Project overview
- Teachers’ Mentorship is a guided-learning experience.
- Audience: Preservice Teachers
- Responsibilities: Research, Instructional Design, Script and Storyboard, Visual Design, e-learningdevelopment.
- Target Audience: Preservice Teachers.
- Features: This project features the use of storyboard and visuals with AI to create interactive content, including to execute javascript through triggers in Storyline.
- What I Would Add or Change: I would have loved to have added more brabching to the point that the Preservice Teacher can choose different situations facing their pupils.
Storyboard
Instructional design process
Scenario based learning design
Branching Scenario
Branching scenarios can make eLearning more interactive and engaging by giving learners control over their learning journey and promoting active decision-making.
Example: In this course, learners are taken through a branched case study like what they might experience in their real-life roles, building curiosity and interest.
I chose the branched scenario based on a study case of a meeting, mentor preservice teacher, performed as a convergent scenario, in this typo of scenario the challenge go through a central stem moving along a single route.
Persona 1 | First & Last Name William Wallace | Profession: Senior Lecturer in Education. Age: 42 |
| Bio: William Wallace has been an educator for over 15 years, specializing in teacher education and mentorship programs. He holds a master’s degree in education with a focus on Curriculum and Instruction. Alan has a passion for guiding and supporting preservice teachers as they navigate the complexities of the education field. His experience includes teaching at both secondary and higher education levels, as well as conducting workshops and seminars on instructional design and effective teaching practices. | Demographic Details: William lives in a suburban area, close to the university where he teaches. He is married with two children, aged 8 and 10. Prior Knowledge: Alan possesses a deep understanding of instructional design theories and practices. He is familiar with various teaching strategies, assessment methods, and classroom management techniques. Additionally, Alan is well-versed in the challenges faced by preservice teachers during their apprenticeships, having mentored numerous students throughout his career. | |
| Pain Points: Despite his expertise, William occasionally struggles with managing time effectively, especially when juggling multiple mentoring responsibilities alongside his teaching duties and personal commitments. He also finds it challenging to address the diverse needs and learning preferences of his students within the constraints of a busy academic schedule. Additionally, Alan sometimes faces resistance or defensiveness from preservice teachers who may be resistant to feedback or unwilling to reflect on their practice. | Goals and Pain Points William‘s primary goal is to help preserviceteachers develop the necessary skills and confidence to succeed in their future | Engagement Strategies To enhance engagement and facilitate meaningful learning experiences, William incorporates a variety of interactive and reflective activities into his mentoring sessions. He encourages open dialogue and active participation, creating a safe space for preservice teachers to share their concerns, ask questions, and explore innovative teaching approaches. William also utilizes technology to supplement traditional face-to-face interactions, such as online forums, video conferencing, and multimedia resources. Furthermore, he fosters a supportive peer community where students can collaborate, exchange ideas, and learn from each other’s experiences. Through ongoing communication, mentorship, and mutual respect, William strives to empower preservice teachers to become confident, reflective practitioners who are equipped to excel in their future careers. |
Persona 2  | First & Last Name Emily Garcia | Profession Age:24 Demographic Details: Emily lives in an urban area, close to the university campus. She is single and lives in an apartment with a roommate. |
| Bio Emily Garcia is a dedicated preservice teacher with a passion for education and a desire to make a positive impact in the lives of her future students. She is currently pursuing her bachelor’s degree in Elementary Education at a local university, with plans to graduate next year. Emily has completed various practicum experiences in elementary classrooms, where she gained hands-on teaching experience and valuable insights into the challenges and rewards of the profession. | ||
| Prior Knowledge Emily has a solid foundation in educational theory and pedagogy, acquired through her coursework and practicum experiences. She is familiar with basic instructional strategies, lesson planning techniques, and classroom management principles. However, Emily is still refining her skills and seeking guidance on how to effectively apply theory to practice in real-world teaching settings. She is eager to learn from experienced educators like William Wallace and is open to constructive feedback and mentorship. | Goals and Pain Points Emily’s primary goal is to develop the knowledge, skills, and confidence necessary to become an effective and compassionate teacher. She is committed to creating inclusive and engaging learning environments where all students feel valued and supported. Emily hopes to gain practical strategies for addressing diverse student needs, managing classroom dynamics, and fostering positive relationships with students, families, and colleagues. She is also interested in exploring innovative teaching approaches and leveraging technology to enhance learning outcomes. | Engagement Strategies Emily sometimes feels overwhelmed by the demands of her coursework, practicum placements, and part-time job, leading to stress and fatigue. She struggles to balance her academic and personal responsibilities while maintaining a healthy work-life balance. Additionally, Emily occasionally experiences self-doubt and imposter syndrome, especially when faced with challenges or setbacks in her teaching practice. She is eager for guidance and mentorship to help her navigate these obstacles and build her confidence as a future educator. |