In the course EDCI 672 – Advanced Practices in Instructional Design, we analyzed challenging instructional design cases, made recommendations for possible solutions, and designed a small-scale instructional design (ID) experience as a possible solution. These case analyses were a chance to envision a revised design approach that brought together multiple goals (learning, organizational, etc.). For the challenge area of “Create a vision of change that aligns learning and performance goals with organizational goals,” I have included the third case analysis and accompanying design experience as evidence of my competency in this area.

This competency speaks to the heart of many instructional design challenges – meet varied goals with a cohesive and effective learning experience. The ability to pivot during a project in order to meet these varied goals is a hallmark of a healthy and creative design team (or individual contributor). Numerous skills must be leveraged in order for the end products to meet the intended goals. In this case analysis, we were introduced to Lynn Dixon, an instructional designer working at a firm in Australia. Her company was contracted to design a kiosk interface for aquarium visitors in Cairns. During the analysis and design phases, Lynn encountered multiple challenges and constraints, including significant scope creep (the expansion of content scope and requests); graphics, animation, and interactivity desires beyond what could be accommodated by the budget; and workplace interaction struggles. These factors, left unaddressed, can negatively affect the ability of an instructional designer to deliver products that meet the learning goals, clients’ goals, and the organization goals.

I recommended two distinct solutions, one of which I proposed as the preferred solution. In this solution, clear communication about the possibilities (regarding the content presentation and graphics/animation) was emphasized. In this solution, multiple goals were addressed. By addressing the content, Lynn would have been able to ensure content and learning goals alignment. In coming to a satisfactory resolution regarding the sophistication of the graphics and animations, the clients’ desires could be partially (if not completely) met, while still supporting learning goals and meeting design challenges and constraints, such as time, budget, and target audience needs. As a companion assignment, I created this interface (see the Recommended Kiosk Interface) to show how these multiple goals can be met. The imagery is comprised mostly of still images that animate on and off the screen, giving the appearance of a video animation, but at a reduced cost. The interface uses common icons and intuitive placement for navigation, serving all users effectively. The major content areas requested by the client are represented, along with “dive deeper” sections that provide more information for advanced or expert users. This arrangement gives the kiosk experience greater flexibility in meeting the learning needs of a variety of audience members. A note about the interface: the home, volume control, and language selection are functional in that they are clickable; however, the volume control and language selection does not make any changes to the volume or language. They are representative for the purposes of an example build. Likewise, only one section of content is built out (Threats); the other topic navigation buttons are representative.

This was the first kiosk interface I have ever worked on, but I felt that it was similar to building a freely navigable eLearning course. As such, I built the interface in Articulate Storyline. My experience with Articulate products is considerable, which benefited the creation of the interface.

My case analysis and accompanying interface design represent a careful and thoughtful approach to the intricacies of instructional design, along with the ability to make sound instructional decisions in alignment with varied client, learning, and organizational goals. Through the analysis process, I was able to consider a design challenge through a new lens. By taking a step back and critically assessing the factors and parameters, I was able to make a design recommendation that met numerous needs. Going forward, I plan to continue to grow this analytical process, alongside my creative process, by doing independent research and investigating additional case studies. I feel that the more exposure I have to complicated and challenging cases, the more adept I will be at designing effective learning solutions.