning. I was also supposed to incorporate both ADDIE and Gagne’s 9 Instructional Events. With that in mind, my first step was to develop a lesson plan which included Gagne’s 9 to ensure all were seamlessly incorporated. I also did some quick storyboarding to decide how I wanted to incorporate the self-directed learning preferred by adults. I decided to add a plethora of menu options so that learners could easily move to different parts of the project based on their learning needs.

Design & Develop: 
Once the storyboard was complete, I developed lesson objectives and decided on lesson strategies. This lesson involves case studies, visual aids, self-assessments, and knowledge checks intertwined with the content. I also included options to go back into lesson and refresh on the content, the ability to move past certain parts of the lesson if the learner felt they understood, and audio options for those who may want the text read to them.

Implement & Evaluate: 
It took me a long time to add all the features to this project I wanted to incorporate. Once I was finished, I realized that the template I used included far too much animation. I went back through each slide and deleted almost all the extra animation so as not to detract from the content.

Final Thoughts: 
I really liked working with Genially. There are a lot of options that can be used to make lessons interactive. In the future, I need to check the animations of templates before creating an entire lesson. I also really enjoyed using adult learning theory to create a lesson on adult learning theory. Building a model and using it to teach others is at the highest level of Bloom’s Taxonomy, and I often like to incorporate this strategy into my work.

Audience: 
New employees during onboarding or all employees of a company that has recently shifted to Microsoft 365.

Responsibilities: 
Instructional design, eLearning development, storyboarding, visual design, authoring

Tools Used: 
Articulate Rise, Google Docs, Microsoft 365 Suite

The Problem: 
At our organization, frustration grew as employees transitioned from utilizing Google services to adopting Microsoft 365. This shift presented challenges due to the inherently more technical nature of Microsoft 365 compared to the intuitive interface of other applications. It became necessary to ensure comprehensive training for all staff members on the new software platforms, while also enabling them to learn at their own pace.

The Solution: 
While other online resources left my team feeling lost in a sea of technical jargon, my project aims to cut through the complexity to provide clear, concise guidance. This course is designed for those who are new to Microsoft 365, providing them with a solid foundation to navigate the key applications and intricacies within the suite. This course focuses on four programs: Outlook, Calendar, OneDrive, and Teams. For those who feel they are ready for the more challenging aspects of Microsoft 365, each unit has additional advanced program features to explore, which are optional.

Method: 
I aimed for this eLearning experience to equip novice users to confidently begin using Microsoft 365 upon course completion, while also serving as a valuable resource for future reference. Additionally, I endeavored to incorporate resources tailored to more experienced Microsoft 365 users, ensuring that everyone could benefit from the training.

Analysis: 
Based on my experience transitioning to Microsoft 365 after using other programs, I understood where those who were new would need support.
Based on staff use of other suites, I decided to focus this experience on the
four applications within the Microsoft suite they would be using most: Outlook, Calendar, OneDrive, and Teams. With these applications in mind, I created a simple storyboard to lay out where I wanted to focus within each.

Design & Develop: 
With the storyboard complete, I moved on to creating learning targets and deciding what instructional strategies to use. Since I wanted this project to be able to be used as a later reference, I decided to use labeled graphics and processes in Rise 360. I decided not to use a ton of additional visuals so as not to distract from the screenshots within the suite I used.

Implement & Evaluate: 
Next, I developed a draft of the course in Articulate Rise 360 to get feedback on the content and functionality. I received feedback that there were too many scrolls on some of the pages, so I added CONTINUE locks to make it feel more interactive. It was also suggested that I create some sort of culminating activity to make it feel complete. At this suggestion I added a survey to collect feedback as well as the congratulations screen.

I discussed with colleagues how to best implement optional lessons on advanced features. While many ideas were suggested, it was decided
that it was best to leave the lesson unlocked with direction under the learning targets on how to bypass the information. This felt like it best adhered to the idea of letting the user guide their own learning.

