The first step in the micro design process was the scoping document. Starting with the scoping document helped me to organise content as it relates to the course and module learning outcomes, to gain an overview of the course as a whole and how the learning would flow.  Drilling down further into Module 2 and organising the topics into sub-topics, at the same time considering the learner personas again, reassured me that this design would suit the intended audience: manageable chunking of content into sections (modules) and topics (lessons) means the learner can navigate through the content with ease, either in one session, or multiple sessions, by leaving the course and picking up where they left off the next time.

I based my wireframe on the DLI template that incorporates Gagne's 9 Events of Instruction to include:

1. An introductory section with

   • a hook

   • objectives

   • navigation

   • toolkit

   • transition

2. Sections with

   • a mini hook for each module

   • content presentation

   • practice

   • summary of learning

3. Assessment section

   • case-based quiz

4. Next steps section

   • putting learning into practice

The screenplan and storyboard focus on Module 2 of the course. Due to it's voluminous and complex nature, I made the decision to develop in Rise 360. The text and image presentation is similar to journal layouts, with which learners will be very familiar and used to consuming learning in that way. Rise 360 also supports responsive design which opens up options for accessing the learning other than on a desktop/laptop. Deciding what elements should be on each screen and how they should be laid out was supported by referring to Mayer's principles of design. The content lends itself to scenario-based learning with case study examples throughout the module and a case-based assessment at the end of the course. 

Because the learning is very much text-based, I used a storyboard template that allows for chunks of text to be set out easily. The storyboard contains a section for images/interactions/examples of text formatting to bring the design to life. Content has been thought through in line with Mayer's principles, some examples of this would be:

• Coherence / Multimedia principles: I have tried to strike a balance with images - any extraneous, distracting images were not included - this is especially important given the high volume of images that need to be included in the learning content; however, I made the decision to include some "text on image", for example, in the Summary lesson where learners are encouraged to reflect on their learning.  

• Redundancy/Modality principles: I acknowledge that in an ideal world, and in line with Mayer's multimedia principles, audio narration would enhance learning, especially when looking at visual scan images, however with limited resources for this project this has been unachievable.

• Signalling principle: all images marked up with arrows to direct the learner to pay attention to particular parts of scans.

• Spatial contiguity principle: Rise 360 is a very helpful tool for laying out text/graphics, for example, images with hotspots.

• Segmenting principle: chunking text into smaller segments, rather than one continuous stream.