I begin with an idea, and then it becomes something else.

This
quote by Pablo Picasso embodies my specific experience with designing
computer-based training in EDUC 767, and with the iterative process of
instructional design in general. All aspects of the Reusable Learning Object
(RLO), from its initial idea to its end product, have undergone unavoidable
transformation as a result of peer and instructor feedback, design
challenges, software limitations, and designer inexperience. The Course
Design Document, the subsequent development of the Storyboard based on
one objective of the CDD, and the selection of a web authoring tool to bring
the original idea to life required design reconsiderations, assessment
substitutions and storyboard alterations. It is important to point out that the
end product retains the main concepts and learning outcomes of the original
idea, with modifications in strategies, design, and user interface.
Initially, the learning strategies planned for in the Course Design Document
were a decision based on a blended format for the longer course. In order to
adapt one of the numerous enabling objectives to a purely e-learning format,
some adaptation of the initial learning strategies was therefore required. For
the RLO, two main strategies were adopted: Tutorial and Drill-and-Practice.
The tutorial aspect of the RLO presents the information to the learner, with
examples provided, then segues into drill-and-practice in order to allow the
users to memorize, assimilate, and apply what theyve learned/absorbed
during the tutorial phase. In addition, there are aspects of a simulation
instructional strategy incorporated into the RLO, to encourage the users to
connect what theyve learned to a real-world context in a storytelling-like
format. These strategies support the instructional goals of providing
numerous opportunities for reinforcement integrated with immediate
feedback.
Once these concepts of the RLO (the learning objectives and the strategies
to implement) were adequately defined, the design aspects were chosen and
recreated in a concrete format via the Storyboard. Some of the layout,
image sizes and practice activities were aspects that were not always
transferable from the Storyboard to the web authoring tool. These changes
were due to limitations of the software (with which the student designer had
no prior experience) but were not significant enough to warrant a major
change in the overall concept of the RLO. Another limitation that required a
slight change on-the-fly was the loss of a voice actor for the project. On the
storyboard it was planned to have both male and female voices for the
French language learning portions of the RLO but the male voice actor was
unable to participate at the last minute and therefore design aspects such as
photos, names, and text had to be changed to reflect female-only voice

narration. This change did not affect the learning outcomes at all, but it
would be better to have a variety, male and female, in order to consider the
diversity of users.
Design considerations are not limited to the visual or auditory, however.
Universal accessibility concerns also affect the design and creation of a
Section 508-compliant learning object. As part of the design process, <alt>
tags for images and scripts for narration needed to be incorporated within
the storyboard and during the creation of the CBT. One of the deciding
factors in selecting Udutu as the web authoring tool for this project was its
capability in creating these accessible formats, in HTML code, automatically
for an inexperienced instructional designer such as myself. In addition, it is
SCORM-compliant (version 1.2 and 2012). Again, these were considerations
that were weighed heavily when choosing the tool and format for the RLO.

But the learning is only as good as its outcomes. Do the learners actually
gain something specific and measurable? Are these outcomes aligned with
the original objectives? How is this to be assessed? Such are the
considerations of any instructional design, of any format. For this computerbased training module, the assessments were self-paced and non-scored.
This is to lower the affective filter of the language learners as they try to
detect, understand, imitate, and incorporate voice intonation. Intonation is
not something that can be seen or depicted in writing. Therefore much
practice with listening, and trial-and-error, are required. The formats used in
this particular RLO were either/or questions and scenario-based multiple
choice questions for the French listening practice and Knowledge Check
activities. The final assessment questions relative to the learning outcomes
were multiple choice, in English.

The modifications described above were made unilaterally by the designer

along the way while implementing the vision of the storyboard and Course
Design Document. But the most useful changes were the result of the
Usability Test and peer review. Based on the comments received, several
changes to the storyboard were made, namely the addition of a How To
page, clarification of instructions for the Knowledge Check activities
(described above), and the addition of voice over narration for screens at the
beginning and end of the RLO. Any wording that was not clear and precise
was changed.

Change is the overall theme and adaptability is just one of the skills
highlighted in this CBT design process. Instructional designers need to also
possess good analytical skills paired with creative problem-solving
capabilities in order to perform their job well. (Or, work with a team of
people possessing such skills.) In addition, a thorough knowledge of how the
intended audience learns (adolescents versus adults, e.g.), an ability to
visualize this learning process, and experience with successful instructional
strategies for e-learning are other competencies that instructional designers
should possess or develop. Fearlessness comes in handy, as well. All of
these qualities, coupled with LOTS of coffee, were utilized throughout the
process from initial concept to (slightly different) end product of the Reusable
Learning Object for this course.