Recently, I developed a proposal and storyboard for a digital learning resource as part of my assignment for the module EL6072 Interactive Learning Software Workshop. The resource, titled “Guide to the Vietnamese five-fruit tray”, introduces the meaning and preparation of this traditional practice, as shown in Figure 1. Through this project, I hope to share the five-fruit tray with a wider audience, including Vietnamese learners and people interested in Vietnamese culture.
Initially, I assumed that once I had chosen a theme, developing the proposal would be straightforward. I also believed that creating a storyboard would not be too difficult, as I had previously worked on one. However, when I started the assignment, several difficulties quickly appeared.
I soon realised that my initial theme was too broad. Consequently, it was difficult to clearly define what the learning resource should look like. While writing the proposal, I had to imagine many design elements at the same time, such as the layout, colour scheme, interactive features, and navigation system. This made the planning process more challenging than I had expected.
Additional challenges appeared during the design stage. When I started sketching mock-up screens on Canva, I realised that the available graphic options were quite limited, and some required payment. Consequently, the mock-ups did not match what I had described in the proposal. I also wanted to include a pedagogical agent in the resource. In the proposal, I imagined a character wearing traditional Vietnamese clothing. However, I could not find a suitable image on Canva, which made it difficult to realise this idea. Later, when working on the storyboard, I noticed that some mock-up designs did not align with the navigation I had planned. This mistake created inconsistencies between different parts of the project and required further adjustments.
To deal with these issues, I first sketched the main ideas I wanted to include in the learning resource. The simple outline shown in Figure 2 helped me see both the overall structure and the smaller components of the content. I was then able to narrow the topic to one specific element of the original idea. This decision later saved time during the design stage because the scope of the resource became clearer.
I also explored alternative tools to solve the problem of creating a pedagogical agent. In the end, I used PowToon to design the character because the platform provides a large library of animated characters. In Figure 3, I selected a character and captured different poses, such as greeting, expressing emotions, and congratulating learners. These images were then added to the mock-up screens so the agent could appear consistently throughout the resource.
Additionally, I decided to simplify the visual design. Instead of using many different graphics, I selected only two to use throughout the resource. I also used the sticker creation feature on my mobile phone to convert photos of fruits into simple graphics (see Figure 4). These stickers became the main visual elements in the mock-up screens. I realised that using the same graphics throughout the resource could help learners recognise the fruits more easily when they move to the practice activities.
After completing the visual storyboard, I returned to the proposal and updated the ideas based on the actual design. At that stage, I already had a clear picture of the resource, so the revision process became much easier. This step helped align the proposal with the storyboard and the mock-up screens.
One important lesson I learnt from this experience is the importance of planning ideas before writing the proposal. In future projects, I would first outline the key elements I want to include and then start designing the mock-up screens. This step helps me understand what is realistically possible in the learning resource. After that, I can develop the storyboard and finally complete the proposal. For me, this order makes the process clearer and more manageable. This experience also reminded me that there is no single correct way to complete an assignment. What matters is finding a workflow that suits one’s own working style.
Moreover, I realised that the different stages of instructional design are closely connected. While working on the project, I had to revisit earlier sections to ensure that the proposal, storyboard, and design matched each other. This experience showed me that instructional design is not a strictly linear process but an iterative one.
Reference:
Slide Model (2022) What is a Storyboard And How to Use it in Product Design [image], available: https://slidemodel.com/storyboard-for-product-design/ [accessed 15 Mar 2026].
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