Reflection on

EDUC 767- Designing Computer-Based Training

I came into this course with a solid understanding of instructional design, classroom
teaching, and of course Ive taken more than my share of computer-based training (CBT)
courses. However, I knew very little about how CBTs were developed and created. This class
has introduced me to numerous techniques, and software programs that can be used to develop
CBT in the form of reusable learning objects (RLO). I made a lot of mistakes along the way, but
its made me confident that the next RLO I design will be an effective, well designed product.
My initial approach to designing this RLO wasnt much different than any other course, I
utilized a backward design and developed the assessments first. I originally wanted the
assessments to be more discussion and scenario based with them being evaluated using a rubric.
Since RLOs are intended to be self-paced, I moved away from the first idea and focused on a
more traditional design. Technology and being new to Adobe Captivate also led me to adjust the
initial design. Ultimately, I settled on a basic design with simple material in order to give myself
time to learn the software and work on the design of the CBT.
Accessibility was an important factor in the design. I used a combination of narration and
pictures. Transcripts of the audio files were also provided so that the information is both in
audio and visual forms. Designing the course so that it is accessible also helped with creating an
RLO that made use of various instructional strategies. On that note, had I been better versed
with Captivate, and had more time, I would have made better use of kinesthetic learning
strategies. For example, the section in the course that covers data entry I would have used a
video/software demonstration as well as an interactive simulation. This would have been a much
more effective way to present the material.

One important piece of information I learned in regards to design was that studies have
shown students to absorb material better when audio accompanies pictures, or text accompanies
pictures, but not all three. This, coupled with ensuring on screen text is kept to a minimum
guided me in the design of the RLO. It also gave me numerous ideas on how to improve my
design. For the pieces of audio that was longer or lacked pictures, for example the attention step
used for the introduction, I feel that a live speaker would have been more appropriate.
Another lesson that I learned but did really take into consideration was the importance of the
usability testing. Some of the surprising feedback I received was in regards to the assessments. I
created the questions to function as more of an absorb/connect activity. I allowed an unlimited
number of attempts for each question and test scores were not displayed. Yet, based on the
feedback I ended up re-designing the assessment to fit the more traditional view of a test.
Additionally, I see even more importance on creating a well-planned storyboard. Like many
projects that one would embark on, deliberate planning is key to a well-polished end-product.
Its clich to say, but slow is fast. Moving slow in the beginning in order to move fast later is
pillar of good instructional design. Despite my views on that, I still felt that I got to ahead of
myself and should have spent more time in the beginning stages.
Overall, this course has elevated my instructional design knowledge and skills. Im planning
on improving my technical skills and learning Articulate Storyline and Unity. Unity is a game
design software that I learned about through the organization I work with. When I look at my
original plans for this RLOs assessment, having the ability to design simulations, games, and real
world scenarios/interactions would be a valuable skill to have.