As I reviewed the various case scenarios to develop my eLearning module, I was excited about the unknown that lay ahead. I decided to choose a topic familiar to me—working with teenagers and my love for cooking, especially pizza. From the start, I knew I wanted the learner, whom I referred to as the 'Chef' throughout the training, not only to learn about making pizza but to have an interactive experience as well.
As I mentioned earlier in this course, I lived by the motto 'create and design as you go.' Being introduced to the concept of storyboard writing and creating a wireframe for the entire training module using Twine was both challenging and rewarding. It helped bring structure to my design. Based on the wireframe I developed, I knew what I wanted the 'chef' to learn and how I wanted the training to flow.
I think the most difficult part of developing the training module was bringing it to life, especially since this was my first time using Storyline. While the program itself wasn't hard to learn, understanding its key components and applying them to the storyboard took some time—and a few moments of frustration (I may have banged my head against the wall a few times!).
However, once I got the hang of it, I started celebrating small victories, like when I mastered the Drag & Drop feature while either making the dough or pizza. This was a major highlight, as it was a key component of my training module and the interactive experience I wanted the 'chef' to have.
"When I think about the most difficult aspects of developing the entire training module, two challenges stand out. The first is recording audio and video. While the technology itself wasn’t a problem, I’ve always struggled with slurred speech. This makes me nervous when recording, as I worry that when I get tongue-tied, my words won’t be clear. Reading from a script seems like it would help, but that introduces another challenge—my dyslexia—so I had to work on overcoming both issues.
Dr. Salik's recommendation to use the 'dog clicker' was invaluable. Not only did it allow me to break up different segments of my audio recording in Audacity for easier editing, but it also gave me the chance to mark mistakes and re-record as many times as needed without stopping.
The second biggest issue for me was getting my states and triggers to work correctly. I knew what I wanted them to do, but I struggled to make them function as intended. For example, I wanted the 'Chef' to set the oven temperature to 500 degrees before placing the pizza inside. So, I used a dial interactive object, requiring the 'Chef' to move the dial from 0 to 500 degrees. I also wanted to ensure that the button to place the pizza in the oven wouldn’t activate until the correct temperature was set. Additionally, I didn't want the 'Chef' to proceed to the next pizza recipe until the pizza had been cooked. What I learned is that it requires patience and the ability to carefully think through each step, ensuring the triggers are set up properly and in the correct order.
The year 2034 may seem distant, but it will be here before we know it. As I think about where eLearning will be by then, I feel both excited and a little apprehensive. I often wonder about the advancements in technology that could make the role of an instructional designer obsolete.
eLearning will become more immersive, personalized, and integrated into learners' daily lives. Learners will have greater autonomy, with AI and AR/VR technologies making learning more effective and engaging. As instructional designers, we will need to shift from traditional eLearning development and focus on leveraging these emerging technologies.
Let’s start with AI, which is arguably one of the most significant technological developments since the widespread adoption of the internet. I wonder if, as instructional designers, we will one day be able to take a needs assessment, input it into an AI platform, and have the platform automatically produce the required training module to meet the needs of stakeholders and subject matter experts. Could AI go even further, identifying training needs before stakeholders themselves recognize them?
One of the advantages of AI is its ability to detect real-time learning needs. For example, in the financial sector, regulatory requirements mandate that disclosure statements be read to customers. Imagine a scenario where AI identifies that a colleague is struggling to read the correct disclosure statements during a customer call. The AI could provide real-time feedback, such as a pop-up alert, advising the colleague to review those specific statements before their next call.
The concept of microlearning is already becoming part of my organization’s training protocols, though it's still in its early stages. With AI, I envision training and development teams being able to quickly identify colleagues who are falling short in specific skills. Instead of retaking an entire training module, personalized feedback could be delivered that pinpoints the exact area that needs improvement, allowing for targeted retraining in just 5 to 10 minutes, using compliance-approved materials.
In the future, instructional designers will need to adapt their roles, focusing on using emerging technologies to enhance the human aspects of learning, such as emotional engagement, social connection, and creative problem-solving. Though potentially intimidating, embracing these technological advancements will positively impact the learning environment by offering more personalized and efficient opportunities to acquire skills at a faster rate, preparing learners for their next career opportunities.
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