EDPS 6431: Advanced Instructional Design

Preston Lindhardt, Kerriann Haycock, Jamie Shaw, Kailey Van Otten

Instructional Design Activity #5

Activity #5 includes a few repeated sections from previous assignments (so that each activity has
complete, coherent information) in addition to three new sections:
● Cognitive Walkthrough Summary
● Prototype Video (In this document, you’ll provide a link to your online video)
● Appendix: Cognitive Walkthrough Detailed Information and Findings
The purpose of this instructional design activity is to help you evaluate your low-fidelity prototype

Activity #5 Sections
Use the ​bold​ headings/bullet points below to organize sections for Activity #5. The sub-bullets (not bold)
describe the types of content that should be included in that section.
● Client and Primary Contact(s)
Liz Rivera:​ ​Regional Trainer, Utah Foster Care

● Design Challenge
A current challenge facing Utah Foster Care (UFC) is helping existing children
identify and set realistic expectations when their family decides to become a
foster family. The goal is to create 1 module to help children identify reasonable
expectations when transitioning into receiving a child in care. The target
population will be existing kids of parents who are choosing to foster ages 9 to
15.​ ​Few materials exist to support families to introduce existing kids to kids
coming into care and manage the expectations of both parties.

● Goal Statement
Modifying current content into a technology-driven online educational tool aimed
to help existing children of parents who are choosing to foster to be able to set
and manage their own expectations for incoming kids in care.

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● Prototype System Map

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● Cognitive Walkthrough Summary

o This should be a summary of the key issues that your Cognitive Walkthrough uncovered.
For each key issue, provide an annotated screenshot of the interface that explains the
issue. Include redesign ideas/plans as relevant following the image and description.
o Organize your issues in terms of priority/severity. Show stopper issues first, then
moderate issues, then minor issues.
o Be sure your images are readable.
Major Issues:

Issue: ​The user does not know if they

have dragged the correct image to its
correct spot.

Redesign: ​The user will receive

feedback (check mark) to know their
answer is correct.

Issue: ​Images provided are similar

enough that any of them could be
classified as shame or fear.

Redesign: ​Change images to help

differentiate between the two
behaviors or change the design of the
assessment to check all that apply and
have all images represent either fear
and shame.

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Moderate Issues:

Issue: ​Videos do not contain close

captions

Redesign: ​Include close captions with

the videos before publishing them

Minor Issues:

Issue:​ Directions aren’t clear for the

user.
“Directions: Drag the image to fear and
shame”

Redesign:​ Rephrase directions for user

to make more sense, “Directions: Drag
the image to the correct behavior
response.”

● Prototype Video (Link to Online Video)

● Trauma Module Link: ​Module 1: Trauma
● Appendix: Cognitive Walkthrough Detailed Information and Findings
Unlike the summary above, this section includes detailed information about and notes from your
Cognitive Walkthrough. You should document the following:

o Task description​: Write out a description of the key task that your low-fidelity prototype
is intended to support
▪ Task 1: Begin Module
▪ Task 2: Define Trauma
▪ Task 3: Read (listen to) Common Feelings

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▪ Task 4: Differentiate between shame and fear

▪ Task 5: Take self assessment on shame and fear
▪ Task 6: Differentiate between helplessness and anger
▪ Task 7: Take self-assessment on helplessness and anger
▪ Task 8: Reflection

o Task Description:

Task 1: Begin Module

Yes, the user will know to begin the module by
clicking the green begin button to start the
module. The user will know to click on the arrow
that is on the begin button.

Will the user know what s/he is supposed to do?

YES
Will the user see the tool/control that s/he
needs? ​YES
Will the tool/control make sense to the user? ​YES
Will the tool/control produce an understandable
effect or outcome? ​YES

Task 2: Define Trauma

Probably yes, the user will read or listen to the
definition of trauma and then continue onto the
next slide by pressing the green arrow to
continue.

Will the user know what s/he is supposed to do?

PROBABLY YES
Will the user see the tool/control that s/he
needs? ​PROBABLY YES
Will the tool/control make sense to the user?
PROBABLY YES
Will the tool/control produce an understandable
effect or outcome? ​PROBABLY YES

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EDPS 6431: Advanced Instructional Design

Task 3: Read (listen to) common feelings

because of trauma
Probably no, the user might want to click on the
bulleted words or expect something to happen

Will the user know what s/he is supposed to do?

PROBABLY NO
Will the user see the tool/control that s/he
needs? ​PROBABLY NO
Will the tool/control make sense to the user?
PROBABLY NO
Will the tool/control produce an understandable
effect or outcome? ​PROBABLY NO

Task 4: Differentiate between shame and fear

Yes, the user will know to click the play image on
the video and then watch the video. They will
then know to click on the green arrow to advance
to the next slide.

