Scenario-Based eLearning
3 Success Steps for an Engaging Workplace Book Club
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This is a scenario-based eLearning project designed and developed to help leaders implement a successful and engaging workplace book club and reap the benefits that motivated them to start one in the first place. Learners are presented with three success steps and given the opportunity to act on each step to set up an engaging and successful workplace book club. Each choice has an outcome that allows the learner to see what does and does not lead to a successful workplace book club.
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Audience: Company leaders who want to implement an enaging and successful book club in the workplace.
Responsibilities: Instructional Design, Subject Matter Expert, Research, Needs Analysis, Storyboarding, Visual Design/Mockups, eLearning Development
Tools Used: Articulate Storyline, Canva, Vyond, Mindmeister, Google Docs
KPI: Engagement in the workplace book club will increase 20% by September 1st as leaders follow book club success steps.
Company leaders want to implement a workplace book club but don’t how to begin or make it successful. After research and analysis, I determined the problem was due to a lack of knowledge on the part of company leaders. These leaders are motivated and skilled at their jobs but don’t know what it takes to make a workplace book club successful. This problem is worth solving because a successful workplace book club offers many benefits: employee development, increase engagement, create a culture of learning, leadership development, increase productivity, enhance communication, strategic thinking, build camaraderie, etc.
Problem
Solution
To solve this, I designed a short scenario-based eLearning experience for company leaders. Learners are presented with three success steps and given the opportunity to make choices and see outcomes while implementing a book club. A success meter indicates if choices will yield a successful book club that brings with it all the benefits leaders were hoping for.
My Process
Action Map
To perform a needs analysis, I used Cathy Moore’s process called action mapping. For this project, I filled the role of subject matter expert (SME) by using my own experiences with workplace book clubs, interviewed others who have participated in workplace book clubs, and conducted some additional research. With this knowledge/information, the action mapping enabled me to define a performance goal (KPI) and brainstorm actions that need to be taken to meet that goal. Focusing on actions (what people need to do/not do and why they aren’t/are doing it) addresses the actual problem rather than simply dumping information into a course.
After brainstorming actions and subactions, I prioritized the actions based on which will contribute most to the performance goal. This prioritization allowed me to do three things: (1) establish three key performance tasks, (2) manage the cognitive load for the learner, and (3) create branching for a scenario-based eLearning experience.
Text-Based Storyboard
To create a script and programming instructions for the scenario-based eLearning experience, I drafted and iterated a text-based storyboard. The three key performance tasks (renamed as success steps) would be presented by a mentor in the form of a job aid (accessible throughout the learning experience). The learner is then presented with each success step and has the opportunity to choose one of three approaches for each. Each approach has its own outcome that the learner gets to see in scenario form. There is a correct approach and two incorrect approaches. One of the incorrect approaches is the worst-case scenario and will cause the book club to fail. From there, the learner tries again. If the learner chooses the “okay” incorrect approach, they can move forward, but it will impact the overall success. Throughout the experience, learners can see their success (or lack of) using a success meter.
ITERATIONS - In my very first version, the mentor character (Nora) would convey the outcome of each choice. I felt I had written outcomes that were realistic and relatable, but realized that I was telling and not showing. A successful scenario should show and allow the learner to experience the outcomes. In my second iteration, I created additional characters with names and personalities and envisioned how they would respond if their leader implemented a book club in various ways. Each character had thoughts and comments to show the response (whether good or bad). The role of the mentor character was still needed but now summarized/ clarified the outcomes rather than having to convey everything. In my third iteration, I then had to rework the writing. With the additional characters doing the showing, the mentor character needed to say less, but still be clear and concise. This change made the scenarios more engaging and the experience resonate with learners.
Style Guide & Visual Mockups
Once I had a solid storyboard, I moved on to the visuals. I used Canva to create a style guide (color scheme, text styles, buttons, icons).
I then used Vyond to create characters and scenes. I did a mock up of the intro slides and question slide. I created a mentor scene, office scene, and conference room scene as a base so I could then iterate to create versions to show the various outcomes. I really enjoyed this part of the process as I was able to see the personalities and scenes I had envisioned begin taking shape.
