Beyond "Click Next"

When you think of Adobe Captivate, it may conjure thoughts of linear compliance tutorials with characters, narration and a quiz at the end. For the Prayer Bead tutorial at the right, I took a different approach. I wanted to demonstrate Captivate's capacity for non-linear learning by creating a low-key, content rich interactive object. This HTML5 project offers a nod to the old flash interactives of yore. 

 

The goal was to develop an interactive micro-learning object to support religious literacy education for the public professions (social workers, police, educators, medical workers, clergy). The nonlinear design affords organizing smaller selections of information for on-demand access.  A collection of micro-learning objects (turban, hijab, crucifix, tattoos, prayer books, religious clothing, etc.) form a small database of interactive religious artifacts that urban public professionals typically encounter in their work. Interacting with an object reveals information and context about each artifact. The themes of reflection and pluralism unify the database and support each artifact interaction by situating each, not as an object with a fixed, single meaning, but as a sacred signifier with multiple meanings that potentially differ by client and situation.

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Quizless Reflection 

Because the tutorial serves as an on-demand resource and impetus for reflection, the use of standard quizzes and knowledge checks were not included. Used instead were a reflective journaling prompt, a single question knowledge check, and links for further experiential learning to deepen understanding.

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The knowledge check functions as a learning activity that works together with the prayer beads and reflective journaling prompt.  In this instance, the tutorial seeks to inspire curiosity, self-examination, and imagination and bring the learner's thoughts back to his or her own encounters with clients.  

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Some of the limitations of this short tutorial include no examples that relate the content directly to the learner's context, developed for desktop/laptop only  (nonresponsive, so unsuitable for small devices), tone and diction could be more learner-centered, and no structured guide to assist self-directed learners with devising learning objectives and a suitable learning path. 

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