Will the user know what s/he is supposed to do?

YES
Will the user see the tool/control that s/he
needs? ​YES
Will the tool/control make sense to the user? ​YES
Will the tool/control produce an understandable
effect or outcome? ​YES

Task 5: Take self-assessment on shame and fear

Probably yes, the user may understand what to
do based on the directions that were provided.
The user probably will not know if their answer is
correct or incorrect.

Will the user know what s/he is supposed to do?

PROBABLY YES
Will the user see the tool/control that s/he
needs? ​PROBABLY YES
Will the tool/control make sense to the user?
PROBABLY YES
Will the tool/control produce an understandable
effect or outcome? ​PROBABLY YES

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Task 5: Take self-assessment on shame and fear

Probably not, the user does not know whether or
not the images are in the correct place. They will
know to continue to the next slide by clicking the
green arrow.

Will the user know what s/he is supposed to do?

PROBABLY NO
Will the user see the tool/control that s/he
needs? ​PROBABLY NO
Will the tool/control make sense to the user?
PROBABLY NO
Will the tool/control produce an understandable
effect or outcome? ​PROBABLY NO

Task 6: Differentiate between helplessness and

anger
Yes, the user will know to click the play image on
the video and then watch the video. They will
then know to click on the green arrow to advance
to the next slide.

Will the user know what s/he is supposed to do?

YES
Will the user see the tool/control that s/he
needs? ​YES
Will the tool/control make sense to the user? ​YES
Will the tool/control produce an understandable
effect or outcome? ​YES

Task7: Take self-assessment on helplessness and

anger
Probably yes, the user will listen to the directions
and then be able to perform the given task by
first, watching the video clip, then by dragging
the correct response to the blank space.

Will the user know what s/he is supposed to do?

PROBABLY YES
Will the user see the tool/control that s/he
needs? ​PROBABLY YES
Will the tool/control make sense to the user?
PROBABLY YES
Will the tool/control produce an understandable
effect or outcome? ​PROBABLY YES

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Task 7: Take self-assessment on helplessness

and anger
The user will probably not know if their answer is
correct or incorrect. The user will know to
continue to the next slide by clicking the green
arrow.

Will the user know what s/he is supposed to do?

PROBABLY NO
Will the user see the tool/control that s/he
needs? ​PROBABLY NO
Will the tool/control make sense to the user?
PROBABLY NO
Will the tool/control produce an understandable
effect or outcome? ​PROBABLY NO

Task 8: Reflection
Probably yes, the user is going to listen to the
directions and then either write down an answer
to the given prompt or talk to their parents about
the given prompt.

Will the user know what s/he is supposed to do?

PROBABLY YES
Will the user see the tool/control that s/he
needs? ​PROBABLY YES
Will the tool/control make sense to the user?
PROBABLY YES
Will the tool/control produce an understandable
effect or outcome? ​PROBABLY YES

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o Step by Step Analysis:​ Use a list of (correct) tasks steps to then organize your Cognitive
Walkthrough notes. For each step, include a ​short description of the step and an image
of the interface​ being viewed during that step.
▪ Task Step 1: [Short description of the step and interface image]

Module 1 Tasks with interface image:

User will click “begin” to start the module.

Trauma is being defined. The user will click to listen to the

definition of trauma. After, the user will click the green next
button to continue the module.

The user will click to listen to the common feelings children in

care feel when they have trauma. After, they will click the green
next button to continue the module.

The user will click the play button to play a powtoon to learn
what shame and fear are and common behaviors that go along
with these emotions.

Users will be given a quick assessment about shame and fear.

Users are given 9 images. Users will click and drag the images
showing fear to the fear column and images showing shame to
the shame column. There will be 3 remaining images of
non-examples.

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Users will be able to check their answers from the previous

screen and reflect on their answers through given feedback.

The user will click the play button to play a powtoon to learn
what anger and helplessness are and common behaviors that go
along with these emotions.

Users will watch a quick video of a behavior and click and drag
the feeling that matches the behavior.

Users will be able to check their answers from the previous

screen and reflect on their answers through given feedback.

Users will be able to self reflect on what they’ve learned from

the module by talking with parents and/or writing in a journal
some ways they can help their kids in care siblings when they
express these feelings and behaviors.

Canvas Submission

Save your activity as a single PDF file. Please do not submit multiple files. If you start with multiple files,
please combine them into a single document before submission.

Submit your file (one per group) via Canvas (in the Activity #5 assignment)

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