Curiosity: A Nano Course and Diagnostic Test
A meta skill that defines success in the 21st century
Overview
This course with diagnostic tool on “curiosity” began as an ILT presentation and was subsequently transformed into a microlearning module utilizing Claude AI.
Once I facilitated a session on Curiosity which inspired me to rebuild an entire digitial experience out. I kept improvising and came up with this version and moved it ahead beyond a concept.
It includes:
• A short, reflective learning flow
• A curiosity diagnostic
• A live score + a personal curiosity profile which gets generated after one takes the test
Actions and Methods
I re-audited existing ILT material to identify high-impact segments for digital transition. I enhanced the curriculum by integrating interactive modules covering the definitions, evolution, and science of curiosity, as well as behavioral indicators, all culminating in a comprehensive self-assessment.
Step-by step I worked on Claude AI prompting it with the required structure and flow for personalization, the simple visual design, the diagnostic questions, and the removal of unnecessary information
Conclusion
As an instructional designer my role is to bring that #thinkingskill to the surface and thus create #learningexperiences that stick. This is where I thought “curiosity” tool can become an engine to lead the performers to the right direction.
Digital Transformation Summary: New Hire Onboarding Program
Initial Assessment
Objective: Analyze VILT for digital conversion feasibility.
The Strategy:
Conducted a comprehensive audit of existing VILT materials to identify high-impact segments for digital transition.
Performed a demographic and learner-needs analysis to ensure the new format aligned with modern professional expectations.
The Insight: Early assessment of content suitability and modality mapping ensures a seamless transition and minimizes costly rework.
Planning and Preparation
Objective: Define project scope and select optimal digital modalities.
The Strategy:
Identified alternative delivery formats (asynchronous vs. synchronous) based on complexity and learner retention goals.
Designed a digital asset library including interactive quizzes, performance support tools, and high-fidelity video content.
Developed a blended learning journey that balances self-paced digital assets with strategic virtual touchpoints.
The Insight: Mapping specific content types to the appropriate digital modality significantly increases learner engagement and long-term knowledge retention.
Content Development and Adaptation
Objective: Author engaging digital materials aligned with learning objectives.
The Strategy:
Reimagined static terminology and compliance data into interactive digital games and gamified assessments (referenced in image.png).
Produced cinematic video overviews to simplify complex organizational breakdowns.
Curated supplemental resources to provide “just-in-time” support within the learning pathway.
The Insight: Iterative development with continuous stakeholder feedback ensures technical accuracy and executive alignment throughout the build.
Technology Selection
Objective: Select and validate platforms for delivery and accessibility.
The Strategy:
Deployed a custom Program Microsite as the central learner hub for its intuitive UI and robust media hosting.
Leveraged Articulate Storyline 360 for immersive branching scenarios and Microsoft Forms for data-driven tracking.
Conducted accessibility audits and internal UX testing to ensure a frictionless learner experience.
The Insight: Early-stage prototyping and platform stress-testing mitigate technical risk and ensure a reliable global rollout.
Engagement Strategies
Objective: Integrate multimedia elements to sustain learner momentum.
The Strategy:
Architected a 7-part learning “pathway” designed to provide a sense of progression and achievement.
Utilized a multi-modal approach (interactive modules, podcasts, and video) to cater to diverse learning styles.
Embedded attestation and feedback loops to foster accountability and cultural commitment.
The Insight: Layering interactivity with diverse multimedia formats maintains cognitive interest and boosts intrinsic motivation.
Facilitator Enablement
Objective: Prepare trainers for digital-first delivery.
The Strategy:
Developed comprehensive “Train-the-Trainer” toolkits to support facilitators in navigating the new digital ecosystem.
Conducted workshops on managing virtual engagement and leveraging Program Microsite analytics.
The Insight: Empowering facilitators with digital literacy is critical to maintaining a consistent brand voice across all onboarding cohorts.
