LEARNING DESIGN �COMPONENTS
SETTING YOUR GOALS�LEVEL 1 METHODS�MOCK �
Required Sections & Components
These components must be present in all lessons.
LESSON HEADER
What is this? �
The title banner will have an image on the left for desktop, which will default to the top on mobile. The image should reflect the meaning of the title when possible.The banner background will change based on the pillar the learner is in.
Why are we using this?�
Members can easily identify the lesson and level they are in with consistent visual cues such as color/header. Different background colors for the header will help learner to distinguish which pillar they are in.
Level 1 Food
AUDIO/ TEXT OPTIONS
Why are we using this?�
Learners have different preferred methods of learning based on their lifestyles.
What is this?
For each lesson, we will provide:
The language provided below should be used consistently lesson to lesson.
LEARNING OBJECTIVE
Why are we using this?�
In the User Research Share-Out, several members mentioned being unsure of whether they were getting the gist or intention of the lesson, as there were previously no objectives or key takeaways.
What is this?
�Learning objectives will help learners prepare for the goals of the lesson. Short paragraph to introduce the objectives of the lesson.This will come right after the text/audio section of the lesson.
STICKY POINTS/QUOTES
Why are we using this?�
Sticky points help emphasize key ideas, reinforcing the objective of the lesson.
What is this?
A single pull or lift-out quote in a large font in an isolated location. Sentence taken directly from the content. When appropriate, a sticky point can be visualized as a full width section within the lesson (option 1) or displayed in a smaller space (option 2).
Option 1�Sticky quote is displayed in its own background that differs from the content above and below. Text is italicized and enlarged.
Option 2�Sticky quote is placed in a box and framed to distinguish it from the content text. Used as an image + text.
KEY TAKEAWAYS
Why are we using this?��In the User Research Share-Out, several members mentioned being unsure of whether they were getting the gist or intention of the lesson, as there are no objectives or key takeaways.
What is this? �
Key takeaways will focus on the learning objectives of the lesson. There will be 3-5 key takeaway items for each lesson. Background and icons will stay the same.
MAKE IT YOUR GOAL
What is this? �
This component should appear whenever a “make it your goal” section appears in the content. Background color (purple) and goal icon should stay consistent.
COMPLETION PAGE
What is this?
�Learner gets a badge once they complete a level.
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Why are we using this?�
This provides an element of gamification to reinforce a positive behavior for completing the level.
CONGRATULATIONS ON COMPLETING PILLAR LEVEL 1
Optional Sections
These optional sections may be included in a lesson, depending on its content. These should stay consistent throughout the program if they do appear. These are planned in the phase 1 curriculum updates.
CONTENT-BASED �KNOWLEDGE CHECK
Why are we using this?�
The goal of knowledge checks should be to help learners’ assess their comprehension of the lesson.
Input can make it to short term memory, but only reaches long-term memory if “elaborative rehearsal” happens
(Dirksen, 2012). Knowledge checks provide an opportunity for learners to move key information to long term memory.
What is this? �
Knowledge check will appear when appropriate for lessons. It should cover key objectives we want members to learn from the lesson. Style should stay consistent with the dark purple background and white box. Content focused question should be based on learning objectives/important messages.
PRE-LESSON TEXT
Why are we using this?�
The purpose is to distinguish the overview text from the main content and prepare the members for the lesson.
What is this?
Some lessons provide language to prepare members for what or how they will learn in each lesson. These will be displayed with a light grey and white box in the background.
ADDITIONAL RESOURCES
Why are we using this?�
A place to consolidate all links.
What is this?
Additional resources should include all research studies, handouts, guides, and products mentioned in the content. If there are no resources mentioned this should not appear in the lesson. Shorten titles when necessary.
TROUBLESHOOTING
What is this? �Identify problems and solutions that members may be experiencing that are noted in the content. Use a consistent icon and orange and white box to distinguish it as a troubleshooting content. �
(Icon will change)
MEDIA CAROUSEL
Why are we using this?��Segmenting Principle which states that humans learn best when information is presented in segments, rather than one long continuous stream. When learners can control the pace of their learning, they perform better on recall tests.
What is this?
�A media carousel chunks content together, hiding some content and allowing learners to quickly identify and focus on the content presented.
Best practices include only using 5 or fewer frames within a carousel. We will not use a media carousel for key points/ very important content.
FLOW CHART
What is this? ��A flow chart is a graphical representation or diagramed sequence showing the flow of control among the steps in an eLearning course. It indicates sequences and decision points as well as starting and stopping points.Ideal for describing processes, workflows or timelines.
LINKS/BUTTONS
Option 1: Link within text should be underlined.
What is this? ��Links/buttons should be used consistently throughout the content. Referenced sources can be underlined throughout lesson. Emphasized documents/links can be presented with its own button.
Option 2: Link with button can be used for important documents or pages (i.e. calibrate commitment). Button design should stay consistent with example as below.
DRAG AND DROP
Why are we using this?��Help learners retrieve and categorize information quickly. Helps members process and apply information with “increased cognitive complexity” according to Bloom’s Taxonomy (Bloom et. al, 1956)
What is this? ��Drag and drop can be used for the learner to support their application of tips/strategies. Drag and drops can be used to help learners group content together or showing content hierarchy to help apply these behaviors.