Developing a draft and receiving feedback played a pivotal role in the development of this project. This stage enabled the refinement of key features, enhancing the user experience.

Final Thoughts: 
After completing this project, I feel very confident in using Articulate Rise 360. I did a lot of research on extras I could add to the course to ensure a quality user experience. I am looking forward to continuing to learn through Articulate applications. 

I also realized how critical my background in K-12 education is for creating e-Learning projects. I took time to ensure that Universal Design for Learning multiple means of engagement, representation, and action
were infused in my course. I also looked at the course through a diversity, equity, and inclusion lens to ensure the content felt inclusive. Both principles only led to additional quality within my course, and I’m grateful for the knowledge I’ve acquired through my teaching experiences.

Audience: 
Pre-service Teachers, Novice Teachers

Responsibilities: 
Instructional design, eLearning development, action mapping, storyboarding, visual design, authoring

Tools Used: 
Articulate Storyline 360,
MindMeister, Google Docs

The Problem: 
Classroom management is an integral part of effective teaching; however, most teachers do not have the opportunity to practice classroom management until they have their own classroom. The closest teachers get to practicing classroom management strategies is during student teaching, but there is already a cooperative teacher in the classroom that has created their own management policies.

The Solution: 
By using a branching SBL, inexperienced teachers can practice classroom management strategies in a safe environment. Student disruptions are a classic scenario for which all teachers must have a plan. Student disruptions can take many forms, but having clear guidelines and expectations can help teachers de-escalate most disruptive situations.

Method: 
I wanted to create a lesson that would allow new teachers to practice their classroom management strategies. I knew from my doctoral research (link to dissertation page) that very few teachers even had a course on classroom management, let along the ability to practice an effective policy. I decided to use branching SBL as this type of design allows the student to learn from mistakes without extended consequences, such as there might be in a real classroom. 

Analysis: 
This lesson was supposed to serve new and inexperienced teachers to develop good strategies of classroom management. I decided to start with an example that all teachers will have to manage in their career, student disruptions. I used ADDIE to plan and create an effective branching SBL. Before I started the actual design of the course, I created an action map using MindMeister. I began by identifying the overall goal of effective classroom management, which is to build rapport with students and create a safe learning environment for everyone. I then identified the actions a new teacher might take given different real-life situations. By creating an action map, I ensured
that I covered all possible actions based on the concept of student disruptions. 

Design & Develop: 
Upon completion of the action map, I developed the lesson itself. I decided to add in the ability for users to make a choice of character. Adults appreciate the ability to make choices in their learning and giving them the choice of character is an easy way to incorporate that. The character choice and branching scenarios gives the lesson a bit of a gamification element. I also decided to add some flair to the quiz with a scoreboard. This also adds to the gamified feeling of the SBL. 

Implement & Evaluate: 
It took me a long time to add all the features to this project I wanted to incorporate. Once I was finished, I realized that the template I used included far too much animation. I went back through each slide and deleted almost all the extra animation so as not to detract from the content.

Final Thoughts: 
I loved working with Articulate Storyline 360. I spent time learning some of the intricacies of the program, and I know I’ve barely scratched the surface. I am excited about how the SBL turned out as well. I think this is a great way to give preservice teachers the opportunity to practice classroom management skills. I plan on building a full course on this topic in the near future.


Clark, R. (2009). Accelerating expertise with scenario-based learning. T+ D, 63(1), 84-85.

Clark, R. C. (2016). Accelerate expertise with
scenario-based e-learning: This design approach enhances critical thinking and problem-solving skills, research reveals. TD Magazine, 70(8), 50.

Audience: 
Instructional designers, anyone learning about adult learning theory

Responsibilities: 
Instructional design, eLearning development, storyboarding, visual design, authoring

Tools Used: 
Genially, PowToon, Google Docs

The Problem: 
For instructional designers and those engaged in working with adult learners, grasping the nuances of how adults acquire knowledge is vital. Understanding adult learning principles involves recognizing that adults bring a wealth of life experiences and prior knowledge to the learning process. Unlike children, adults are often driven by intrinsic motivations and prefer learning that is relevant, practical, and immediately applicable to their lives or work. Additionally, adults tend to prefer self-directed learning experiences where they have control over their learning pace and can draw connections between new information and their existing knowledge base.

