But with a bit of thought, it is possible to recreate practical tasks in a digital setting and provide a 'safe space to fail'. And perfect your tea-making abilities.

BUILDER'S TEA
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2/2🧵

By its very nature, the e-learning industry tends to target information workers rather than those in 'hands-on' roles.

1/2🧵

@david-anderson.bsky.social, there's also a hidden voltage joke here I think you'll enjoy...

I've been accused of 'lampooning' our work in the past, but this demo hides a serious use case. The checklist can be printed off and completed manually, or completed online and printed off as proof of completion.

Have the hap-hap-happiest Christmas!

CHRISTMAS CHECKLIST
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🧵3/3

Providing a performance support tool, such as a worksheet, job aid, or another resource that helps learners apply what they’ve learned in a course, is an often overlooked area.
🧵2/3

It's important we don't treat e-learning isn't treated as a 'magic bullet', and recognise that blended approaches to training can dramatically improve outcomes.
🧵1/3

Hopefully, this feels 'real' enough to be relevant, but 'safe' enough to practice.

The questions are fairly standard ID interview questions, with one or two tongue-in-cheek options. Because we IDs do take ourselves a bit too seriously, sometimes.

Ready for your interview?
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I've once again borrowed the UI from a well-known app to try to make this demo intuitive and easy to use and visually align the theme to the content.

Achieving this level of congruence is important when we're trying to simulate another online experience in e-learning.

🧵1/2

Linking these events to other interactive elements can build engagement and underline the content through supporting animations.

What do you think?

Did I MISS THE MARK?
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🧵3/3

Interactive markers not only draw the learner's attention and chunk information, but they also disappear once they've been opened and read. 🧵2/3

In my demo, I've used the 'content closes' trigger to control a sequence of animations and sound effects. I've also used entrance animations and motion paths on the markers themselves. 🧵1/3