Spring

 
10  

Job  Aid  Design  Documentation  

Patricia  Rand  
This  document  describes  the  design  process  and  decisions  that  were  used  to  
create  a  Job  Aid    to  supplement  a  multimedia  workshop.  

I T   6 7 1 0   C r e a t i v e   D e s i g n   f o r   I n s t r u c t i o n a l   M a t e r i a l s  
Overview
This Job Aid is designed to accompany a workshop on the
use of Multimedia in eLearning environments. The workshop
will be presented to a group of approximately 50 eLearning
professionals at the annual Colorado eLearning Consortium
Conference in Vail, CO. The workshop will showcase web 2.0
tools and software that can be utilized to create multimedia
elements (presentations, video, animation and podcasts).
The demonstration will include “Animoto”, “Xtranormal”,
“YouTube” and “Garage Band”. The Job Aid will be emailed
to participants after the workshop. The purpose of the Job
Aid is to remind participants of the systematic procedure to
create multimedia with each of the tools presented.

Audience
Conference participants include educators from Colorado
Universities, Community Colleges, K-12 education and
private industry who are supportive of online learning.
Experience with design and teaching in eLearning
environments is widely variable amongst the participants.
Participants attend the conference with the expectation that
they will enhance their knowledge of eLearning pedagogy,
techniques and technology. The exact makeup of
personality types in the audience is unknown so the
assumption will be that all personality types are equally
represented.

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Learning Objectives
1. The audience will recall the pertinent steps necessary
to use the tools presented in the workshop.
2. The audience will be able to successfully create a
multimedia element using one or more of the tools
presented.

Problem/Solution
Audience members will learn how to use three different tools
for creating multimedia. Presumably, they will not use the
tools again until they return home from the conference so it
is likely that they may forget some of the pertinent steps
necessary to use each tool. The Job Aid will help to jog their
memories about the requisite steps.

Evidence
Learners usually forget 90 percent of what they learn in a
class within 30 days (Medina, 2008, p.100). The intention of
this Job Aid is to help participants remember what they
learned in the multimedia workshop. The Job Aid contains
the systematic procedures for using each of the multimedia
tools presented in the workshop. The steps are explained
through a series of comic strip frames, which contain
screenshots, and text of the multimedia tools. Additionally,
a mapped screenshot of the Garageband interface is
supplied to remind the participants of the location of key
controls.

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Anecdotes
One anecdote is used in the Job Aid in
the form of a character who speaks to
the audience. The character acts as
an on-screen “coach” and makes
several quips about how using the
multimedia tools in the Job Aid won
him favor with his employer. The
humor is designed to create a “sticky”
point as described by Reynolds
(2008). The use of an on-screen coach and informal,
conversational tone is known as the Personalization Principle
and is shown to enhance learning. (Clark and Mayer, 2008).

Format
The Job Aid is created
using a hybrid of both the
comic book and dense
content display formats.
The systematic process of
using Animoto and
Xtranormal is displayed in
a comic strip format. This format makes sense for these
tools because these tools are designed to walk the user
through movie creation in a linear, systematic fashion. In
contrast, Garageband displays all of the tools on one page
and the user would not necessarily know where to start. For
this reason, the Garageband software is presented in both
comic strip and dense content display. A mapped picture of
the Garageband screen is added to the step-by-step
instructions. The length of both formats was intentionally
kept brief. As Abela explains, constraining the length of a
presentation can enhance the impact by packing information
into a smaller package (2008, p. 226).

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Additionally, a comparison of podcast creation using
Garageband and Audacity is provided for participants who
may not have access to Garageband software. As Tufte
states, “Visual displays, if they are to assist thinking, should
show comparisons” (Tufte, 2006, p. 127).

Sequencing
Elements of the presentation are sequenced using the
ScORE method as described by Abela (2008, pp. 75-79).
1. Situation: Participants will observe the steps necessary
to use each multimedia tool during the workshop but will
likely not get a chance to practice them for several days,
weeks or even months after the presentation
2. Complication: As a result of the time delay between
learning the skills and implementing the skills, many of the
participants will likely forget some or most of the procedural
steps for using each tool.
2. Resolution: A chronological, graphical representation of
each tool will walk the participant through the steps to using
each tool.
3. Example: An actual computer screen shot will be
included with the written text for each step so that the user
can ensure they are following the steps correctly.
The actual sequence, or flow, of the panels are arranged to
direct the eye of the reader through the content based on
expectation of the next step. (McCloud, 2006, p. 37)

Graphics
Before any graphics were added to the comic strip, a hand-
drawn rough draft of the storyboard was created as
suggested by McCloud (2006, p. 38). By creating a draft

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sketch using the look, see, imagine and show technique as
described by Roam (2008, p. ) a template was created that
clearly presented the information.
After a template was sketched out, carefully chosen,
pertinent screenshots were added to make the story make
sense. McCloud (2006, p. 37)
emphasizes that thoughtful
choice of images is necessary to
create clarity in the story.
Photographs and text are used
together to improve recognition
and recall of the material. As
explained by Reynolds (2007),
pictures are remembered better
than words, especially during
casual exposure. This is known as the “Picture Superiority
Effect”. The Job Aid heavily emphasizes screenshots of the
multimedia tools. As explained by Mayer (2003),
presentations using words and pictures lead to deeper
learning than presentations using words alone.

