Age Like a Supernova

Project Overview

Tools

• Mindmeister: for action-mapping

• Google Docs: to draft ithe nitial text-based storyboard

• Figma: moodboard development

• Canva: final visual draft of the entire SBL-X

• Articulate Storyline: interactive SBL-X development

• Epidemic Sound: background music

• Brightspace LMS: full course-version of the book

Responsibilities

I developed every aspect of this project as the Instructional Designer: from ideation through development. The full learning experience was created through Dr. Luke Hobson's Instructional Design Institute as a final project. My SME was the book itself. Its key message dictates the key learning goals and accompanying course content.

It is comprised of two parts:

1. A short, interactive Scenario-Based Learning Experience (SBL-X) developed in Articulate Storyline. It includes three decision points, each with consequences. The purpose is to pre-teach the book's key concepts.

2. These concepts are then explored in depth in the full learning-experience/course that follows. It was developed in the LMS Brightspace.

The Problem

Given the target audience for the learning experience, my first step was to clarify the problem: What were they not doing? And why not? These women need to consume optimal, high-quality protein that is spaced out correctly in order to combat the age-related muscle loss of sarcopenia. And yet, up to 75% aren't. (SOURCE) Analysis revealed that the reason is two-fold: a sizeable knowledge gap and a significant skill gap - meaning that an e-Learning experience is an appropriate solution.

The Process

After determining that an e-Learning solution was appropriate, the next step was to determine what learners should be able to do after going through the learning experience, ie. the main learning objective. Which I formalized as:

Learners must eat an optimal amount of high-quality protein at optimally-timed meals every day.

To take these three actions...

1. eat optimal protein

2. choosing protein that is high quality

3. time protein meals correctly

...what knowledge would they need to acquire and what tasks (and subtasks) would they need to learn to do? And why they weren't doing these? The reasons for not taking action are important - due to common misconceptions and mistakes, as they create the incorrect - or distractor - answers in each decision point of the SBL-X pre-teach.

To determine the three decision points and consequences, I created an Action Map.

The overall design of the SBL-X from a learning perspective never just presents learners with a series of slides about protein and healthy aging to view passively. Rather, it requires problem-solving that is active. The science of how we learn new things has found it is far more effective to make learners have to work to think about and choose the right answer.

This proven strategy is known as desirable difficulty.

Overcoming desirable difficulties requires learners to stretch their abilities to acquire new material. When they do, they learn better and remember longer. Choosing incorrectly and experiencing the negative consequences of a mistaken belief makes the learner discover - for themselves - that their current mental model about protein is at odds with the consensus of credible science. And any time a learner experiences an impasse in their current mental model - a contradiction, conflict or uncertainty - curiosity is stimulated. They ask why and become motivated to engage in deeper reasoning until their cognitive equilibrium is restored. (SOURCE)

In short, showing them their mental model is flawed and presenting them with the consensus of the data is a powerful teaching moment.

SBL-X Action Map

The three decision points & 9 possible consequences.

The SBL-X Storyboard

Since this was a branching scenario, I created a storyboard to get a feel for the flow of each scenario from slide to slide. I created multiple iterations of the storyboard, refining the consequences to make them more realistic.

One example was regarding Question 1 on choosing high quality protein. Protein quality holds a lot of weight in helping combat age-related muscle loss with nutrition. Choosing lower quality plant proteins can have grave consequences, which was highlighted in outcomes that can result, including frailty and serious falls resulting in longer hospital stays - that can wipe out your entire life savings.

Once the decision choices and flow felt right, I moved to Canva to create the visuals.

The Visuals

The look and feel of the SBL-X was inspired by a 1962 French New Wave masterpiece of sci fi, La Jetée. Comprised almost entirely of a photomontage of black and white images and no dialogue - it delivers a powerful story with a minimum of tools: only photographs, narration and excellent background music. The resulting storytelling is unforgettable, and the emotional impact undeniable.

Emotion is vital to learning, so I paid close attention to the black and white visuals, narration and music I selected.

It's vital post-menopausal women start taking protein seriously for their health, so my goal was to make the learners experience a range of emotions from trepidation to fear, curiosity, and, at during the final photomontage sequence, hope and joy.

