Training Facilitation eLearning
This story-driven eLearning concept project is designed for Training Specialists to improve the application of adult learning principles.
Audience: Training Specialists
Responsibilities: Instructional Design, eLearning Development, Visual Design, Storyboard, Mockups
Tools Used: Articulate Rise, Adobe Illustrator, Mindmeister, Canva
Problem and Solution
Many Training Specialists enter the Learning & Development industry with prior K-12 teaching experience or without a strong background in facilitation. As a result, these trainers often do not have relevant skills or strategies for engaging with adult learners.
When Training Specialists cannot apply adult learning principles, two consequences occur. First, trainers’ facilitation suffers, which might be reflected on evaluation rubrics or annual reviews and, ultimately, lead to burnout or attrition. Second, participants’ learning suffers either through lack of engagement or comprehension.
When Training Specialists cannot apply adult learning approaches, their facilitation simply isn’t effective.
Through feedback sessions with Training Specialists and L&D managers, I determined that the source of trainers’ performance issues was lack of skill and application. Because of this, I proposed a story-driven eLearning course.
Process
I took responsibility for designing and developing this eLearning in its entirety. To do so, I first created an action map, developed a text-based storyboard, mocked up the visuals, developed a prototype, and finalized the project.
Course development is often iterative, and this project benefited from multiple revisions and improvements. I gathered and incorporated feedback throughout the development process, continuously improving the project towards its final form.
Action Map
During development, I worked collaboratively with Training Supervisors, who served as my SMEs. Through multiple discussions, I gathered information about Training Specialists’ facilitation responsibilities and role expectations. With this information, I created an action map for the eLearning, identifying learning priorities, structure, and focus areas.
This action map clarified the content and informed the curriculum’s structure. I used the map to define challenging facilitation scenarios trainers faced every day. Doing so helped reveal gaps in Training Specialists’ knowledge that needed to be covered in the eLearning.
The action map defined three real-world applications learners could explore throughout the course. These three applications provided a framework for the course’s story-driven narrative and the development of the text-based storyboard.
Text-Based Storyboard
Developing the text-based storyboard served several purposes. The storyboard allowed me to unpack the three learner applications, providing relevant context, and offering learners choices in each facilitation scenario.
I incorporated feedback into each choice, using common distractors as learning opportunities. Training Specialists often don’t understand how their actions misalign with adult learning principles. Incorrect decisions allowed me to incorporate critical foundational knowledge into the eLearning.
Also, I used the text-based storyboard to incorporate stories throughout the content. A fundamental principle when engaging adult learners – in my case, professional Training Specialists – is relevancy and impact. I wanted learners to feel like the characters they “met” in this eLearning were like participants they taught daily.
Iteration improved development significantly. The text-based storyboard provided a ready medium for SMEs to share feedback and guide the project’s development. Incorporating feedback further defined learner applications aligned with the company’s trainers’ performance expectations.
Visual Development
After finalizing the approved text-based storyboard, I began developing the eLearning visuals. The course graphics were a crucial part of the learner experience. I took inspiration from other visually immersive courses (like this stunning design from Teresa Moreno) and wanted the graphics to highlight the learners’ journey.
I modified the courses’ color theme and fonts to fit the company’s branding guidelines. After sourcing vector graphics, I customized the visuals in Adobe Illustrator, adjusting the color palettes to match the correct color palette.
I used a combination of graphic styles, including full-screen images and smaller graphics over colored blocks. Playing with background colors and padding allowed the learner interface to feel more immersive and customized.
Full Development
After creating the text-based storyboard and visuals, I developed the project in Articulate Rise. The project’s first iteration provided the opportunity to get SME’s feedback on the learning experience and user interactions.
After multiple revisions, I finalized the course structure, content, and learner applications. Final development also included downloadable learner handouts, which serve as learner extension activities and provide follow-up resources for ongoing practice.
I created the handouts in Canva, giving the resources a consistent visual look and feel by applying the company’s branding kit. In Articulate Rise, I hyperlinked the handouts to buttons at multiple points throughout the course for ready access.
Results and Takeaways
When developing this project, I sincerely appreciated how visuals drive a learners’ experience. This project deepened my ability to create graphic-centered courses and take full advantage of Articulate Rise settings and customization.
This project also provided an excellent opportunity to grow my Adobe Illustrator skills. Vector graphics are compelling assets for course development and the ability to quickly customize colors through selecting and replacing fill color optimized development time.