CASE STUDY - eLearning
CASE STUDY - eLearning
Embedded Files
TEACHER ONBOARDING eLEARNING
TEACHER ONBOARDING eLEARNING
A interactive framework for transforming preschool instruction through play.
This project is an interactive eLearning training designed to improve instructional quality in a church-based preschool program by helping teachers shift from reliance on worksheets to developmentally appropriate, play-based learning.
***review link until client approval***
THE AUDIENCE
THE AUDIENCE
Preschool teachers who have no formal educator training.
MY RESPONSIBILITIES
MY RESPONSIBILITIES
Instructional Design, eLearning Development, Visual Design, Storyboarding, Authoring
TOOLS I USED
TOOLS I USED
Articulate Storyline 360, We Are Learning, Canva, Nightcafe, ChatGPT, Perplexity, Google Docs, Google Slides
THE PROBLEM
THE PROBLEM
A local church-based preschool director expressed concern that her teaching staff relied heavily on worksheets that were not developmentally appropriate for young children. Many of the teachers had no formal training in early childhood education, which resulted in instructional practices that were misaligned with play-based best practices and Florida VPK standards. While teachers were committed and well-intentioned, there was no structured training in place to help them design engaging, age-appropriate lessons. To improve instructional quality and student engagement, the program needed a practical, accessible solution that could guide teachers toward developmentally appropriate, standards-aligned instruction.
THE SOLUTION
THE SOLUTION
After meeting with the director and reviewing classroom materials, it became clear that teachers did not need entirely new lesson plans—they needed a structured way to rethink and redesign the worksheets they were already using. To address this gap, I designed a one-hour, scenario-based eLearning course titled Play-Based Instruction for Preschool Teachers. Central to the course is a practical framework that guides teachers through the process of transforming traditional worksheet-based activities into developmentally appropriate, play-based learning experiences aligned with Florida VPK standards. The training introduces this framework, models its application through classroom scenarios, and provides guided practice opportunities so teachers can apply the process before implementing it in their own classrooms.
THE RESULTS
THE RESULTS
Although the course has not yet been piloted, it has been approved for implementation with approximately 20 preschool teachers at the start of the upcoming school year. The intended outcome is a measurable shift in instructional practice, including a reduction in worksheet-based activities and an increase in documented play-based, standards-aligned lesson plans. Success will also be evaluated through improvements in teacher evaluation scores conducted twice annually by the Early Learning Coalition, to demonstrate growth compared to prior years’ performance data. Embedded scenario-based assessments within the course ensure teachers can accurately apply the instructional framework before classroom implementation. Early stakeholder feedback suggests the structured framework and applied practice model provide a sustainable solution for improving instructional quality across the program.
DESIGN DECISIONS
DESIGN DECISIONS
The design decisions for this course prioritize real-world application, accessibility, and instructional clarity to ensure teachers can confidently implement play-based practices in their classrooms.
Modality Choice
Modality Choice
A computer-based eLearning course was selected to provide structured, guided practice in applying the play-based instructional framework before teachers implement changes in their classrooms. Because many learners do not have formal training in early childhood education, this modality allows them to move through the process step-by-step, receive immediate feedback, and revisit concepts as needed. The course guides learners through the framework once with modeled support and again through a final assessment scenario, ensuring they can independently apply the process. Desktop delivery supports visual demonstrations of lesson modifications and provides a low-risk environment for teachers to practice instructional decision-making before applying the framework in live classroom settings.
Visual Design
Visual Design
The visual design of this course follows the client’s existing style guide to ensure seamless integration with their current training materials. I used their established colors, fonts, and layout to create a familiar, cohesive learning experience. To support accessibility and clarity, the course features clean layouts, consistent formatting, high-contrast text, and limited on-screen content to reduce cognitive overload. These design choices allow teachers with varying levels of formal training to engage with the content confidently and focus on applying the instructional framework.
Tool Selection
Tool Selection
Articulate Storyline was selected to support interactive scenario-based learning and provide guided practice through decision-making activities and feedback. Its flexibility allowed me to build structured walkthroughs of the instructional framework as well as a final application assessment. We Are Learning was used to create short instructional videos that introduce key concepts and model the framework in action, adding visual clarity and variety to the learning experience.
DESIGN PROCESS
DESIGN PROCESS
Informed by Merrill’s principles and the ADDIE framework, I managed the full instructional design lifecycle — defining the problem, aligning the solution to performance needs, and developing and testing the final course.