Text

The chosen font for the header matches the personality of

the comic strip format as suggested by Duarte (2008, p.
142).

The remaining font was simply

chosen for readability. As
Duarte explains, research into
font readability is somewhat
inconclusive so the best
practice is to choose a font

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that is readable and then use it consistently (2008, p. 102).
Contrast is achieved with the use of
black text on a white or light
colored background (Williams 2004,
p. 63, p. 112).

Following the design principle of

proximity (Williams, 2004),
corresponding text and images are
placed near each other. Mayer
(2001) showed that effectiveness of the presentation
increases when this principle is followed. Duarte also
advises placing text close to relevant graphics, particularly in
conference room style handouts (2008, p.133).
The narration of the comic strip is supplied in thought
bubbles. When two
frames are closely
connected in the
concept they convey,
the thought bubble is
positioned over both
frames. Duarte (2008,
p. 40) emphasizes this when she states that some ideas
may require multiple scenes to make their point. Word
count is intentionally kept to a minimum as suggested by
Duarte (p. 144).
Finally, the content of the text is intentionally kept brief and
to the point. Heath and Heath describe this as creating a
message that is simple and compact (Heath and Heath,
2007, p. 46).

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Layout
As mentioned above, both the comic strip and dense content
formats are used for this Job Aid. Prior to creating the
actual layouts, a storyboard was sketched out to ensure that
the layout supported the main message of the Job Aid
(Duarte, 2008, p. 109).
In the comic strip format, each
step is clearly labeled with a
number so that navigation is clear
and intuitive to the reader
(McCloud, p. 37). The frames are
set up in a horizontal left to right
and top to bottom format. This
allows the eye to move in a
comfortable left to right pattern as suggested by Duarte
(2008, p. 187).
As suggested by Duarte, the “squint test” was applied to the
final product to ensure that the main message of the Job Aid
was apparent even without the text (2008, p. 111).

Measurement
Learning effectiveness will be gauged with a post seminar
survey. Six months after the presentation, participants will
be sent a survey via email asking how many multimedia
projects they have created with the tools demonstrated.
The survey will also rate the effectiveness of the Job Aid
using a Likert scale.

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Survey Questions

How many multimedia projects have you

created with Animoto, Xtranormal or
Garageband since attending the workshop?

How helpful was the Job Aid for you when you created your
multimedia projects (if you created any)?
Very Helpful Helpful I didn’t use it Not Helpful

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Peer Review Results
Peer reviewers were asked to address five questions. The
following table lists each question and the reason the
question was asked. Results and planned changes are also
included.
Question Reason for Results Planned
Question Change
Explain how you Narrative Review #1-the Put more
eye seemed to sequence: Was flow was emphasis on the
naturally move navigation generally left to numbers to
across the Job through the right. The show the clear
Aid. steps a simple addition of sequence of
and intuitive numbers helped steps.
process? show the logical
(McCloud, 2006, progression of
p. 36) steps.

Review #2-the
flow was
generally left to
right.

Was the text Is the font Review #1-text Keep current

readable? What readable? Is was readable, font and text
the choice of there contrast was color, increase
font and text appropriate appropriate. If size.
color contrast? Does it is shown in
appropriate? it pass the slide show view,
“squint test”? slow it down.
(Abela, 2008, p.
110) Review #2-text
was generally
readable but
could be slightly
larger.
Explain how the Graphics only Review #1- a Add full screen
graphics increase screen shot of graphics instead
affected your comprehension the full screen of screen shots
comprehension if they are would give the of only part of
of the material. relevant. Were reader the big the screen.
the graphics picture.

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 relevant? Add a character.
(Reynolds, Review #2-I
2007) like the
screenshots.
Perhaps you
could add a
person or
character.
What was your Review #1-I Remove
impression of suggest leaving references page
the “references” out the addition
page? Would readings.
another term
such as Review #2-I
“additional don’t like this
reading” make page, I don’t
more sense? think you need
it.
The layout is Was the layout Review #1- Add a character
somewhat of a the most direct show the big that narrates
hybrid between and efficient picture then the tutorial
comic strip and route for give bits and
dense content. communicating pieces of
What is your the information? information.
opinion of the (McCloud, 2006,
layout styles p.12) Review #2-I
considering the like the layout
purpose of the but it could
Job Aid? benefit from
more of a
conversational
narrative.

