The Storyline project is a self-paced learning module designed to train new interpreters in accordance with the NSW HCIS Guidelines for Interpreters. 

The module simulates the experience of interpreting during a children’s health assessment through an interactive branching scenario. Learners take the role of the interpreter, make decisions at key moments and observe the consequences of their choices. 

They practise essential competencies such as 

• preparing the parent before the session, 

• managing unfamiliar terminology and 

• ensuring accuracy and completeness. 

The module reflects realistic workplace situations, allowing learners to build confidence, apply best-practice interpreting strategies, and receive targeted feedback in a safe, guided environment.

Inspiration: I developed this short, self-paced module as part of a broader mock project in response to a potential operational need within a government department transitioning to a new interpreting services contract. The organisation needed a scalable, high-quality learning experience to rebuild trust after dissatisfaction with its previous provider. I selected a blended approach, supported by tools such as ChatGPT, Articulate Storyline and Canva, to design a training solution suitable for both metropolitan and regional staff. 

Part 1 - Needs Analysis (ADDIE)

NEEDS ANALYSIS - I conducted a needs analysis using Gen AI, according to the steps and prompts linked at the end of this blog post.

What change do we want to see in performance? Staff confidently use the new booking system, and interpreters competently manage assignments that include unfamiliar contexts such as medical assessments. The client gains assurance that the training is reliable and consistent. 

Why are they not doing it? Key barriers include unfamiliarity with the new system, limited exposure to medical assessment protocols, inconsistent understanding of interpreting procedures and limited access to high-quality training from the previous provider.

How will we know that the goal has been achieved? Quantitatively, by assessing system-usage accuracy, reduction in booking errors and completion data from modules and assessments. Qualitatively, through observations in live practice, role plays, learner self-assessment and feedback from team leaders and SMEs regarding staff confidence and competence.

Where should the newly acquired knowledge be stored? Knowledge should remain accessible through revisitable e-learning modules and a suite of job aids, including PDF guides, quick-reference sheets and simulation walkthroughs. These resources support on-demand reinforcement, especially for regional staff.

Part 2 - Design, Development & Implementation (ADDIE)

For this project, I would design a blended program comprising short, self-paced modules, live practice workshops, and interactive simulations. The structure would support both in-person and online delivery to ensure equitable access across the state.

Content would be chunked into concise, actionable sections to prevent cognitive overload. Interactive elements to include click-to-reveal components, branching scenarios, system walkthroughs, decision-making simulations, micro-videos and audio-guided examples. Tools such as ChatGPT, Articulate Storyline and Canva used to create varied and engaging learning experiences.

Knowledge checks would be embedded throughout using multiple-choice quizzes, hotspots, drag-and-drop and scenario-based tasks. Feedback in simulation-based activities would focus on consequences and reasoning rather than simple correct/incorrect indicators, supporting reflective practice.

To support continuous learning, each module would include curated external resources on working in medical assessment environments and on interpreting ethics and best-practice guidelines.

Part 3 - Evaluation (ADDIE)

I would use the Kirkpatrick framework of evaluation:

1. Reaction – How learners felt about the training. Did they find it engaging, relevant and valuable?

I would analyse learner completion rates, quiz scores and system-usage performance data to evaluate baseline effectiveness.

2. Learning – What knowledge, skills or attitudes learners actually gained.

Learners would complete a feedback survey including multiple-choice questions, rating sliders, Likert-scale items and open-ended responses to capture satisfaction, learning, confidence and relevance.

3. Behaviour – Whether learners apply what they learnt back in the workplace. This focuses on behaviour change on the job.

After an appropriate interval, I would follow up with staff and managers to determine whether the training has been applied on the job and what improvements have been observed in system accuracy or interpreting quality.

4. Results – The impact of the training on organisational outcomes, such as performance improvements, productivity, quality or service outcomes.

These insights would be discussed with SMEs and leadership to evaluate overall impact and identify opportunities for further refinement.