Project Overview
Context, Conditions, Scope, and Role
Post-Fire Protocol was created during the Fall of 2023 for EME 6507: Development of Multimedia Instruction as a module included in a group final project called Fire Safety. I was responsible for designing and developing the Post Fire Protocol section, which educates learners on safe post-fire protocols and hazard identification. Through interactive branching scenarios, I guided learners to help Bill, a fire survivor, make critical safety decisions like when to contact insurance, how to safely re-enter a home, and identify hidden hazards. I used Articulate Storyline 360 and Vyond for development, and Power Point to create an interactive storyboard (included). A game element moved Bill toward a safety zone with each correct answer, providing immediate visual feedback. This is the final version submitted for the course assignment. I created the narrative content, wrote all assessments and feedback, developed the branching logic, and designed the interactive hazard exploration activity.
Competencies Demonstrated
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- Communicate effectively in written, oral, and visual formats.
- Produce clear, concise and grammatically correct messages.
- Produce visuals that adhere to the principles of message design.
- Use appropriate tools to communicate with learners, clients, and other stakeholders.
- Practice active listening.
Communication strategies for this project used storytelling to reveal content through Bill's experience. The project incorporated visual formats such as Burn First Aid and Carbon Monoxide Poisoning infographics. Weekly team meetings involved oral communication and active listening to maintain design consistency.
- Analyze learning and performance problems to recommend appropriate solutions.
- Use appropriate data collection methods and tools to conduct analyses.
- Determine subordinate and prerequisite knowledge and skills.
- Analyze content from a variety of human and non-human sources.
Together with my team, we analyzed data from National Fire Prevention and safety sites to identify common learning gaps in fire safety knowledge and recommended branching scenarios as the solution. We conducted learner analysis and determined the target audience would be ages 12 and above.
- Apply learning theory and systems thinking to design practice.
- Design interventions to address learning and performance.
- Work with subject-matter experts and other team members to design interventions.
- Align outcomes, strategies, and assessments.
- Generate appropriate instructional strategies and activities.
- Design assessments to measure learning and performance.
- Identify the scope and sequence for instructional solutions.
- Use visual design principles appropriately.
- Provide a rationale for design decisions.
Guided by Clark Aldrich’s framework for serious games, the activities focused on discovery through interaction. Learners were introduced to key points by attempting to solve problems, receiving feedback, and progressing through cycles of challenge and resolution.
- Select and use appropriate technology and media for specific outcomes.
- Develop instructional materials using a variety of media (e.g., print, audio-visual, multimedia).
- Develop and use web-based instruction, e-learning, social media, and content management tools.
- Use technology tools in the design process.
- Provide a rationale for technology and media decisions.
My team and I chose Articulate Storyline 360 for its branching capabilities and interactive features. Vyond was a natural choice for creating situated learning experiences through the animated character Bill, who led learners through an after-fire scenario toward the safety zone. I used PowerPoint to create a storyboard and plan the branching logic. As a team, we wrote a design rationale paper documenting our technology choices.
- Conduct a formative evaluation of an instructional intervention.
- Provide a rationale for evaluation decisions.
Throughout the semester, our team established a feedback loop where we iterated on the design based on peer and instructor feedback. This formative evaluation process helped identify areas for improvement, and I consistently applied the feedback to refine the Post Fire Protocol section's branching scenarios and interactive elements.
- Establish project scope and goals.
- Identify and resolve management issues.
- Collaborate with team members, clients, and stakeholders.
- Use appropriate management tools.
Our team established the project scope and goals by breaking down tasks and identifying what we needed to learn and accomplish. We held weekly Zoom meetings to collaborate and tracked our time in a shared Excel spreadsheet. We used WhatsApp to stay coordinated, identify scheduling changes, and provide moral support to keep everyone on task, motivated, and engaged throughout the semester.
- Collaborate effectively with others.
- Give and receive constructive feedback.
- Build positive relationships with team members, clients, and other stakeholders.
- Recognize and accommodate individual and cultural differences.
- Adhere to legal guidelines and ethical standards of the profession.
- Stay current about advances in instructional systems and learning technology.
We built positive relationships through moral support and accommodated scheduling changes for family needs or unexpected illnesses. We used licensed graphics from Getty Images and Adobe Stock. This was my first ISLT class, and I, along with another team member, learned Articulate Storyline 360 to stay current with industry tools.
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Optional Review - Storyboard
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ID Artifacts > Post Fire Protocol
Post-Fire Protocol