Visual Mockups

I created a custom theme and template for the project, making sure to use contrasting colors that were both visually accessible and ensured a smooth learning experience. I designed template in PowerPoint and then moved to Figma to create a visual storyboard.

There are various visual scenarios throughout the course that serve to immerse the learner deeper into the story. After each decision point, a short video of a clock shows the passage of time, followed by the test results - a bright blue for correct choices and a dreary gray for incorrect choices - which reinforce the emotional component of the learning experience and help provide it with a natural flow.

Interactive Prototype

Following the visuals storyboard, I used Articulate Storyline 360 to create the interactive prototype. It consisted of the title, intro sequence, and Question 1. Feedback helped identify issues with the user experience and interface early on, particularly in making sure each slide flowed well into the next.

Full SBL-X Development

The full SBL-X was developed in Articulate Storyline, and includes layers, variables, hotspots and triggers based on learner choice. It includes three decision points, each with its own consequence pathway. An optional tip sheet of a relevant book excerpt was provided should the learner want to access knowledge. By not forcing them to review it, it provides learners with autonomy - a strong component of intrinsic motivation.

And at the conclusion of each decision-tree, a summary slide called The Research Shows was included so learners could see at a glance why they chose correctly - or incorrectly.

Backwards Design of the Full Learning Experience

This SBL-X was a pre-teach for full course, which was created following a backwards design model:

• I started with the end in mind: what specifically should learners be able to do? This determined the key learning objective.

• Learning objective identified, I used Bloom's Taxonomy to select the appropriate behaviors to observe and assess at the end of the learning experience.

• The final assessment was then determined, representing the standard of evidence that would demonstrate the learning objective had been met.

• The learning activities and learning artifacts in the course map were based on foundational principles of instructional design.

  • First, I developed the SBL-X to pre-teach fundamental concepts using Figma, Mindmeister, SnagIt, Canva, Powerpoint, Google Docs, Epidemic Sound & Articulate Storyline

  • The full-course was developed in the LMS Brightspace.

    • It was created in stages and submitted weekly to Dr. Luke Hobson for feedback.

    • Feedback was incorporated into each stage of the course build, resulting in a process of iteration.

    • Each iteration improved the creativity, flow and effectiveness of the learning experience.

The final result: a full & robust learning experience based on the book that is logical for learners to follow, providing them with a clear layout for them in which to learn and explore, giving them full control of their learning.

MY INSTRUCTIONAL DESIGN IS GUIDED BY THESE KEY PRINCIPLES OF HOW PEOPLE LEARN:

• COGNITIVE INFORMATION PROCESSING: Account for how learners move new information from limited working memory into unlimited long-term memory.

• DESIGN THINKING: Empathize with the intended learners and what they should be doing - and then determine why they're not doing it. Is it a skill and/or knowledge gap? If so, then an e-LEARNING SOLUTION is appropriate.

• DICK & CAREY SYSTEMS MODEL: Given a knowledge and/or skill gap, what should learners be able to do? And why aren't they doing it? Based on this analysis, create the standard of evidence that will demonstrate the gap has been closed - the learning objective. What is it learners should be able to do? With the final assessment in place, ideate the learning activities, artifacts and interim-assessments - the instructional strategy - that will support the learner to excel at the final assessment, indicating the learning objective has been achieved.

• KIRKPATRICK MODEL: Keep the endpoint in mind - the desired results - and work backward. Based on the desired results (the learning objective, Level 4), what will learners need to do? To exhibit this desired behavior (Level 3), what skill or knowledge gap needs to be addressed? And to motivate them to give their attention to the learning experience and be motivated to learn (Level 2), what learning activities and artifacts would be most engaging to them (Level 1)?

  • LEVEL 1: Reactions How did learners like the learning experience?

  • LEVEL 2: Learning What did they learn?

  • LEVEL 3: Behavior Did learner behavior change?

  • LEVEL 4: Results What results were produced?

• LEARNER MOTIVATION: The ARCS Model - Attention, Relevance, Confidence, Satisfaction - provides learners with ample opportunities to practice what they learn, which bolsters confidence and satisfaction by improving competence. Competence underlies my other favorite motivation model: SELF-DETERMINATION THEORY. When a learner grows in Competence, is able to make their own choices and see the results of their choices (Autonomy), and understands how they fit into a relevant social structure (Relatedness), they become intrinsically motivated.