1. Mind Mapping
1. Mind Mapping
This visual map captures the evolution of the training from analysis to solution. After identifying performance gaps through a needs and task analysis, I structured the content to align definitions, demonstrations, and application activities directly to each objective. This process ensured the training remained performance-focused, purposeful, and grounded in real classroom practice.
2. Instructional Design Document
2. Instructional Design Document
This blueprint captures the transition from analysis to design, organizing identified performance gaps into clear objectives, demonstrations, and application activities. It provided the structural framework that guided development and ensured every learning component aligned with the intended outcomes.
3. Storyboard and Visual Design
3. Storyboard and Visual Design
After completing the course blueprint, I translated the design into a detailed storyboard that mapped every screen, interaction, and instructional decision before development began.
This storyboard outlines on-screen text, narration, animation timing, navigation behavior, accessibility considerations, gamification elements, and programming notes to ensure alignment between design intent and final build.
Because this course uses scenario-based learning, character dialogue, and layered video interactions, the storyboard was essential for organizing narrative flow and interaction logic. Each demonstration and application activity is intentionally sequenced to move learners from modeling to guided practice to independent application, while reinforcing the three core components of play-based instruction.
By fully scripting the learner experience in advance, I was able to maintain instructional coherence, align activities to identified performance gaps, and streamline development in Storyline.
4. Rapid Prototyping
4. Rapid Prototyping
Before developing the full course, I created a functional prototype that included the entirety of Lesson 1. This prototype allowed me to test the instructional flow, interaction patterns, and overall learner experience before building the remaining modules.
The prototype features scenario-based demonstrations using layered video, character-driven dialogue, interactive knowledge checks, a drag-and-drop sorting activity, select-all questions, gamified pin awards, and persistent navigation elements such as resources and hints. By building a complete lesson rather than isolated screens, I was able to validate pacing, interaction balance, and cognitive load across a realistic learner journey.
Developing this prototype helped me refine navigation timing, adjust feedback layers, streamline instructions, and ensure that demonstrations and applications were clearly aligned to the three core components of play-based instruction. It also allowed me to confirm that the gamification system enhanced motivation without distracting from learning goals.
Once validated, the prototype became the structural and visual model for the remaining lessons in the course.
**This prototype is a partial training that received client approval pending future changes**
5. Full Development
5. Full Development
I developed the full course in Articulate Storyline 360, building custom navigation, layered video interactions, state-based animations, and gamified progress tracking to support a cohesive learner experience. Variables and triggers were used to control pin awards, manage interaction completion requirements, reveal navigation at appropriate moments, and provide targeted feedback across application activities.
Because the course relies heavily on scenario-based modeling, I designed layered video demonstrations that allowed learners to observe classroom practice before engaging in structured application. Drag-and-drop sorting, select-all questions, text-entry reflections, and hint layers were intentionally varied to maintain engagement while reinforcing performance-based objectives.
Throughout development, I applied Mayer’s Multimedia Principles to ensure clarity and reduce cognitive overload. The Signaling Principle guided the use of highlights, animation timing, and on-screen cues during demonstrations. The Segmenting Principle was implemented through controlled navigation and layered video playback, allowing learners to process information before advancing. I also followed the Coherence Principle by removing decorative elements that did not directly support the instructional goals, keeping attention focused on the core components of play-based instruction.
The final build maintains alignment with the original needs analysis by consistently moving learners from modeling to guided practice to independent application. Gamified pin awards reinforce progress while keeping the emphasis on skill development rather than completion alone.
6. User Testing and Feedback
6. User Testing and Feedback
To ensure both instructional quality and usability, the course underwent iterative review throughout development and again after full build. A total of ten reviewers — including my eight-member accountability group, the school principal, and an end-user preschool teacher — tested the course using Storyline’s review platform to provide targeted written feedback.
Feedback focused on clarity of instructions, navigation flow, alignment to objectives, and overall learner experience. Regular stakeholder meetings allowed me to verify content accuracy, confirm expectations, and make adjustments in real time. Accessibility became a key focus. We revised visual contrast, text presentation, and interaction design to align with established guidelines and meet end-user needs.
Based on reviewer input, I refined character consistency and redesigned gamified pin elements to create a more cohesive visual experience. I also revised the final assessment to better align with the stated objectives and performance expectations. The course was reviewed and refined through multiple iterations until usability, accessibility, and instructional alignment were fully validated.
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