The Solution: 
By acknowledging and accommodating these unique characteristics of adult learners, instructional designers can create more effective and engaging learning experiences tailored to their needs. I decided to use Genially for this project to be able to embed it within another project if necessary.

Method: 
For instructional designers and those engaged in working with adult learners, grasping the nuances of how adults acquire knowledge is vital. Understanding adult learning principles involves recognizing that adults bring a wealth of life experiences and prior knowledge to the learning process. Unlike children, adults are often driven by intrinsic motivations and prefer learning that is relevant, practical, and immediately applicable to their lives or work. Additionally, adults tend to prefer self-directed learning experiences where they have control over their learning pace and can draw connections between new information and their existing knowledge base.

Analysis: 
This lesson was supposed to serve instructional designers of all levels of knowledge about adult learning. I was also supposed to incorporate both ADDIE and Gagne’s 9 Instructional Events. With that in mind, my first step was to develop a lesson plan which included Gagne’s 9 to ensure all were seamlessly incorporated. I also did some quick storyboarding to decide how I wanted to incorporate the self-directed learning preferred by adults. I decided to add a plethora of menu options so that learners could easily move to different parts of the project based on their learning needs.

Design & Develop: 
Once the storyboard was complete, I developed lesson objectives and decided on lesson strategies. This lesson involves case studies, visual aids, self-assessments, and knowledge checks intertwined with the content. I also included options to go back into lesson and refresh on the content, the ability to move past certain parts of the lesson if the learner felt they understood, and audio options for those who may want the text read to them.

Implement & Evaluate: 
It took me a long time to add all the features to this project I wanted to incorporate. Once I was finished, I realized that the template I used included far too much animation. I went back through each slide and deleted almost all the extra animation so as not to detract from the content.

Final Thoughts: 
I really liked working with Genially. There are a lot of options that can be used to make lessons interactive. In the future, I need to check the animations of templates before creating an entire lesson. I also really enjoyed using adult learning theory to create a lesson on adult learning theory. Building a model and using it to teach others is at the highest level of Bloom’s Taxonomy, and I often like to incorporate this strategy into my work.

Audience: 
New employees during onboarding or all employees of a company that has recently shifted to Microsoft 365.

Responsibilities: 
Instructional design, eLearning development, storyboarding, visual design, authoring

Tools Used: 
Articulate Rise, Google Docs, Microsoft 365 Suite

The Problem: 
At our organization, frustration grew as employees transitioned from utilizing Google services to adopting Microsoft 365. This shift presented challenges due to the inherently more technical nature of Microsoft 365 compared to the intuitive interface of other applications. It became necessary to ensure comprehensive training for all staff members on the new software platforms, while also enabling them to learn at their own pace.

The Solution: 
While other online resources left my team feeling lost in a sea of technical jargon, my project aims to cut through the complexity to provide clear, concise guidance. This course is designed for those who are new to Microsoft 365, providing them with a solid foundation to navigate the key applications and intricacies within the suite. This course focuses on four programs: Outlook, Calendar, OneDrive, and Teams. For those who feel they are ready for the more challenging aspects of Microsoft 365, each unit has additional advanced program features to explore, which are optional.

Method: 
I aimed for this eLearning experience to equip novice users to confidently begin using Microsoft 365 upon course completion, while also serving as a valuable resource for future reference. Additionally, I endeavored to incorporate resources tailored to more experienced Microsoft 365 users, ensuring that everyone could benefit from the training.

