Albert Koffi Holali AdamaviReconnaissance des acquis : guide pour personnes étudiantes
A student guide to recognition of prior learning, built in Articulate Rise. I contributed advice on UX, ADDIE and accessibility, and a revision of the course design.
- My part
- Advice on UX, ADDIE and accessibility, and a revision of the course design
- Audience
- Students who want their prior learning recognized
- Tool
- Articulate Rise
- Standards
- AODA, ADDIE, UX
The guide is public and opens on the college’s site, in French. My part is the UX, ADDIE and accessibility advice, and the revision of the design.
My role
I advised on the guide’s UX, on how ADDIE could structure it and on accessibility, and I revised the course design. My part is how students move through the guide and whether every student can use it.
The design challenge
A guide for students has to be understood without help. Students arrive with a question about their own situation and often little time, so the course has to be easy to scan, clear about what to do next and usable by every student, including those who rely on assistive technology.
How I worked, step by step (ADDIE)
These stages follow the ADDIE design process, as it applied to my part of the work.
- 1
Analyze
I read the guide as a student would: what question brings them here, and what must they be able to do next? I profiled the students to set requirements for interactivity, page length and multimedia.
- 2
Design
I advised on the structure and sequence, and revised the course design so each lesson has one purpose. I took the revised design through team review and adjusted it.
- 3
Develop
I advised on an accessible build in Articulate Rise: headings, reading order, text alternatives, contrast and keyboard use. I also advised on removing extraneous cognitive load.
- 4
Implement
The guide is published on the college’s site for students to use.
- 5
Evaluate
I checked the revised design against accessibility standards.
Frameworks in this course
AODA and WCAG
Accessibility advice from the review of the design: a logical heading hierarchy, text alternatives, contrast and keyboard use.
Cognitive load theory
One purpose per lesson and no decoration, so students spend effort on their own question and not on finding their way.
Mayer’s multimedia principles
Content is segmented, key points are signaled and visuals serve the message.
Dual coding
Key ideas are paired with visuals, with text alternatives for students who cannot see them.
ADDIE
ADDIE gave the revision a process, from the student’s question through to release.
Adult learning theory
Students are adults acting on their own record, so the guide is practical, relevant and self-paced.
In a workplace setting
Guides that explain a process to people who must then act, such as benefits enrolment, onboarding steps or compliance procedures, call for the same design: one purpose per lesson, plain language and a clear next step.
What this project shows
- I improve existing courses through UX, ADDIE and accessibility advice and a revision of the design.
- I give advice that a team of experts can act on.
- I deliver work that visitors can open and judge for themselves.
Next case study
Droits et responsabilités étudiantes
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.