Project Overview

The Problem

Instructional designers (IDs) don't always understand the complex steps of action mapping.

The Solution

This is a concept project that could be used to help IDs successfully lead their first action mapping project from start to finish. In an action-mapping meeting, IDs cannot always review their notes to remind them which step is next or what to say. This scenario gives IDs practice rehearsing action mapping steps in a safe, risk-free environment. This practice helps them memorize the steps and build confidence to liaison with subject matter experts (SMEs) and successfully manage the action mapping process in the real world.

Audience: Instructional Designers

Responsibilities: Instructional Design, eLearning Development, Research

Tools Used: Google Docs, MindMeister, Canva, Articulate Storyline, Articulate Review, Amazon Web Services (AWS)

Process

Analysis

After establishing the problem and solution, I researched action mapping and read Cathy Moore's book Map It.

Development

I began developing the project by sketching the primary branch in Google Docs as a rough and rapid prototype. This primary path helped support and guide the remaining project development.

Next, I wrote the Storyboard in Google Docs, noting details such as question prompts, possible answers, and programming notes. I asked for feedback from the SMEs when I was finished, then revised accordingly.

Finally, I mapped the complete branching scenario using MindMeister. Some boxes are red and some are white because later, I marked boxes red as I built them in Storyline. This was an easy way to keep track of my progress when I developed later on.

Design

I sourced assets from FreePik (background images), and sound from Freesound.

I established a color scheme, including specific hex color codes, using Coolors.co, and also checked the contrast.

I designed the job aid for the action mapping process in Canva.

Throughout my project, I programmed my own buttons and hover states. I used triggers, variables, and conditions to program elements such as including the user's name and allowing the user to choose between avatars. I also employed layers to increase interactivity on each slide and decrease the overall size of the project.

Each slide includes numerous elements on the timeline. Many slides have entrance animations and object animations. I name each element on the timeline to make it easier to edit individual elements later. Naming each element also ensures another designer could work on this project without getting confused.

Implementation

I uploaded the project to Articulate Review and shared it with fellow instructional designers in my online community. Based on their feedback, I iteratively edited the project through three rounds of revision. After a final check, the project was complete. 

I then uploaded the project to Amazon Web Services (AWS) for hosting.

Attribution: this Storyline project was completed using assets provided by Freepik and vectorpocket on Freepik.

Evaluation

This is a concept project. In the real world, I would design and distribute surveys to collect Kirkpatrick's Level 1 (Reaction) and Level 2 (Learning) feedback. At a minimum, I would ask learners how they felt about the experiences and what they learned. Kirkpatrick's Level 3 (Behavior) and Level 4 (Results) are harder to gather but nevertheless important. I could survey managers weeks after their workers complete this activity and ask if their workers are changing their behavior. I could also use data and metrics to ascertain if the company is achieving desired outcomes based on the learning activities.