HOTSPOTS
What is this? ��Ideal for creating diagrams with clickable areas that reveal additional content. Hotspot colors should stay consistent throughout the program (i.e. All UI hotspots = red, all graphic hotspots = grey).
VISUALS
Icons
Photos
Why are we using this?��This provides learner with a cue to connect abstract concepts/ideas to a visual to deepen understanding.
What is this? �
Icons/Photos should be used to represent content it is referencing.
ACCORDION
What is this?� �Used for presenting pieces of content that are related and need grouping together as a distinct unit.
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OPEN INPUT
Why are we using this?�
Open input responses give members the opportunity to process and apply information with “increased cognitive complexity” according to Bloom’s Taxonomy (Bloom et. al, 1956). In other words, members get to actively use knowledge to produce a response.
What is this? ��Open input can be used for open ended questions to let learners enter short sentences in response to a question or prompt.
FLIP CARD
Why are we using this?��Helps learners distinguish key terms or concepts without getting lost/distracted.
eLearning components that “hide” or “reveal” text are following the Segmenting Principle (Mayer, 2005) which states that humans learn best when information is presented in segments, rather than one long continuous stream. When learners can control the pace of their learning, they perform better on recall tests.
What is this? ��Setup flippable 'cards' with editable text and background images on the front and back of each item. Great for small pieces of learning content that needs to be remembered.
CHECKLIST
Why are we using this?��Learners can use checklists to self-reflect on their completion of specific tasks, agreements, etc. This provides learner a sense of accountability and helps them retain the information.
What is this? ��Display a list of tasks, learning points, events or process steps to learners for completion.
TABS
What is this? �
Present information to learners in a tabbed format. Subheadings can be used in replacement of “tab 1, tab 2,etc”. Subheadings should be brief and focused on the overall topic of the tab.
TABLE
What is this?
�Present information to learners in a table format. Tables can be used to organize information that are presented in as a list or in comparison.
ENHANCEMENTS
These components require a separate build and are planned for phase 2 of curriculum updates.
INFOGRAPHICS
Why are we using this?��Infographics can be used to describe complicated/abstract concepts and information.
What is this? ��Text can be included in the infographics and designed to help learners grasp concept easier. Graphics or icons can also be included into the infographic to illustrate concepts.
PRINTABLES
Why are we using this?��Input can make it to short term memory, but only reaches long-term memory if “elaborative rehearsal” happens — essentially, this is when our brain processes (or encodes) information. By providing printable handouts for learners to engage with, we get learners to apply key concepts that they’ve learned to move information from short term to long term memory.
(Dirksen, 2012)
What is this? ��Printables should follow a consistent format of header and brand colors. These can be linked within the content or listed as an additional resource.
BRANCHING
Why are we using this?��Allows learners different routes through your content, depending on actions made by the learner. A branching scenario is a way of placing your learner into the role of a decision-maker, allowing them to make their own choices and see the outcomes play out.
What is this? ��Branching is a component used to guide learners through hypothetical situations/decisions/ideas. Learners can essentially “choose their path” to learn.
VIDEO
Why are we using this?�Providing an expert/coach/member story can build more trust with learners as they are digesting new concepts and ideas that challenge their previous knowledge. A google study found over 86% of US viewers often go to youtube to learn.
What is this? ��Videos of coaches/members/experts talking about tips/concepts.
POLLS
Why are we using this?��Allows learners to share their perceptions and interact with each other. This also provides a scaffold towards their larger goal.
What is this? ��Learners can participate in a poll that connects with a Calibrate value and goal.
CONFIDENCE SLIDER
Why are we using this?�……
What is this?
Test learner confidence against a predefined scale and give feedback based on ranges. Ex: How confident you feel about drinking water.
Theories and Studies
These are the theories and studies underpinning our design decisions.
Theories & Studies
To reduce cognitive load, LDs should:
This theory says that because short-term memory is limited, learning experiences should be designed to reduce working memory ‘load’ in order to promote schema acquisition.
Theories & Studies (continued)
How memory works
Input from our environment makes its way into our sensory memory (some is filtered out), then to our short term memory.
Learning designers focus on how to move input from the short term memory to long term memory and ensure retrieval of the information.
Theories & Studies (continued)
Mayer’s 12 Principles of Multimedia: The Multimedia Principle
To see examples of all 12 principles, click here.
CONTINUE BUTTON
Why are we using this?�
This button signals that the lesson has come to an end and learners can move forward to the next lesson.
What is this?
�Continue button will be placed at the end of each lesson. Should be consistent across all lessons. �
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SCENARIO-BASED�KNOWLEDGE CHECK
Why are we using this?�
Episodic memory (a form of declarative memory) refers to our ability to remember stories. Scenario-based questions are more likely to stick in learners’ memories and help them process and store information we want them to remember, for the following reasons:
(Dirksen, 2012)
What is this? �
Same as previous slide. Scenario based question should contain fictional characters with common roadblocks faced by members.