Analysis: 
Based on my experience transitioning to Microsoft 365 after using other programs, I understood where those who were new would need support.
Based on staff use of other suites, I decided to focus this experience on the
four applications within the Microsoft suite they would be using most: Outlook, Calendar, OneDrive, and Teams. With these applications in mind, I created a simple storyboard to lay out where I wanted to focus within each.

Design & Develop: 
With the storyboard complete, I moved on to creating learning targets and deciding what instructional strategies to use. Since I wanted this project to be able to be used as a later reference, I decided to use labeled graphics and processes in Rise 360. I decided not to use a ton of additional visuals so as not to distract from the screenshots within the suite I used.

Implement & Evaluate: 
Next, I developed a draft of the course in Articulate Rise 360 to get feedback on the content and functionality. I received feedback that there were too many scrolls on some of the pages, so I added CONTINUE locks to make it feel more interactive. It was also suggested that I create some sort of culminating activity to make it feel complete. At this suggestion I added a survey to collect feedback as well as the congratulations screen.

I discussed with colleagues how to best implement optional lessons on advanced features. While many ideas were suggested, it was decided
that it was best to leave the lesson unlocked with direction under the learning targets on how to bypass the information. This felt like it best adhered to the idea of letting the user guide their own learning.

Developing a draft and receiving feedback played a pivotal role in the development of this project. This stage enabled the refinement of key features, enhancing the user experience.

Final Thoughts: 
After completing this project, I feel very confident in using Articulate Rise 360. I did a lot of research on extras I could add to the course to ensure a quality user experience. I am looking forward to continuing to learn through Articulate applications. 

I also realized how critical my background in K-12 education is for creating e-Learning projects. I took time to ensure that Universal Design for Learning multiple means of engagement, representation, and action
were infused in my course. I also looked at the course through a diversity, equity, and inclusion lens to ensure the content felt inclusive. Both principles only led to additional quality within my course, and I’m grateful for the knowledge I’ve acquired through my teaching experiences.

Audience: 
Credit union tellers who work with customers

Responsibilities: 
Instructional design, eLearning development, storyboarding, visual design, authoring

Tools Used: 

Articulate Storyline, Canva

The Problem: 
Fraud is an ongoing challenge for credit unions, with new schemes and tactics emerging regularly. As frontline employees who interact directly with members, tellers serve as a critical first line of defense against financial fraud. However, tellers often struggle to recognize the warning signs of check fraud. Further analysis revealed an additional challenge: tellers frequently experience difficulty navigating the sensitive conversations required when fraud is suspected. Effectively identifying potential fraud requires not only knowledge of fraud indicators but also the confidence and communication skills needed to ask probing questions and address member concerns professionally. To
be effective, the training needed to address both aspects of the problem: improving tellers’ ability to identify check fraud and strengthening their skills in managing difficult member conversations.

The Solution: 
Previous fraud training efforts primarily consisted of policy reviews filled with technical jargon or brief sessions led by the security officer on how to identify potentially fraudulent checks. While tellers also received an overview of check fraud during onboarding, the volume of information presented during the onboarding process made it difficult for learners to retain and apply the
content. The goal of this project was to create a scenario-based learning experience that allowed tellers to practice both identifying common indicators of check fraud and navigating difficult conversations with members when fraud
is suspected. By providing a realistic, low-risk environment, learners can build the knowledge, confidence, and communication skills needed to handle these situations effectively on the job. This training is designed to be flexible and can be incorporated into onboarding, new teller training, or used as a refresher for existing staff.

Method: 
My goal for this eLearning experience was to help tellers build confidence in both identifying potential check fraud and navigating difficult conversations with members. I also wanted to create a resource that would be valuable for both new tellers and experienced staff. Because tellers have limited time available for training during the workday, the solution needed to be flexible enough to function as a standalone practice activity or as part of a larger learning program. 

Analysis: 
When I was initially assigned this project, the objective was to create a training resource focused solely on check fraud. However, further analysis revealed that a lack of confidence in handling difficult member conversations was also contributing to errors in fraud detection. Many tellers are early in their careers, and for some, this is their first professional role. As a result, they often have limited experience managing sensitive or potentially confrontational
conversations with the public.

