eLearning Project - The Creative Process. Includes project description, goals, learner information, wireframes, flow chart, style guide, usability testing, mock up and rapid prototyping.

1. Journey Through the Creative Process
Final Project: Analysis, Design, Prototype
IMD 344 / Instructor Tan
Julie A. Urtz
May 13, 2012

2. 2
Table of Contents
Premise 3
Project Goals & Objectives 3
Learners Objectives 4
Tasks and Content 4
Target Audience 5
Introduction 5
Learning Objective 5
Program Outline 6
Instructional Events 7
Required Technology 7
Developer Breakdown 8
Flow Chart 9
Design: Color/Font 10
Wireframes 11 - 14
Storyboards/Interface 15 - 17
Usability Test Questions 18 - 19
Rapid Prototype Design 20

3. 3
The Creative Process Treatment Document
Premise:
There is a myth out there that some people are creative while others are not,
but the truth is, everyone has the potential to be imaginative. Those who have
given up on the idea don't realize that there is a tried and true process that
can help them reach their creative possibilities. This training course will take
learners through a step by step development of this creative potential so they
can in turn, implement it in any type of project they wish to complete.
Project Goals:
Upon completion of this program:
 Learners will be able to demonstrate how to effectively apply the
Creative Process to achieve the development of a creative project.
 Use the steps shown in the program to work more efficiently when
preparing a creative project and following it through to completion.
Project Objectives:
 The primary objective is to teach learners how to use The Creative
Process to develop ideas as well as:
 Present the material to the learner that is both appealing and
interesting.
 Encourage the learner to begin using this Creative Process technique .

4. 4
Learner Objectives:
By the end of the program, the learner will know:
 How to plan and organize thoughts to have a better overview of what to
develop.
 How to stay on task and not get distracted.
 How to work within deadlines and not feel stressed.
 How to synthesize the process into a concrete result.
 How to effectively work with others to gain and share knowledge.
Tasks and Content:
The learner will move through the program at a self-timed pace.
Each slide will incorporate information, show graphics and/or images.
There will be interaction utilizing buttons to get learners involved in the
program as well as smooth transitions between slides.
Text will be presented in a clear and readable manner to instruct learners
throughout the program.
Images and Graphics will be a part of the overall design and will break up the
visual look of the program so it is in not just plain text with the addition of one
or two flash animations.
Reviews will help learners go over some what has been covered.
A quiz will consist of multiple choice, fill-in-the-blank, matching, and short
answer.

5. 5
Target Audience:
The main focus is anyone who wants to create. More specifically:
Ages: 22-55
Gender: Any
Race: Any
Income: Any (In this instance, many 'starving' artists can benefit from this
type of program.)
Education: Some college at least completed. (Comfortable and familiar with
computer training programs.)
Individuals who have difficulty planning out ideas and are eager to learn how.
Introduction:
The program starts with a simple and clear title page and begins with the
overall goals and objectives for the program. There is a button for 'start' to
begin the program. With clear and concise language and easy to read text,
users will move throughout the program at their own pace. Having well placed
graphics and images, audio, and interaction, users will find the tutorial
interesting as well as instructive.
Learning Objective:
The overall learning objective is to identify the steps in the Creative Process,
transform the information into useful and practical uses, and to apply the new
information for the completion of a creative project.

6. 6
Content Outline:
I. Title
II. Introduction
III. First Part : Steps
A. Preparation
B. Incubation
C. The Idea Garden
D. Illumination
IV. Review
A. Review in depth
V. Second Part: Synthesis
A. Implementation
B. Debugging
C. Death and Rebirth
VI. Review
A. Review in Depth
VII. Quiz
A. Multiple Choice
B. Matching
C. Short Answer
D. Fill-in-the-blank
VIII. Results
IX. Review of what was learned
X. Close

7. 7
Instructional Events, Motivational Elements, Practice Activities:
Can be taught in a classroom setting with appropriate equipment or on
individual user's computer in a private setting.
Motivational elements in the form of text and images as well as flash elements.
Review of each section to let each learner prepare better for the quiz.
Required Technology: *
Adobe Captivate used for developing this program.
The program can be viewed on a personally owned computer or one where
public can have access.
Flash Player 9 or higher is required to run the program to view SWF files.
~Windows
1 GHz or faster processor
Microsoft® Windows® XP with Service Pack 3, Windows 7 with Service Pack
1, or Windows 8*
2GB minimum RAM (4GB recommended)
1024x768 display (1280x1024 recommended) with 16-bit video card
Internet connection
~Mac OS
Multicore Intel® processor
Mac OS X v10.6, v10.7, or v10.8
2GB minimum RAM (4GB recommended)
1024x768 display (1280x1024 recommended) with 16-bit video card

8. 8
Internet connection
Browser: Google Chrome, Firefox, Internet Explorer, Safari
Developer Breakdown:
 Software Used:
(*In addition to above requirements)
Adobe Captivate, Illustrator, Flash - CS4 or higher
 Include in design images and graphics and other multimedia
 Write content including effective assessments
 Build a program the works across all platforms and browsers

