Albert Koffi Holali AdamaviÉvaluation des apprentissages
A French adaptation of Assessment Foundations, a self-paced course on assessment for higher-education instructors. Developed by eCampus with partner institutions; we translated it, and I redesigned the user experience in Storyline.
- Role
- Translation contributor, UX designer, accessibility
- Source
- Assessment Foundations, by eCampus with partner institutions
- Tool
- Articulate Storyline
- Standards
- Accessibility, Mayer, UX
The French course opens on the college’s site. The English original is Assessment Foundations, on Niagara College’s site.
My role
The source content was developed by eCampus with partner institutions, for teachers’ use. I took part in translating it into French, redesigned the user experience myself in Articulate Storyline, and designed an accessible PDF for learners with accessibility needs.
The design challenge
The source is a self-paced course that instructors can take whole or module by module, so the experience had to support both ways of moving through it. Translation changes more than words: layouts, labels and navigation all have to work in French. And an interactive course does not suit every learner, so those with accessibility needs deserved an equal alternative, not a lesser one.
How I worked, step by step (ADDIE)
ADDIE is a five-stage design process: Analyze, Design, Develop, Implement, Evaluate.
- 1
Analyze
I audited the source course to establish what worked, what the French version needed, and where the experience got in learners’ way. I profiled the learners to set requirements for interactivity, layout and assessment.
- 2
Design
I redesigned the navigation and screen layouts around the learning objectives and Mayer’s principles. I prototyped the first module and took it through team review before scaling the design.
- 3
Develop
I rebuilt the experience in Storyline with interactivity and accessible content, set the reading order, focus order and text alternatives, removed extraneous cognitive load, and designed the accessible PDF as a full equivalent.
- 4
Implement
I published the course on the college’s site for staff to use.
- 5
Evaluate
I verified that the interactive course and the accessible PDF teach the same thing. I tested the course, gathered feedback, and keep collecting it from the people who use the course, so I can keep refining it.
Frameworks in this course
Accessibility
Reading order, focus order and text alternatives are set in Storyline, so the course works with a keyboard and a screen reader.
Cognitive load theory
Screens carry only what the objective needs and feedback sits next to the action, so learners do not hunt for it or hold it in mind.
Mayer’s principles
Feedback appears next to the action it responds to, and the screens carry only what the objective needs.
Dual coding
Ideas about assessment pair a clear explanation with a visual, so learners can encode the idea two ways.
Socio-constructivism
Scenario-based practice lets learners test their judgement against worked examples and reflect on the difference.
Eclecticism
Translation, UX redesign and an accessible alternative each called for a different method. I chose what fit each one.
In a workplace setting
Adapting existing content for a new language and audience is everyday work in bilingual workplace training. It covers translating and localizing e-learning, redesigning it for a new audience, and giving employees who need it an accessible alternative.
What this project shows
- I can adapt existing content for a new language and audience.
- I redesign the user experience without changing the learning goals.
- I give learners with accessibility needs an equal alternative.
Next case study
15+ Brightspace courses
Hiring for a training role, or need a course built?
Hiring
I’m open to instructional design and training specialist roles, in French and English. Send me a note, or start with my résumé.
Work with me
I design accessible, interactive online courses in Articulate Rise, Storyline, Brightspace and H5P, and I train teachers on Brightspace, SharePoint and Snagit. Tell me who the learners are and what they need to do.