• MAYER'S MULTIMEDIA PRINCIPLES: Learning outcomes improve significantly when death-by-Powerpoint and walls of endless text are replaced with more visuals - including pictures, photographs, diagrams, flowcharts, animations, videos, concept maps, mind maps - to explain key ideas. People remember imagery far more than words. It's also best to avoid narration and text at the same time, as this combo of simply reading the words on a slide is boring and creates unnecessary cognitive load.

• GAGNE'S 9 EVENTS, MERRILL'S PRINCIPLES OF INSTRUCTION & KNOWLES' PRINCIPLES: A comprehensive set of checklists to ensure a learning experience is robust and effective.

  • Gain the learner's attention - the basic that underpins learning - using the power of story plus a mix of learning activities and artifacts.

  • Make sure learners can relate the new material to their lives so it feels relevant. Relevance not only helps focus the learner's attention, which is mandatory for learning to occur, but helps activate prior knowledge. Activating prior knowledge gives the learner a relevant and big-picture context for the new material. Lack of the big picture makes it difficult to understand new material, and even more difficult to remember it.

  • Accommodate the limited capacity of working memory by presenting the content in smaller pieces - ie. chunking or microlearning.

  • To learn new material and move it from limited working memory into long-term memory requires the learner to think about the meaning and importance of the new material, and then connect it with what they already know and believe. This process is called elaborative rehearsal and is the opposite of what happens when the learn sits passively watching an instructor talk or having to wade through a wall of text.

  • Scaffold ample opportunities to practice new learnings opportunities and pair it with immediate & meaningful feedback to facilitate long-term learning.

  • Help transfer & integrate what was learned into the job or real life - like a job aid or handy pdf so they remember it for the long-term rather than it falling victim to the Forgetting Curve, which sets in within a matter of days.

  • Provide many opportunities for refection. To be able to recall new material for the long term, a learner first has to hold it in working memory while thinking about it. Reflecting on the deeper meaning of new material and how it connects to what they already know or believe to be true is vital for learning. The process of reflection increases learner self-efficacy, particularly when combined with effective feedback. While pauses for reflection can be awkward in the traditional classroom, online is a different matter! Research-back questions for effective reflection include:

    • What is the most useful or valuable thing you learned?

    • What did you learn that surprised you? Why?

    • How will now incorporate what you've learned throughout this course in your daily life going forward?

Final Thoughts

After countless hours of refining the content and flow of the full course, I submitted it for final approval to Dr. Hobson. Would it meet all the requirements of a well-crafted, effective and outstanding learning experience?

HIs feedback indicated it was mission accomplished!

The SBL-X and full course provide meaningful opportunities for the book's readers to apply what they read, transforming them passive bystanders into engaged learners, helping bring the book to life!

REFERENCES:

• Andragogy in Action: Applying Modern Principles of Adult Learning (Jossey-Bass Publishers, 1984) by Malcolm Knowles

• Applying Cognitive Science to Online Teaching and Learning Strategies, Ch.4, Online Teaching at Its Best : Merging Instructional Design with Teaching and Learning Research, (John Wiley & Sons, 2017) Nilson, Linda B. & Ludwika A. Goodson

• Cognitive Load Theory and Educational Technology (2019) by John Sweller https://link.springer.com/article/10.1007/s11423-019-09701-3

• MAP IT: The Hands-On Guide to Strategic Training Design (Montesa Press, 2017) by Cathy Moore

• The eLearning Designer's Handbook (2020) by Tim Slade

• Employing Kirkpatrick's Evaluation Framework to Determine the Effectiveness of Health Information Management Courses and Programs https://pmc.ncbi.nlm.nih.gov/articles/PMC3070232

• Scenario-Based e-Learning: Evidence-Based Guidelines for Online Workforce Learning (Pfeiffer) by Ruth Colvin Clark

• The Development and Testing of an Online Scenario-Based Learning Activity to Prepare Preservice Teachers for Teaching placement, Teaching and Teacher Education, Volume 104 (August 2021) https://www.sciencedirect.com/science/article/abs/pii/S0742051X21001098

EXAMPLES FROM THIS LEARNING EXPERIENCE OF HOW I APPLY KEY INSTRUCTIONAL DESIGN PRINCIPLES:

AN APPROPRIATE SOLUTION:

• There is a knowledge gap: post-menopausal women don't understand why protein is so crucial in the fight against age-related muscle loss.