9. START TITLE SCREEN INTRO
FIRST PART SECOND PART
REVIEW 1
REVIEW
Preparation
IIllumination
Incubation
Idea Garden Death/Rebirth
Debugging
Implementation REVIEW 2
REVIEW QUIZ
COMPLETION
SCREEN
STUDY
RECOMMENDATION
Pass/Fail?
CONTENT
ASSESSMENT
MAIN
SCREEN
PROCESS
LEGEND
CHOICE
LINEAR
PATH
( 4 pages total
in Quiz)
INDEPENDENT
PATH
STOP
9

10. FONTS
Channel Slanted : TITLE PAGE 48pt
ABCDEFGHIJKLMNOPQRSTUVWXYZ
abcdefghijklmnopqrstuvwxyz
Copperplate Gothic Bold: TITLE PAGE 22pt ,HEADINGS 19pt
ABCDEFGHIJKLMNOPQRSTUVWXYZ
abcdefghijklmnopqrstuvwxyz
Cambria: CONTENT 20pt
ABCDEFGHIJKLMNOPQRSTUVWXYZ
abcdefghijklmnopqrstuvwxyz
#C2F35F
#BDBFA2
#4F4D3c
COLORS
START, NEXT, BACK buttons
10
#9A25A0

11. BACKGROUND GRAPHICS
(EACH SLIDE)
HEADINGS
TEXT
IMAGES
MAIN CONTENT WIREFRAME
BACK NEXT
850x600
850x600

12. BACKGROUND GRAPHICS
(EACH SLIDE)
HEADINGS
TEXT
REVIEW WIREFRAMES
TEXT TEXT TEXT
( Info shows up as navigation on Review Page
is clicked )
TEXT
850x600
850x600
BACK NEXT

13. BACKGROUND GRAPHICS
(EACH SLIDE)
HEADINGS
ASSESSMENT RESULT WIREFRAME850x600
850x600
TAKE AGAIN NEXT
RESULTIMAGE IMAGE

14. BACKGROUND GRAPHICS
(EACH SLIDE)
HEADINGS
QUIZ WIREFRAMES
QUESTION
850x600
850x600
BACK SUBMIT
CHOICES
image
( correct/incorrect
button shows here )

15. BACK NEXT
Imagine That!
3 of 20

16. Review Part I
IlluminationIdea GardenPreparation Incubation
Sed ut perspiciatis unde omnis iste
rrorsit voluptatem accusantium
totam rem aperiam, eaque ipsa quae
ab illo inventore et quasi architecto
vitae dicta sunt explicabo.
BACK NEXT
Imagine That!
8 of 20

17. Quiz: Multiple Choice
Sed ut perspiciatis unde omnis iste rrorsit voluptatem accusantium
totam rem aperiam, eaque ipsa quae ab illo inventore et quasi architecto
vitae dicta sunt explicabo.
One
Two
Three
Four
BACK SUBMIT
15 of 20

18. Typical Test Group
The Creative Process program would have a varied test group. They wouldn't
be similar to the target audience mainly because they need to look at program
from a different perspective rather than what content they will learn. These
would be:
 Instructors from school, universities and those who teach workshops.
 Technology savvy individuals to make sure the overall program is
working from a computer based standpoint.
 Visual Designers to see the program from an aesthetic appeal.
 Individuals who are familiar with heuristic development processes to
make sure the program flows from beginning to end.
Usability Questions
1. Did at any time users seem lost while going through the program? If so,
what areas did this happen more frequently?
2. Were there errors in program functionality? If so, please describe and how
would you improve this?
3. How did the users seem to react to the overall design and visual look of the
program?
4. What interactive elements in the program were successful?
5. Did the users move back and forth throughout the program? If so, why?
6. Was the interface easy to understand or did the users need instruction?
7. Did the content of the program seem to flow from beginning to end in a
logical order? If not, please explain.
8. Did users take too long completing the program? (No time limit but within
reason for program length) If not, please give details.
9. Were the reviews helpful? If not, what could be done to improve?
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19. 10. Were the users interested in the information they learned and did they
seem to retain it? Describe in detail.
Summary:
In general, users should seem engaged in the program right from the start.
Their body language will say a lot about if they are interested as well. Paying
attention to how individuals are focusing and how they are sitting while
viewing the program would be a good indicator of the success of the program.
The assessments at the end can tell a lot about content, but getting to that
point is just as important.
Users should seem comfortable and alert while taking the tutorial and not be
looking around at others. Keeping an eye on subtle things can sometimes say a
lot more about how a program is working. Technical difficulties are more
obvious in the overall functioning and are just as important to be aware of.
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20. Navigation buttons
The Creative Process four steps.Content Text
(Start,Next,Back,Clear,Submit)
NEXT
Title Page
COLORSCHEME
GRAPHICSTYLE
Content Page
Rapid Prototype Design