Pilot Testing and Implementation
Objective: Test, refine, and deploy the solution.
The Strategy:
Executed a controlled pilot run in FY25 to gather real-time performance data and learner sentiment.
Monitored system stability and navigation flow to identify potential friction points.
The Insight: A phased rollout allows for data-backed adjustments, ensuring the final program is polished and user-centric.
Post-Implementation Review
Objective: Gather feedback and optimize for future iterations.
The Strategy:
Aggregated quantitative data from assessments and qualitative feedback from new hires and managers.
Initiated a continuous improvement cycle to update the Microsite based on evolving business needs.
The Insight: Post-launch analysis transforms a static project into a dynamic, evolving learning solution.
SEL Skills: Blended Learning Course
As an instructional designer and instructional writer, I developed a comprehensive S-21 Project that was created for training the participants in 21 vital life skills through fun and challenges mostly focusing on brain-based learning concepts to help develop critical competencies required for personal and professional growth.
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Here is the instructional design process that I followed to create a blended learning gamified course for students aged 10 to 14 years for helping them develop 21 social and emotional learning skills (SEL).
First, a needs assessment was conducted to determine the specific social and emotional learning skills that the students needed to acquire. The SEL trainers helped me in assessing the same.
Based on the inputs, I researched what was going on around the world in terms of enhancing SEL skills for the students of the same age groups. A total of 21 skills were divided into 4 categories.
As an instructional designer, I designed a blended learning, teacher-led course framework that included measurable learning objectives, clear and easy scenarios, simulations, reflection opportunities, debriefing sessions, discussions, recap sessions, assessment criteria, and a variety of instructional strategies and materials.
Role-play was included in the handouts for teachers to guide the students to take up roles, such as superheros, guides, local dwellers, marine biologists, climbers. This was on purpose to help students bring out their emotions which would trigger their motivation to learn.
Since I had to make the course affordable I came up with 10 engaging games that could be played in a group of 6 to 18 within the classroom and in the corridors using minimum props that could be found within the premises of their school. A list of logistical requirements was carefully prepared.
What I designed
Teacher’s Guide and Introduction Game
S-21 Introduction ppt
Virtues Poster for Classroom
Virtues Tracker Chart for Classroom
Virtues Track Sheet for Teacher
Session kits
Teacher’s Guide
Role Badges
Quiz ppt
Virtues handouts for Students
Virtue Cards
Final Session document
Student’s SWOT Analysis pdf sheets
Student’s Feedback Form
My plan a simulation activity for students wherein they were to play superheros who had descended on earth to solve some common problems humans face every day, such as communicating clearly, collaborating purposefully, developing courage to do difficult tasks, living a disciplined life etc. badges, and leaderboards, to motivate students to engage with the material more deeply.
Steps to run the sessions and methodology to be followed prior, during and after the gaming sessions were developed.
I took the help of visual designers to create role-badges to be used during the sessions, virtue cards to be given after the session as rewards, posters, and charts.
Post session assessment included providing the students with SWOT analysis sheets to test their strengths, weaknesses, opportunities they got, and the threats they might have felt.
Knowledge check was carried out online for which students accounts were created to have access to the LMS.
Finally, the course was evaluated to determine its effectiveness in helping students acquire the targeted social and emotional learning skills, and any necessary revisions were also made to improve the course for future use. The students were feedback forms which they filled and the whole data was used by me.
Microlearning
Mindful Shopping Course
Necessity
In today’s fast-paced world, it’s easy to fall into the trap of unnecessary shopping, which has significant impacts on personal finances, mental health, and the environment. This course aims to shed light on the negative effects of mindless consumption and equip learners with practical strategies to cultivate mindful consumption habits. By making conscious choices, we can reduce waste, support ethical practices, and contribute to a more sustainable future.