Recognizing that both technical knowledge and communication skills were contributing factors,
I expanded the scope of the learning solution to address each area. I chose a scenario-based approach that would allow learners to practice
identifying common indicators of check fraud while also developing the communication skills needed to ask questions, gather information, and respond appropriately when fraud is suspected. With this strategy in mind, I created a storyboard to map the learner journey and outline the key decision points throughout the scenario.

Design & Develop: 
From the outset, I knew I wanted to use a scenario-based approach that would allow
tellers to practice realistic situations in a safe learning environment. Because the training needed to function both as a standalone activity and as part of a larger learning experience, I selected Articulate Storyline as the development tool. Storyline offered the flexibility to deploy the project independently or seamlessly integrate it into Articulate Rise courses.

The learning experience was intentionally scaffolded to support learners with varying levels of experience. Those who were new to fraud detection could build foundational knowledge, while more experienced tellers could reinforce and apply existing skills. The project includes activities that require learners to identify potential indicators of check fraud and practice selecting appropriate responses as customer conversations unfold.

Implement & Evaluate: 
After developing an initial version of the course in
Articulate Storyline, I gathered feedback on both the content and user experience. One of the key recommendations was to incorporate an open-response activity that would allow tellers to practice responding to customers in their own words rather than selecting from predetermined options.

Designing an effective solution for this feedback required several iterations. Ultimately,
I developed the text-entry activity included in the final project, giving learners an opportunity to formulate and reflect on their own responses. During this phase, I also added the option for learners to retry the open-response practice, allowing them additional opportunities to build confidence and refine their communication skills through repeated practice.

Final Thoughts: 
This project provided an opportunity to expand my Articulate Storyline skill set by designing and implementing open-response activities, which have since become one of my favorite interaction types to incorporate into learning experiences.
The process challenged me to think beyond the original request and identify underlying performance gaps that were contributing to the problem. I am particularly pleased that the training addressed both fraud identification and
the communication skills required to navigate difficult member conversations. By incorporating these soft skills into the learning experience, the training more closely reflected the realities of the teller role and better supported on-the-job performance. The impact of this approach extended beyond the training itself. As a result of insights gained during this project, the credit
union has begun placing greater emphasis on difficult conversations and communication skills within its supervisory and employee development efforts.

Practicing Storyline development through game design: 
The concept behind these projects was to strengthen and demonstrate my Articulate Storyline development skills through the creation of interactive games. Each game was designed to practice specific Storyline functionality while creating an engaging learner experience.

Submarine Project
The first project is a submarine navigation game in which learners use directional controls to guide a submarine to its destination. This project allowed me to practice working with triggers, hotspots, motion paths, and object interactions.

Final Thoughts: 
Together, these projects provided valuable hands-on experience with core Storyline
functionality, including triggers, states, motion paths, hotspots, and slide layers. While the interactions themselves were relatively simple, they challenged me to think critically about user experience, feedback mechanisms, and how technical features can be combined to create engaging learning activities. The skills I developed through these projects have since informed my approach to building more sophisticated eLearning experiences.

Practicing Storyline development through game design: 
The concept behind these projects was to strengthen and demonstrate my Articulate Storyline development skills through the creation of interactive games. Each game was designed to practice specific Storyline functionality while creating an engaging learner experience.

Matching Game:
The second project is a matching game designed to reinforce Storyline development techniques such as states, triggers, layers, and variables. One of the biggest design challenges in this project was determining how to provide learners with meaningful feedback on their performance.

Final Thoughts: 
Together, these projects provided valuable hands-on experience with core Storyline
functionality, including triggers, states, motion paths, hotspots, and slide layers. While the interactions themselves were relatively simple, they challenged me to think critically about user experience, feedback mechanisms, and how technical features can be combined to create engaging learning activities. The skills I developed through these projects have since informed my approach to building more sophisticated eLearning experiences.