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Interactive Prototype
With a storyboard and visual mockups, I was then ready to begin prototyping in Articulate Storyline 360. I built my introductory slides (title, scenario intro, mentor intro, job aid, success meter) and the first step with its choices and outcomes.
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This first prototype was shared with my peers in the learning and development community. I received positive feedback on how realistic and engaging the scenarios were. Users enjoyed the consequences with thought and text bubbles. I was also able to get some constructive criticism regarding the scenes and timing. Previously, the office/conference room scenes were timed and would go to the mentor slide when the scenario finished playing. I was very intentional about the timing of these scenarios and tried to be conscious of users’ reading time. Getting feedback revealed that, even though I was intentional, it was still not the best user experience. Some users wanted more time to absorb the whole scene after all the text/thought bubbles animated in whereas others wanted the ability to move on sooner. To resolve this, I added a continue button to give users control. The scenes are still intentionally timed (how far apart the text and thought bubbles appear), but the user can now decide if they need more or less time before continuing.
Full Development
From here, I developed steps two and three with their choices and outcomes as well as the final result slides (success, failure, and “okay"). I did several iterations to make sure the visuals and triggers functioned properly and tested all the possible outcomes that would lead to the three different results slides.
With the full experience developed, I sought additional feedback from peers as well as former colleagues in education. I again received a lot of positive feedback on the scenarios and characters.
One significant change I made based on feedback was adjusting the results. Several of my users tried the scenario multiple times and said most routes or series of choices felt logical when they got to the end result. One route, though, felt jarring because, based on points, they failed, but it didn’t seem to make sense to the user. I reflected and engaged in follow-up conversations and determined the reason it “felt” this way to the user was because each step (in the real world) does not carry the same weight or significance. While all three “success steps” are needed and sequential, Step 3: Discussion Structure really matters the most as far as how successful your workplace book club is in the long run. To resolve this, I adjusted the weight of Step 3 to better reflect its significance. After making this adjustment, this route/series of choices led to the “okay” result rather than “failure.” I had two of my previous testers try this out again and they both felt it made more sense and was no longer jarring.
ORIGINAL - First two steps answered incorrectly, third step answered correctly. Each step is weighted equally and a score of 1/3 = Failure. Below is the sequence of scenes and it felt jarring to testers to be told, “good job” and then immediately after, “you failed.”
UPDATE - First two steps answered incorrectly, third step answered correctly. The third step is now weighted more and yields the final result of “you did okay” rather than “failure.” This felt more natural to testers and makes more sense in the real world.
Job Aid
In the scenario, the learner has access to a job aid (referred to as "success steps") with information for launching a successful book club. As part of the introduction to the scenario, the learner is shown the job aid and how to access it. The learner can access the job aid on every slide and can refer to it as often as needed to guide them through the scenario. Learners can also download the job aid to support them after the learning experience.
Accessibility
I included alternate text for all relevant text boxes and buttons as well as the job aid layer. I then adjusted the focus order so the elements with alternate text were in a logical order when a user tabbed through them. This will allow a learner using a screen reader to access the learning experience more easily.
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My Takeaways
Iteration
Even if you have done your research and analysis, there is always a way to level up and improve the storyboard, visuals, and interactions. To give myself fresh eyes, I moved between different phases of this project and would revisit my work. This allowed me to see things I hadn’t noticed before and implement changes on the next iteration. Feedback was also critical. Without testers, I wouldn’t have made two significant changes that I believe greatly improved the learning experience.
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Engagement
To make a learning experience engaging and resonate with learners, it needs to be learner-centered and the outcomes need to be relatable and realistic. Taking the time to consider learner personas and create unique characters was worth the time. I initially thought the mentor and a few characters were adequate, but as I iterated, I developed a full cast of characters to really capture a realistic workplace book club. This time and effort led to the learning experience being more realistic and engaging.
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Resources
Any time I ran into a snag either with ideas or the technology, I was able to find a resource to get me through it. The L&D community is amazing and there are so many instructional designers who provide useful resources. I love learning from others and definitely did during this project as I sought out solutions to my problems.