Purpose and Value
As an instructional designer, I deeply care about empowering individuals to make informed decisions. The need for a course on mindful shopping became evident when I witnessed the detrimental effects of impulsive buying and realized the potential for positive change. I wanted to share my insights and provide a roadmap for individuals to break free from the cycle of unnecessary shopping and embrace mindful consumption.
Tool Used: 7Taps Tool
Tap the image above to explore
Quick and Precise
Microlearning is a valuable approach to learning that involves breaking down content into small, manageable chunks and spacing out the learning process with rest periods. It is based on the idea that our brains strengthen neural connections through repeated activation and practice. By spacing out learning, we can reinforce knowledge and skills effectively.
The key is to strike a balance between strengthening knowledge and expanding it gradually. The amount of practice, duration, and spacing needed depends on the complexity of the skill, its real-world application, and the consequences of mistakes. Designing microlearning requires identifying the minimal starting point, determining subsequent steps, and knowing when to revisit and extend the learning process.
Microlearning is not just presenting small pieces of content; it requires intentional design for usability and effectiveness. Breaking up existing courses may not work if they were originally designed for one-time completion. It is important to consider which information may decay over time, when to reactivate or extend learning, when to increase difficulty, and when to conclude the learning process.
In summary, microlearning can be beneficial when applied appropriately. Understanding the differences between instantiations of microlearning and knowing when to use each approach is crucial for successful implementation. (From Clark Quinn’s article)
Video: Decision Making
A story-based three-minutes video module
Overview
I created this video on Canva from scratch. I chose Canva due to the variety of designs that are readily available.
Why: The main reason behind creating this video was to display my video scripting and development skills.
How: I began with coming up with my own story cut short, creating a video storyboard, reviewing it, looking for necessary visuals and effects. Finding the same character in different poses/expressions on Canva was getting challenging, hence I planned to use a different looking character for each slide. I also recorded the voice over after finalising the storyboard for each slide separately. Each audio was added to its respective scene and thus it was completed. I have added a low volume background music to enhance the quality. The video also tests decision-making after every scene, with two Polls and one Feedback question. This video also follows Mayer’s Principles of Multimedia Learning. Have a look!
Course Description for Rise Project
Tap here to view the steps
AI Tool
In an attempt to keeping up with the AI technology, here’s my experiment using the D-ID tool. I created my video avatar. I used the pre-written text, generated the video, did a few adjustments on Canva slide and voila!
Creative Writing: Storytelling for E-Learning
Storytelling is traditional yet one of the most effective approaches that can be used to educate and train people to perform in their institution and workplace. In an e-learning domain, storytelling with properly branched scenarios leading to relevant learning outcomes can help transform their behaviors when they are enabled to take right decisions, correct actions and propose solutions for problems existing around them.
When a story is set in a work environment with its scenes and places relevant to learners/trainees and its conclusion is used as a learning outcome, the storytelling is considered successful. In an e-learning setting, the body of a story must present challenges that learners should be expected to solve through interactivities, question-answers, rephrasing or quizzes. The content of the story’s body should be something that learners encounter in their study space or workplace depending upon who the audience is. It is very important to give the learners solutions and feedback for the challenges they face during the e-learning. Branching scenarios with consequences for wrong or not-so-relevant answers can lead learners to critical thinking and communicating it in the next phase of learning. It would then lead to motivate them and apply the solutions in their work or study space. Constructive feedback with relevant visuals, text and audio delivered at the right time during e-learning can make them more confident to explore better solutions. Apart from this, it will also make the e-learning, story-based scenario more interesting, engaging and interactive.
The visuals, text and audio used in a story setting should be appropriate for the audience considering their background, language they mostly use at workplace or institution and their age group. Simple graphics, easy to understand text with least jargons and clear audio are very important components of a good story used in an e-learning course.
Creative Writing: Review Report
Read here
Human Performance Improvement
Survey Form
Human performance improvement is crucial for organizations to achieve their goals and thrive in today’s dynamic and competitive business environment. The following survey consists of 8 key points aligned with human performance improvement principles.