Week 02 Learning and Development Journal
This week, I refined both my project idea and my approach to learning Articulate 360. I chose Storyline because I wanted a tool that would push me beyond basic presentation design and help me create a more interactive learning experience. I also selected the development of the English language as my topic because it lends itself well to a timeline structure and allows me to combine history, language, and multimedia design in one project. At this stage, my goal is to build a clickable timeline that covers Old English, Middle English, Early Modern English, and Modern English, with short explanations, examples, and brief checks for understanding. To get started, I have been reviewing Storyline examples and tutorials so I can better understand how layers, triggers, and navigation can support this structure.
The readings helped me think more carefully about what should appear on each screen. Chapter 4 explains that people learn more deeply from words and relevant graphics than from words alone, but it also warns that not every image improves learning (Clark & Mayer, 2024, Chapter 4). That idea made me realize that my timeline should not rely on decorative visuals. Instead, I want to include purposeful graphics such as manuscript samples, maps, or printing-related images that directly support understanding of language change.
Chapter 5 was especially useful because it emphasizes placing words near the graphics they explain in order to reduce split attention and unnecessary mental effort (Clark & Mayer, 2024, Chapter 5). In Storyline, this means I need to keep labels, definitions, and examples close to the historical visuals they describe rather than separating them across layers or distant text boxes. Chapter 6 also shaped my planning by showing how headings, colour, and other cues can guide attention to important content (Clark & Mayer, 2024, Chapter 6). I now plan to use clear section titles, consistent navigation buttons, and simple visual signals to help users move through the timeline.
My contract has not changed significantly, but I have clarified the visual direction of the project. I am still creating an interactive timeline in Storyline, but I now want the design to follow multimedia principles more intentionally. My next step is to continue learning Storyline’s layers, triggers, and navigation features so I can translate these design principles into an effective module.
References
Clark, R. C., & Mayer, R. E. (2024). e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (5th ed.). Wiley.