Converting Rasters to Vectors was a project for EDUC 767: Designing Computer-Based Training as part of an Instructional Design Certificate at The University of Wisconsin–Stout. This project continued the work started for EDUC 766, Print Production: Properly using the Poster Printer. In this course, I designed and developed a Reusable Learning Objective (RLO) using Storyline 360. Click the image above to view the course.

            Plano ISD Academy High School is a project-based, STEAM-focused 9–12 school. There is a high need to produce large-scale visual aids for AHS learners’ presentations, PLC meetings, staff meetings, and meetings with stakeholders. While AHS learners have some training on creating visuals, there is a lack of training regarding successful printing using our poster printer. Additional training is needed to teach how to prepare visuals to avoid pixelation, resizing files to avoid paper waste, and patching photos to create visuals.

            The training will be self-guided using our campus LMS. AHS Learners and facilitators are used to this LMS, so the familiarity will help streamline the learning. In addition to a familiar format, another benefit of the course being self-guided is that learners can skip sections they are already familiar with and focus on specific sections. Finally, learners will be able to quickly reference sections when they’re printing.

Click on the image to the left to see the Reusable Learning Objective (RLO) prototype I developed using Articulate Storyline, Adobe Illustrator, and Loom. This is the revised RLO after making edits based on the feedback I was given in my usability test (see the section below).

Interactive Content

Below are two images from my prototype. Within these, learners could choose one of the presets in the Image Trace menu to see how it impacted the image. This gives learners the opportunity to use this feature in Adobe Illustrator in a simulated capacity.

Assessment

Below are three images of the comprehension check questions from my prototype. Learners were tasked with rearranging the steps of the process until they were accurate and selecting the appropriate presets for the type of image.

I developed this project, Converting a Raster to a Vector, as a continuation from my previous course at UW-Stout (EDUC 766). While EDUC 766 was focused on assessment, this course (EDUC 767) specifically focused on computer-based training and creating a Reusable Learning Objective (RLO). I carried over my project and learning objectives from EDUC 766 into this course.

            In designing and developing this E-learning course, I made many decisions regarding the design. For example, I considered various delivery formats (video, text, audio, images) for absorb activities (Horton), and decided to incorporate all delivery formats in an effort to be inclusive and apply universal design. In addition, I wrote closed captions for the video and gave learners the choice between audio and text. In regards to visual design principles, I employed balance between text and images, contrast in colors, and emphasis on key content. I also kept a consistent design (color scheme, fonts, layout) throughout the RLO.

            Because RLOs are self-paced, assessment needs to be computer-generated and automatic to check for learners’ understanding. I chose drag-and-drop sequential questions to assess understanding of the steps of the process. In addition, I chose to use a check-all-that-apply question to assess the difference between the Illustrator presets.

            The results of my usability test showed that the accessibility and navigation were mostly good, but there were certain areas that needed more clarification. For example, one suggestion was to add a qualifier on the instructions for using the presets. In addition, in my prototype, I had too many steps in my sequencing question, and my partner recommended I break it up. Based on this feedback, I decided to divide the sequence question into two separate questions. Finally, my RLO reviewer recommended adding a control bar to my video so that learners can see where they are in the video. I thought the feedback was very beneficial, and I made all of these changes.

While I’m not sure how much I am able to use CBT in my current position, I definitely think CBT will be essential to understand and apply in future instructional design positions. The most valuable aspects of this course for me were seeing multiple examples of each step of the design and development process (specifically going from the design document to the flowchart to the storyboard to the prototype).

            This course will impact my instructional design by setting the foundation for how I approach design and development for instructional design problems. The templates given in this course were very useful so I could clearly see and analyze successful instructional design. My main concern with developing computer-based training in the future is keeping up with technology as it continues to develop. So that I don’t fall behind, I plan to continue to complete trainings online at places such as Linkedin Learning and E-Learning Heroes.