501
Focusing on BETTER, in a Faster, Cheaper World
Ryan Alm, Brian Darnell, & Brett Sova, Fidelity Investments
August 14 & 15, 2008 Produced by
Designing and Developing
Faster, Cheaper, and Better e-Learning
Designing and Developing Faster, Cheaper, and Better e-Learning August 14 & 15, 2008
Instructions for Storyboard Developer Roles The Instructional Designer (ID) and eLearning Developer (eLD) collaborate to produce a creative, interactive and innovative WBT to meet a business goal or objective. The ID is responsible for developing the storyboards that define the WBT module’s content, interactivity, and instructional strategies. The eLD uses this information to bring the concept to life.
Storyboard Tips and Techniques • The storyboard template presents a default page layout, which can be customized to accommodate your instructional strategies and creative design. The eLD can help you determine when it makes sense to deviate from the default page layout. • Avoid overloading a slide with too much text. Despite advances in monitors, text is still harder to read online. The standard font to use in your storyboards is 11 pt Arial. • Write succinctly ― use as few words as possible to get the point across. If possible, have someone read your onscreen text and audio scripts for brevity, clarity and grammar. • Use the indicated text area (gray box) as a guide for how much text to include on a slide. The gray box also shows the correct placement of text in the default slide layout. The gray area does not appear in the finished WBT. • In the Notes section of each slide, include detailed information for the eLD regarding general instructions, graphics and other media, interactions, and narration. • The headings in the Notes section on this slide provide a template for organizing this information. Copy these headings to each slide you add to the storyboard. Delete headings that do not apply on a particular slide. Continued Fidelity Investments © 2006 Internal Information
Instructions for Storyboard Developer Storyboard Tips and Techniques (continued) • Start with an activity or other attention grabber to immediately gain the learners attention and get them into action. Relate the activity to the section’s subject matter, although there is much room for creativity. Suggested activities include: • Stimulate information-seeking behavior by posing, or having the learner generate, questions or a problem to solve • Introduce an element of risk, for example, decision-making scenarios that relate to their job • Create curiosity for the learner by posing questions: How would you respond to that? What would you do in this situation? • Provide an interesting visual stimuli (chart, image, short video), story, or biography • Introduce novel, surprising, incongruous, or uncertain events (you can do this anywhere in the instruction to maintain interest and keep the learner motivated) • Include various types of interactivity throughout to keep learners engaged, and to promote skill development and knowledge transfer. The resources listed below provide many examples of interactivity. • Check out the Interactivity Examples on the eLearning Design Center (internal resource) for examples of interactivity that you can use in your course.
Fidelity Investments © 2006 Internal Information
Session #501 – Focusing on BETTER, in a Faster, Cheaper World – Ryan Alm, Brian Darnell, & Brett Sova, Fidelity Investment
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Designing and Developing Faster, Cheaper, and Better e-Learning August 14 & 15, 2008
Course Title Introduction
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Welcome and Course Objectives Welcome to the [Course Name], [STUDENT NAME]. This course covers…{insert what behaviors, actions, key performance indicators will be changes as a result of this training}. By the end of the course, you should be able to: • • • • •
Learning Learning Learning Learning Learning
Objective 1 Objective 2 Objective 3 Objective 4 Objective 5
It will take approximately xx minutes to complete this course. Click the forward arrow to continue. Company Logo
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Navigation and Course Requirements Navigation Use the navigation buttons to advance to the next page of the course or return to a previous page. Click the Menu button to access any lesson in the course. Use the Exit button to leave the course and bookmark your location. When you come back to the course, you will return to the page you were last on. Course Requirements The course consists of {X} lessons, with {X} Learning Check questions found throughout the course. You must visit every page of each lesson and answer all Learning Check questions to receive credit for completing the course. Your score on the Learning Check questions will not be reported. Audio is included in this course. If you do not have a headset or speakers, please obtain access to an audio-enabled PC or schedule time in a local training room. If you require technical assistance with your audio hardware, please contact the Systems Support Group via (internal link).
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Session #501 – Focusing on BETTER, in a Faster, Cheaper World – Ryan Alm, Brian Darnell, & Brett Sova, Fidelity Investment
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Designing and Developing Faster, Cheaper, and Better e-Learning August 14 & 15, 2008
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Course Menu Make a selection from the menu below. You must visit every page of a lesson to mark it as complete. When you have completed all of the lessons, your course status will be updated in your training transcript. You can return to this page at any time by clicking the Menu button found at the top of each page. Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Assessment
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Course Title Lesson 1: {Lesson Name}
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Lesson Introduction/Objectives By the end of this lesson, you should be able to: • Learning Objective 1 • Learning Objective 2 • Learning Objective 3
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Session #501 – Focusing on BETTER, in a Faster, Cheaper World – Ryan Alm, Brian Darnell, & Brett Sova, Fidelity Investment
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Designing and Developing Faster, Cheaper, and Better e-Learning August 14 & 15, 2008
Course Title Lesson 1: {Lesson Name}
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Page Name Default text box
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Course Title Lesson 1: {Lesson Name} Lesson Summary Example text: In this lesson, you learned . . . : • Key point 1 • Key point 2 • Etc.
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Session #501 – Focusing on BETTER, in a Faster, Cheaper World – Ryan Alm, Brian Darnell, & Brett Sova, Fidelity Investment
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Designing and Developing Faster, Cheaper, and Better e-Learning August 14 & 15, 2008
Course Title Assessment
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Assessment Introduction Welcome to the self assessment. The assessment is designed to check your understanding of the key learning points in the training and is required to receive credit for this course. You will be presented with a series of questions and will receive feedback after clicking the Submit button for each question. Upon completion of the assessment, your training transcript will be updated to reflect your course status.
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Sample Question What popular band wrote the hit song, ‘I Want to Hold Your Hand’? A. The Monkees B. The Doors C. The Beatles D. The Beach Boys
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Session #501 – Focusing on BETTER, in a Faster, Cheaper World – Ryan Alm, Brian Darnell, & Brett Sova, Fidelity Investment
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Designing and Developing Faster, Cheaper, and Better e-Learning August 14 & 15, 2008
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Completion Summary Congratulations! You have successfully completed the assessment with a score of {X%}. To close out of this training, click the Exit button at the top of the page.
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