From Mind Maps to Storyboards: Strategic Design Insights in Instructional Technology

This week has been an enlightening blend of tech exploration, strategic learning, and skill refinement—all with a focus on preparing my portfolio for future opportunities. I dedicated substantial time to updating my Google Sites portfolio, especially enhancing the “Home” and “About Me” pages to create a more focused and engaging user experience. I spent several hours watching instructional videos and researching consulting insights, all in service of making my portfolio not just visually appealing but also strategically aligned. The adjustments were small but meaningful; reorganizing text, improving layout, and streamlining messaging to draw attention effectively. My goal was to balance clear communication with a compelling narrative, a skill I strengthened this week as I refined my storyboarding approach and deepened my knowledge on best practices for eLearning.

This journey also led me to Mindomo, a powerful mind-mapping tool designed to align with how we naturally process ideas. Unlike linear organizational tools, Mindomo offers a radiant structure that allows ideas to branch out and connect visually—perfect for laying out complex thoughts. It reminded me of MindMeister, another mind-mapping tool, but with a few unique twists. Mindomo’s offline syncing and classroom-specific templates make it ideal for both individual brainstorming and real-time team collaboration, especially with its built-in slideshow feature. For an instructional designer, these tools can help streamline planning processes for courses and presentations, and I can see Mindomo becoming a go-to for organizing future projects.

Another rewarding part of the week was diving into Clark Quinn’s work, particularly Architectural Artifacts. Quinn’s ability to link tennis and physics concepts to learning sciences struck a personal chord, as both a tennis player and someone intrigued by physics. He discusses how principles like “swinging through the ball” in tennis are analogous to progressing through learning with clear objectives, which resonates with my instructional design work. Quinn’s focus on feedback as a clear and concise reinforcement tool is critical, especially when paired with modeling. His advice to present models that provide a causal basis for predictions aligns closely with my goal of giving learners a solid framework for understanding and growth. The chapter brought out key elements like practice, feedback, and support—all vital to effective learning, whether on the court or in the classroom.

As I reviewed Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis, a similar theme emerged: the power of intentional design. This research revealed that, beyond the medium, it’s the design within games that drives educational outcomes. Games provide unique affordances like interactivity, feedback, and immersive environments, but these must be strategically aligned with learning goals to be effective. The review emphasizes understanding how player goals, game affordances, and curricular content interact to drive learning. Rather than asking if games are effective, the study suggests that our focus should be on how specific design choices influence learning outcomes, especially for diverse learners. This resonated with me as I considered how I might integrate game-like elements into eLearning designs to make them more engaging and impactful.

Another tool that I’ve long enjoyed working with is Scratch from MIT. Scratch provides an intuitive introduction to coding and is excellent for creating interactive storyboards, which I’ve shared with students in the past. Using Scratch has taught me the importance of making concepts accessible and fun, and I plan to continue incorporating interactive tools like this to reinforce learning concepts.

I also found value in Why Storyboarding Is Crucial to the eLearning Design Process. Storyboarding, as Kevin Thorn describes it, is much like architectural blueprints, guiding the structure and flow of eLearning projects. By visualizing the sequence, transitions, and interactions within a course, I can anticipate challenges and prevent costly revisions. Thorn suggests starting manually to explore ideas more deeply, a method I’ve started to adopt, as it allows me to see the course flow and make adjustments more intuitively.

One article that added depth to my perspective was Patrick Parrish’s Design as Storytelling, which underscores the need for designers to “step outside their perspective and see design through the learner’s eyes.” I loved his emphasis on empathy and imagination in creating relatable, meaningful scenarios. This mindset is invaluable for instructional design, where understanding the learner’s journey is key. By building storyboards that empathize with the learner’s needs, I can create more engaging, effective eLearning experiences.

Overall, this week’s combination of tech tools, readings, and professional insights has enriched my understanding of instructional design. These tools and concepts—from mind-mapping to intentional design choices in gaming—are not only enhancing my current projects but also paving the way for strategic applications in my career. I look forward to continuing this learning journey, knowing each step brings me closer to creating meaningful and impactful learning experiences.