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ADOBE CAPTIVATE MODULE

Create an eLearning Module

Jenna Jenkins

Grand Canyon University

EID – 505: Multimedia for Learning

Teresa Bollinger

10th April 2024

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ADOBE CAPTIVATE MODULE
Create an eLearning Module

Link to adobe captivate module:

https://jennajenkins.reviewmyelearning.com/review/660f2462cb8d81839bd4a4af

(Jenkins, 2024)

Storyboard:
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ADOBE CAPTIVATE MODULE

(Jenkins, 2024)

Reflection:

Throughout the completion of this eLearning module, I was challenged in the best way

possible to create not only an interactive course that allowed individuals to master a particular

concept or task but also immerse themselves within their learning through a series of engaging

elements. All too often, we hear educators tell a child’s parent and or guardian, “it is crucial

that you read with your child at home.” However, if a parent and or guardian does not fully

know how to help their child read outside of the classroom, all parties involved are not being

set up for their highest amount of success. The eLearning module that I created provides

parents and or guardians with the tools necessary to help support their young child with their

reading outside of the classroom.

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Beginning with the first stage of the design process, I started off by conducting a needs

assessment. Within this needs assessment, I aimed to determine what skills parents and or

guardians needed to enhance in order to help their young reader be successful. From there, I

began the design process. Within the completion of the needs assessment and design process, I

worked to identify any pain points and the daily reality of my audience of parents and or

guardians (Hogle, 2024). Taking the necessary steps and time to identify these concepts

allowed for me as the instructional designer to utilize an empathetic process of my audience,

and pinpoint my learners needs. In addition to that, within the eLearning module, I created a

space and or survey for my audience to provide feedback to the training, thus allowing myself

to stand in their shoes as the learner (Gutierrez, 2023). All in all, these were the steps I took to

create an engaging effective eLearning module, all while utilizing and empathetic process to

determine an address my learners needs.

Moving into interactive elements, I went ahead and created a series of interactive

elements, all while following the multimedia learning principles. The purpose of creating theses

interactive elements, all while following the multimedia learning principles is to enhance the

learner’s overall experiences, thus enhancing their skills and understanding of the particular

concept. In order for me to ensure I achieved this goal, I ensured to develop a plan throughout

the creation of a storyboard, kept my media and or eLearning module clutter free, asked for

feedback, and surveyed my learners (O’Neill, 2024). In addition to that, I ensured to manage my

groups, and or topics through a total of four portal, thus allowing for a clean and organized

appearance. Ensuring to follow these particular guidelines throughout the completion of this

eLearning module was completed in the best interest of the learner, thus enhancing their overall

learning experience and success of the knowledge gained.

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In conclusion, throughout the completion of this eLearning module, I was challenged

by using an unfamiliar multimedia too, adobe captivate, to create an interactive eLearning

course that allowed individuals to master a particular concept or task. In addition to that, I set a

goal of creating an eLearning module learners could immerse themselves in, within their

overall learning through a series of engaging elements. The eLearning module that I created

provides parents and or guardians with the tools necessary to help support their young child

with their reading outside of the classroom, thus achieving their highest amount of potential

within the concept of reading!

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References

Department of Education and Training. (2019). Concepts of Print. State Government of

Victoria, Australia.

https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/

english/literacy/readingviewing/Pages/litfocusconceptsprint.aspx

Evans, Doug. (2024). I am a Reader. Reading Programs. Institute of Reading

Development. https://readingprograms.org/Resources/Blog/I-am-a-Reader

GCU. (2023). Writing Learning Objectives. Grand Canyon University Halo:

https://halo.gcu.edu/resource/b09ce146-45a5-444a-9e0a-269563d51d86?

nestedResourceId=d34e7bf4-aa71-4b2d-aea4-b8520ca95633

Gutierrez, Karla. (2023). Empathy as Your Starting Point for Great eLearning Design.

Shift eLearning Blog. Aura Interactiva.

https://www.shiftelearning.com/blog/empathy-as-your-starting-point-for-great-

elearning-design

Hogle, Pamela. (2024). Design Thinking Approach to eLearning Emphasizes Empathy.

Learning Guild. https://www.learningguild.com/articles/design-thinking-

approach-to-elearning-emphasizes-empathy/?rd=1

Larson, M. B., & Lockee, B. B. (2019). Streamlined ID: A practical guide to

instructional design. Routledge. ISBN-13: 9780815366706

O’Neill, Emma. (2024). 35 Tips for Significantly Better eLearning. LearnUpon Blog.

https://www.learnupon.com/blog/35-tips-significantly-better-elearning/

Orpi, Delilah. (2024). Decoding Strategies. Thrive Ed Services.

https://thriveedservices.com/decoding-strategies/
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Read Naturally. (2024). Comprehension. Read Naturally Inc.

https://www.readnaturally.com/research/5-components-of-reading/comprehension