Case 20 Analysis

Team Uno: Mark, Maricel, and Lisa

Why We Chose This Case: Designing an interactive
kiosk to celebrate World Wetlands Day (Cairns Aquarium,
Queensland)

● Kiosk / Touch-Screen
● Business Project
● STEM Education
● Wetlands

Presenter: Mark Angel

Case Summary:
● Lynn Dixon: Instructional Designer
● Company: Telopea Learning in Sydney, Australia
● Client: The Aquarium in Cairns, Queensland
○ Laura Barton: Exhibit Lead
○ Ben Williams: Subject Matter Expert
● Project: Interactive Kiosk about Wetlands
Stakeholders and Key Issues:
Stakeholders: Lynn Dixon Telopea Learning The Aquarium
● Produce high quality ● Obtain highest quality
design. ● Satisfy client. product for least cost.
Goal: ● Stay within ● Retain client. ● Effectively educate a
contractual criteria ● Attract new clients. wide range of
and constraints. visitors.

● Balancing client ● Project should serve a

desires, company ● Project efficiency and diverse population.
Primary Issue: promises, and project quick turnover. ● Content should be
limitations. authentic.
Assumptions:
● No compatibility issues with kiosk hardware.
● Lynn is capable of producing the desired product.
Solutions and Possible Consequences:

Provide Involve Ben in Use university

Possible Be transparent
discounted or free prioritizing and elderly Raise more funds.
Solutions: and realistic.
features. components. volunteers.

Who is
Telopea Learning Lynn Lynn The Aquarium The Aquarium
Responsible:

● Time
Possible ● Workload ● Could Lose ● Time
● Could Backfire ● Quality of
Downsides: ● Resources Client ● Opportunity
Work
Recommendations for Action

● Instructional Designer, Lynn:

○ Be transparent and realistic with The Aquarium team
● Telopea Learning:
○ Provide additional features for free
○ Obtain publicity and marketing benefits
● The Aquarium:
○ Cut back on expectations for “fancy” features
Preliminary Analysis Questions

Presenter: Lisa Lark

1. Lynn needs to design a solution that works for a variety of learners.
How would you design the kiosk learning experiences so that they
provide something for everyone?

● Hide more detailed information with “learn more” pop-up images

● Open and easy navigation throughout
● Use spiralling to build one section on the next, increasing in
complexity
● Using universal symbols and potent images to increase
accessibility for international visitors
2. How could a touch-screen kiosk be best used to teach wetlands-related
content at The Aquarium? Consider the learning environment, audience
characteristics, average time someone will spend, and so on.

● Main Screen: Large wetland image - click on

components to learn more
● Engaging and relevant audio
● Lots of visuals, and videos
● Buttons to toggle between languages
● Open navigation
3. Lynn’s initial design document is basic. Choose one section and provide
more detailed instructional design strategies that you would use to
present the content, using screen sketches and diagrams.
 Lynn’s Design Document:
3. Lynn’s initial design document is basic. Choose one section and provide
more detailed instructional design strategies that you would use to
present the content, using screen sketches and diagrams.
 Lynn’s Design Document:
3. Lynn’s initial design document is basic. Choose one section and provide
more detailed instructional design strategies that you would use to
present the content, using screen sketches and diagrams.
 Lynn’s Design Document:
3. Lynn’s initial design document is basic. Choose one section and provide
4.
more detailed instructional design strategies that you would use to
4 minutes
present the content, using screen sketches and diagrams.
Connectivity: Inside
the Wetlands
Interactivity - HIGH

What happens inside

wetlands? How do wetlands
provide connections between
the land and the sea? A food
web or other system is
depicted. Highly visual.
 Connectivity: Inside the Wetland - Design Idea

(Main Screen)
Great Barrier
Catchments Wetlands
Reef

Back to Map

(Wetland Details)
← To To Great →
Catchments Barrier Reef
4. Ben is an enthusiastic subject matter expert with a lot of grand ideas.
How can Lynn keep him happy while still managing the project within
budget?

● Keep Ben involved with clear limitations

● Integrate components of his ideas
● Involve Ben in prioritizing components
● Consider Ben’s offer to come to Sydney
● Get Ben involved in outreach with local University
○ Language Translations
○ Aboriginal Storytelling and Natural History
5. Lynn perceives a disconnect within Telopea Learning between the sales
and design teams in regard to what can be achieved within a particular
budget for a project. How would you work to improve this situation
within Telopea Learning?

● Analyze the Gap

● Request a Meeting
● Propose a Solution
Implications for ID Practice

Presenter: Maricel Manglicmot

1. What are some visual and instructional design strategies that would be
unique to a touch-screen kiosk? What are some instructional design
challenges when designing for learning with this technology?

● Less text, more graphics

● Systematic navigation
● Navigation menu
● Keep each page simple
● Functional components
2. Instructional designers often don’t have time to perform any type of
detailed analysis before beginning a design document. In what ways can
designers incorporate an initial analysis “on the fly”?

● Use client to provide data

○ Learner demographics, aptitudes, and experiences.
○ Subject matter content and objectives.
● Site visit observations
○ Audience / Learners.
○ Context / Environment.
○ Evidence of the gap.
● Engage thoroughly with your subject matter expert
3. Interactive resources are becoming more and more learner driven,
meaning that learners choose what they learn; they control the sequence
of information and the amount of time they spend. How can
instructional designers design such resources knowing that their
learners may not know how to learn?

● Checkpoints with immediate feedback.

● Visual progress tracker for the learner.
● Use real-world and relevant examples.
References:
Nelson, C. (2019). Designing an Interactive Kiosk to Celebrate World Wetlands Day. In P. A.
Ertmer, J. A. Quinn, & K. D. Glazewski (Eds.), The ID CaseBook: Case
Studies in Instructional Design (5th ed., pp. 228–236). Routledge.

Background Image:
https://www.goodfon.com/wallpaper/avstraliia-portsmith-cairns-queensland-hdr-reka-lodki-lesa-p.html

Swagman Illustration: Copyrighted to K. D Abbott 2007. © All rights reserved.

Music: WALTZING MATILDA : Peter Dawson : Free Download, Borrow, and Streaming : Internet Archive