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Resources
Abela, A. (2008). Advanced presentations by design:
Creating communications that drives action. San
Francisco, CA: Pfeiffer.
Clark, R. and Mayer, R. (2008). eLearning and the Science
of Instruction: Proven Guidelines for Consumers and
Designers of Multimedia Learning. San Francisco, CO:
Pfeiffer.
Duarte, N. (2008). slide:ology: The art and science of
creating great presentations. Sebastopol, CA: O’Reilly
Media, Inc.
Heath, C. and Heath, D. (2008). Made to Stick. Why Some
Ideas Survive and Others Die. New York, NY: Random
House.
Mayer, Richard E. (2003, April). The promise of multimedia
learning: using the same instructional design methods
across different media, Learning and Instruction, Volume
13, Issue 2, April 2003, Pages 125-139
Mayer, R. E. (2001). Multimedia learning. Cambridge,
England: Cambridge University Press.
Medina, J. (2008). Brain Rules: 12 principles for surviving
and thriving at work, home, and school. Seattle, WA:
Pear Press.
Reynolds, G. (2008, February 8). Make presentations that
people will remember. Retrieved from
http://www.peachpit.com/articles/printerfiendly.aspx?p=
1169390
Reynolds, G. (2007, April 30). Presentation Zen. Retrieved
from
http://www.presentationzen.com/presentionzen/2007/04
/the_picture_sup.html.

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Roam, D. (2008). The Back of the Napkin. New York, NY:
The Penguin Group.
Tufte, E. R. (2006). Beautiful Evidence. Cheshire, CT:
Graphics Press, LLC.
Williams, R. (2004). The non-designer’s design book.
Berkeley, CA: Peachpit Press.

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Appendix

Worksheet A.1a. Audience Personality Type

Audience Personality Type

Participants in the eLearning Consortium Assumption that the

Conference. Participants are adults who are audience will be
involved in eLearning. Most are employed by composed of all of the
colleges or Universities, a few are in private personality types.
industry. Many of the participants will have prior 1. Introverts
experience with creating eLearning courses. 2. Extraverts
3. Sensors
4. Intuitors
5. Thinkers
6. Feelers
7. Judgers
8. Perceivers

Worksheet A.1b. Audience Personality Implications

Instructional Product (presentation or job aid) Implications

Personality Implications
Introverts Provide Job Aid in advance
Extraverts Schedule time for questions and
discussion
Sensors Include relevant fact in appendix
Intuitors Provide and overview upfront
Thinkers Identify costs and benefits
Feelers State implications for each stakeholder
Judgers Present conclusions up front
Perceivers Present alternatives to multimedia

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 Worksheet A.2. From-To Think-Do Matrix

From
Think 1. I don’t remember how to
do all the things she taught
us in the workshop
Do 1. Avoidance of using
Multimedia in eLearning
courses
To
1. I can remember the steps necessary
to use these tools
1. Creation of multimedia elements
(video, animation and podcasts) for
use in eLearning courses

Worksheet A.3. Audience Problem

Learning Needs:
1. The audience will need to remember the steps to using each of the
multimedia tools that were presented in the Multimedia workshop.

Instructional Goals:
1. The audience will remember the steps necessary to use each tool and will
produce their own multimedia elements with each.

Worksheet A.4. Spectrum of Solution Contributions

Recognize Helps to define Help define Help solve Help solve

there is a the problem the solution part of the the whole
problem space problem problem

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 Worksheet A.5. Solution Evaluation

Option 1 Option 2 Option 3

Do Nothing Complete Pre and Complete Pre and
Evaluation Post Seminar Post Seminar
Criteria Surveys Surveys ( 6
(Immediately months after)
after)
Learners Learners will Learners will
perception show a decrease show a decrease
of the ___ in perceived in perceived
difficulty of difficulty of difficulty of
creating creating creating
multimedia multimedia using multimedia using
will a Likert scale a Likert scale
decrease
Learners Learners will Learners will
will add indicated that indicated that
multimedia they are more they have created
elements ___ likely to attempt to some form of
to their use multimedia Multimedia with at
online using a Likert least one of the
courses scale tools

Worksheet A.6. List of Evidence

IEvidence

1, Screen shots of each tool (Animoto, Xtranormal, Audacity)

2. Step by step instructions for each tool
3. List of resources (tutorials, websites, resources cited in presentation)

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Worksheet A.7 Stakeholder Analysis

Who will be Instructors Students Learning

impacted by institutions
the success or
failure of this
instructional
product?
What is their Instructors must Students must Institutions must
role in the recognize and indicate their support
success or hopefully satisfaction instructors with
failure of this remove with the the training and
instructional preconceived inclusion of technical aspects
product? judgments multimedia in needed to include
about the their eLearning multimedia in
difficulty of courses eLearning
developing environments
multimedia for
eLearning
environments
How will they They will begin They will Institutions will
be impacted if to use benefit from a have more
the multimedia in richer, more satisfied students
instructional their eLearning engaging
product is a environments eLearning
success (i.e., experience and
learners have a better
achieve learning
learning experience
objectives)?
How will they They will They will Institutions will
be impacted if continue to continue to have less
the avoid using have eLearning satisfied students
instructional multimedia in courses that do
product is a their eLearning not have
failure (i.e., environments multimedia
learners do elements
not achieve

17
learning
objectives)?

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