• There is a skill gap: these women don't know how to calculate their optimal protein, how to assess the quality of protein, and how to space out their protein meals.

PROVIDES A BIG PICTURE:

• The SBL-X transforms abstract and general principles of dietary protein and muscle-protein synthesis into a relatable story about a post-menopausal woman getting her muscle-scan results from the doctor. The doctor then explains how it could impact the rest of her life with everything from diabetes to hypertension to Alzheimer's to an early death.

ATTENTION, ACTIVATION OF PRIOR KNOWLEDGE & RELEVANCE:

• Each decision point in the SBL-X demonstrates the real-world consequences of ignoring protein as a post-menopausal woman. These real word outcomes create a relevant context onto which the remainder of the learning experience is built.

HARNESSES THE LEARNING POWER OF EMOTION:

• When new material evokes emotion, learners remember what they learned for much longer. Learners typically forget much of what they learn within days due to the Forgetting Curve. So powerful images of what happens to you when muscle is destroyed with age are accompanied by a soulful soundtrack. Together, they create emotional resonance - and enhanced learning.

FOLLOWS MAYER'S MULTIMEDIA PRINCIPLES:

• The SBL-X is visually driven and narration is accompanied mostly by images, with a key word or two added for emphasis. I designed the SBL-X so that the doctor delivers his explanation of age-related muscle loss, sarcopenia, through audio, which is accompanied by images that illustrate his various points.

• The doctor's non academic-speak way of explaining age-related muscle loss, as well as the settings for the choices - including the supermarket, the bookstore and the kitchen - feel less formal and off-putting (Personalization Principle).

• The backward-design of the project and starting with the final assessment minimizes the amount of "nice to know" excess or unnecessary information - the Coherence Principle. For fleshing out the full learning experience, it was key to ensure learners had a variety of different learning activities and a minimum of text-heavy artifacts to increase engagement.

ENGAGES MULTIPLE SENSES:

• The more modalities, the better the learning outcomes. This learning experience involves a number of different videos, text excerpts from the book, audio narration, and multiple opportunities to write down reflections on learning - all of which involve multiple parts of the brain and enhance learning.

HAS LEARNERS DOING:

• Elaborative rehearsal is extremely active, and mandatory for any learning experience or training to be effective and memorable. The SBL-X requires the learner to make choices and see the consequences and if they choose unwisely, go back and try again.

PROVIDES EFFECTIVE FEEDBACK:

• The SBL-X provides immediate feedback by showing the learner the consequences for their health of the choices they make around protein. This targeted feedback then enables them to improve performance with further practice. Research also backs up the fact that when learners receive immediate feedback, they learn more effectively from their mistakes. Feedback that is targeted and immediate helps quickly close the knowledge gap.

ADDRESSES THE FORGETTING CURVE:

• This learning experience was designed starting with the final assessment. The final assessment is a case study, where the learner is presented with a fellow post-menopausal woman and tasked with applying what they learned to create a protein plan for her: calculate her optimal protein, help her select high quality sources of protein, and do protein-centric meal planning for her. Not only does a final assessment determine that the learning objective has been met, but it helps fight against the Forgetting Curve: when learners expect to have to recall information in a final, comprehensive assessment, they remember more material for longer.

MINIMIZES COGNITIVE LOAD:

• Cognitive load on working memory was minimized as much as possible by breaking up each larger topic into a series of much shorter segments - chunking - and incorporating a variety of modalities, from video, to podcasts, to text, to infographics.

USES COMMON MISTAKES & MYTH-BUSTS TO ENHANCE LEARNING:

• In both the SBL-X and the full course, various "myth busts" were deliberately sprinkled throughout. When learners have to process anything that challenges their current mental model - including contradictions, conflicts, anomalies, uncertainties, and ambiguities - they become curious. Curiosity provoked, they question, reason, and strive to return to “cognitive equilibrium.” In doing so, learning outcomes improve significantly.

EMPHASIZES REFLECTION:

• Each module of the learning experience contains a reflection activity, culminating in a final reflection. Reflecting on new material helps ensure it transits from limited working memory into long-term memory, facilitating learning. As learning technology expert Dr. Karl Kapp has observed: without reflection, there is no learning.