In this concept project, annotation accuracy on English Literature GCSE papers is a major challenge. The fictional exam board, Summit, has faced negative press in recent years due to inconsistent marking and unclear annotations. To restore its reputation and increase market share by 10%, Summit needs to improve marking accuracy.

Team Leaders play a critical role in maintaining high standards, but a key shift has changed how they work. Previously, they spent a full day with their teams to establish marking consistency and assess individual strengths and weaknesses. Now, with training moved online, Team Leaders have less direct contact with their teams yet they are still expected to uphold rigorous standards.

Compounding this challenge, both Team Leaders and Examiners are contractors working for just one month, meaning their commitment to Summit’s standards may not be as strong as that of full-time employees. With these factors at play, how can Summit ensure reliable, high-quality marking?

One solution would be to use scenario-based eLearning simulation to help the Team Leaders experience the potential problems they could face in their role. Learners are able to practice in a risk-free setting and experience the positive and negative consequences of their choices. Some of the choices lead to dramatic outcomes which will be memorable for the learner and lead to positive behaviour changes. 

In this project, I served as the Subject Matter Expert, drawing on my experience in schools and with an Exam Board. Having witnessed both good and bad practices in assessment and instruction, I used these insights to shape the project.

Through the action mapping process, I identified measurable goals and ensured that every learning activity was directly tied to improving performance. This approach helped streamline the scope for the project, focusing on actions that drive real results rather than just information delivery.

Once I finished the storyboard I worked on visual mockups. I created a brand colour scheme and selected fonts. I experimented with combinations and worked on the logo for the brand. During this stage of the process I used various tools such as contrast checkers to build in accessibility and readability to the project. Once I had chosen these elements I used wire frames to work on the layout of the slides. 

At this stage I focused on the power of story telling to improve results. I created videos in Vyond to develop my characters. My aim was to help the learner to emotionally connect with the story through the use of facial expressions, body language, dialogue and impactful outcomes. 

Then I turned to Articulate Storyline 360 to build interactive elements to encourage engagement and to help the learning to stick. 

As the learner progresses through the experience if they make the right choices they will reach the successful ending.Throughout the development process I was mindful of Mayer's rules for multimedia and aimed to avoid unnecessary elements to reduce cognitive load for the learners. 

I adopted an Agile approach to my project. Seeking input from others: I spoke to SMEs and Instructional Designers for their opinions. Feedback from others, and my own reflections, shaped the development of the project and helped me to iterate the story and design. 

Throughout this stage I was mindful of accessibility issues. The colours and fonts chosen reflect this. A number of aspects are designed to support accessibility: I enabled the seekbar to support learners struggling to follow the story; built in closed captions; and created a transcript.