Tools Used: Articulate 360 Rise, Amazon Web Services, ChatGPT, Canva, Google Classroom, Google Docs, OpenSCI Ed.
Target Audience: 8th Grade Science Students
Learning Goal: Students will learn about chemical reactions and the law of conservation of massThis digital module transforms a hands-on 8th-grade chemical reactions lesson into an interactive, self-paced learning experience. It incorporates core instructional design principles, multimedia learning theory, Universal Design for Learning (UDL), and inquiry-based STEM pedagogy. Students explore real-world examples, manipulate virtual models, and practice balancing equations through scaffolded tasks and interactive coaching.
To challenge myself into designing this course using a new skill, I decided to attempt using the ADDIE model to design a solution for my students.
Analysis: Identified learning gap: students have limited background knowledge of atoms, molecules, and changes in matter. Assessed prior knowledge using a formative assessment and NGSS performance expectations:
(MS-PS1-2): Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
Design: Created learning outcomes aligned to Bloom’s Taxonomy (Understand → Apply) and our school's curriculum: OpenSciEd summative to create a storyline driven unit that ends in a summative assessment our department was task to implement. Planned modular content flow, visual supports, feedback types, and formative checks.
Development: Built interactive Storyline components, branching feedback, interactive formative assessments, a summative assessment, and virtual simulations.
Implementation: Deployed through Articulate 360; hosted on Amazon Web Services and embedded into Google Classroom.
Evaluation: Create built-in analytics, student performance data, and a summative assessment derived from our OpenSci Curriculum that aligns with our school's success criteria.
To create the module structure, I grounded the design in our school’s OpenSciEd curriculum, using its storyline approach to guide content sequencing, phenomena selection, and student sensemaking routines. I aligned each digital component to the unit’s performance expectations and learning goals, ensuring that the module complemented—not replaced—the hands-on investigations central to OpenSciEd.
The design intentionally supports two key groups of learners
By mirroring OpenSciEd’s emphasis on student-driven inquiry, I embedded opportunities for students to analyze phenomena, make predictions, test ideas through interactive particle models, and reflect on their learning. The digital module functions as both an accessible entry point into the unit and a reinforcement tool that upholds the integrity of the OpenSciEd storyline.
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To deliver the module, I used a combination of Articulate 360 for development and Google Classroom for distribution and data collection. Articulate Rise provided the framework for scaffolding content into small, accessible chunks, while Storyline allowed me to build interactive components—such as drag-and-drop balancing activities, branching feedback, and animated particle-model simulations—that mirrored the hands-on inquiry emphasized in OpenSciEd.
Once developed, I embedded the module directly into Google Classroom, where students could access it alongside their daily assignments, lab resources, and OpenSciEd materials. This integration allowed me to:
By combining Articulate’s multimedia capabilities with Google Classroom’s accessibility and workflow tools, I was able to implement a digital experience that was aligned to curriculum goals, easy for students to access, and effective in supporting diverse learning needs.
Designing this module has been both rewarding and challenging. The Storyline portion of the project is still a work in progress, and my goal is to finalize it in the coming weeks so students can use it as a review and learning tool while the larger lesson sequence is still ongoing. Building an interactive experience that complements our OpenSciEd work required careful alignment, intentional pacing, and iterative testing—all of which expanded my skills as an instructional designer.
This project also highlighted the realities of balancing instructional design work with the daily demands of teaching. Finding the time to storyboard, script interactions, prototype media, and revise based on student feedback has been difficult, but the process has reinforced how meaningful high-quality digital learning experiences can be. Moving forward, I plan to continue refining this module with input from colleagues, exploring ways to streamline development, and expanding the digital components of our curriculum to better serve all learners.