INSTRUCTIONAL DESIGN PORTFOLIO

A Beginner’s Guide to Acting

Unit Two – Scene Analysis

This is a completed sample Reusable Learning Object (RLO) called “Using Acting Tactics”. It was developed for unit two of this course, but can be reused as a lesson in a number of other acting courses. It is self-contained and includes an assessment of learning.

A Beginner’s Guide to Acting

Unit Two – Scene Analysis

In Unit Two of this course, learners will complete some lessons using asynchronous eLearning. This design document provides planning information for the development of a Reusable Learning Object (RLO) called “Using Acting Tactics”. It includes course objectives, RLO specifics, a lesson outline and flowchart.

View the flowchart for the Reusable Learning Object. This flowchart provides a visual map of the screens used in the RLO. It includes each possible outcome of the branching scenario. Screens are represented by rectangles, with decision points indicated as diamonds. Connectors are arrowed to indicate the flow direction.

The storyboard provides details about each screen of the Reusable Learning Object, including anticipated image resources, visible text, narration and special considerations such as accessibility options.  

Usability testing considers the intuitiveness and ease of task-based interactions. It examines how a user interacts with the learning object in an attempt to optimize steps and remove roadblocks.

The selection of instructional strategies for this Reusable Learning Object was influenced by best practices such as William Horton’s Absorb-Do-Connect. The RLO contains Absorb and Do activities and, as suggested by Horton, the goal was to make the time spent on both approximately equal. The Absorb screens are also interspersed with two knowledge checks to aid with cognitive load and allow for frequent practicing of the new information. I chose scenario-based training as the assessment because it adds relevancy and better mirrors a real-life situation in which the new knowledge can be used.

Another reason I chose a scenario as the assessment is because it not only tests the learner’s knowledge but can also serve as another learning activity. Tests that also teach are more valuable than tests that only assess learning. As actors learn from trying, failing, and trying again, so too can the learner attempt the scenario multiple times, learning something new from each attempt.

Accessibility considerations included high contrast colors and recorded narration for visually impaired learners, closed captions for deaf or hard-of-hearing learners, and a transcript for learners who benefit from access to the content on their own time. Both audio narration and closed captions can be turned on or off based on the learner’s preference.  iSpring provides built-in keyboard shortcuts for users with motor skill limitations, so I included the list of shortcuts as a resource. The authoring tool also uses focus indicators on their control buttons. However, with this authoring tool I was not able to find a way to incorporate expanded hotspots for the control button detection. This would have been another useful accommodation for learners with motor skill limitations.

I decided to simplify the interface design so as to not overwhelm the user with too many icons and menus. I chose the iSpring universal player without a sidebar to maximize visibility and focus on the current slide. I removed unnecessary controls such as the marker tools and presenter info, as neither of those had a useful purpose for the RLO. I also chose to limit navigation to previous slides and the current slide so that users would not skip ahead before they had requisite “absorb” activities to help them with the “do” activities. During the knowledge checks and branching scenario, I locked navigation so that users would stay in the activity without losing their place or the choices they made.

My understanding of visual design principles is influenced by my experience in videography, photography and web design. I applied the principle of thirds to focus the learner’s attention on prioritized content. Title banners were placed in the lower third, with the human character faces occupying space in the upper third. Screen titles with content were placed in the upper left third, as this is a place that users’ attention will be drawn. I also chose to place content on the left because iSpring places a trial watermark in the upper right corner. I prioritized users seeing the content over seeing an unobstructed view of the character’s face. Colors and fonts were chosen based on company branding, creating a unified visual design across the website.

I chose formative assessments, as the RLO is meant to address enabling objectives for a course on acting. The knowledge checks test for understanding, requiring learners to demonstrate that they can identify tactics. The examples mimic an actor observing another actor’s performance, an important aspect of developing acting technique. The branching scenario assessment was chosen because it provides learners a safe space to role-play, take chances and learn from the results of their decisions. Acting requires trial-and-error, and a fear of failure can impede development. In the scenario, actors have the opportunity to explore choices and can repeat the scenario to see how different choices produce different results.  

The results of the usability test were mostly favorable, with feedback suggesting a thoroughly constructed prototype. The biggest change that needed to be addressed was to provide more challenge in the knowledge checks by changing the choices after a wrong answer. In the prototype, users were able to try again and then given the same two choices for the same example. The revised RLO provides a different wrong answer on the second try to add to the challenge.

Another item to consider was the choice of font, which was made to match company branding across the website. The concern is that the “condensed” version of the font might cause issues for learners with visual impairments or limitations. I decided to revisit the RLO and change the font to the uncondensed version to better serve these learners.

Unless an instructional designer is employed by a large company with many specialized roles, it is likely the designer will be tasked with some, if not all, instructional development. Many job listings for instructional designers include substantial daily responsibilities that are usually reserved for a development role. This is likely the result of companies looking to save money by hiring only one employee for two roles. It also could be the result of companies not fully understanding what an instructional designer does. Either way, it is beneficial for instructional designers to have development tools in their toolboxes.