Professional Communication
Take on the role of a fire inspector and learn how to respond to a middle school principal’s concerns using a confident, professional approach.
Overview
Audience: New and existing fire inspectors with less than one year experience.
Responsibilities: Instructional design, Analysis, Storyboard, Visual design, Prototyping, Full eLearning development.
Tools Used: Articulate Storyline 360, Freepik, ChatGPT, Analog thumbnails.
Analysis
This conceptual project was developed as part of my master’s degree program, which simulates a real-world performance issue identified by the state fire marshal's office: the need for improved professional communication during fire inspections. The organizational performance goal was to increase positive feedback from business owners by 25% within six months. Drawing on my experience as a Deputy State Fire Marshal and Firefighter, I used action mapping to define the behaviors, practice activities, and knowledge required to support this goal. The analysis revealed that training alone would not be sufficient. A comprehensive approach was needed, consisting of:
1. A scenario-based eLearning course (this project).
2. A communication checklist to be completed before and after each inspection.
3. Monthly role-play sessions with a supervisor or senior inspector.
The target audience included new and existing fire inspectors with less than one year of experience. These inspectors often face high-stakes conversations with business owners but may lack confidence or experience to communicate clearly and respectfully under pressure. The eLearning course was designed to provide a safe, supportive space for developing and practicing these skills before applying them in the field.
Instructional Models
This project was guided by the Dick and Carey Systems Approach Model, which structured the entire design and development process, from needs assessment to evaluation. I conducted a goal and context analysis, established a clear performance objective (a 25% increase in positive feedback from business owners), and aligned learning outcomes with both formative (branching scenario outcomes, checklist reflection) and summative assessments (post-training survey, satisfaction ratings). The instructional strategy, materials, and evaluation instruments were all developed in accordance with this model to ensure alignment between learning goals and performance outcomes.
I also applied Mayer’s Cognitive Theory of Multimedia Learning (CTML) throughout the course, integrating 10 of the 12 principles. These included Coherence, Spatial Contiguity, Signaling, Segmenting, and Personalization, all tailored to support visual narrative delivery through the comic strip format. I did not apply the Modality and Voice principles, as the course was intentionally designed without narration to maintain the integrity of the graphic novel style.
In addition to formal models, I incorporated key adult learning principles, recognizing that each learner had a baseline understanding of fire inspection protocols. The scenario-based approach was designed to build on that existing knowledge and offer realistic, decision-driven practice opportunities. Accessibility was also considered for visual design through high-contrast text and imagery to support visual clarity and reduce cognitive load.
Storyboarding
The scenario was based on a realistic fire inspection interaction involving blocked exits at a local middle school. After completing the inspection, the fire inspector (learner) engages in a follow-up conversation with the school principal, Ms. Williams. Over the course of the interaction, the learner must respond to three questions posed by the principal, each reflecting common concerns raised by stakeholders during real inspections.
At each decision point, the learner selects from three possible responses:
1. Professional (correct – consultative and respectful)
2. Indifferent (incorrect – dismissive)
3. Unprofessional (incorrect – reactive or confrontational)
These responses were written to reflect realistic communication challenges inspectors face in the field and were designed to help learners practice building trust and promoting compliance under pressure.
I began the design process by scripting the full dialogue for all paths. I then hand-sketched the storyboard for each slide using panel-by-panel planning to determine layout, character placement, and visual flow. Once the layout was finalized, I developed each panel in Articulate Storyline 360, applying manga-inspired visual design principles to guide reading flow, and emotional tone through character scaling and framing. To mirror real-life communication, learners received immediate feedback after each decision but were not allowed to retry incorrect answers until the end of the scenario. This design choice reinforces the concept that, in live interactions, communication missteps can’t be undone, but they can be addressed professionally through recovery.
Design, Development, and Refinement
The course design was guided by a combination of Mayer’s Cognitive Theory of Multimedia Learning and manga-based visual storytelling principles. To ensure instructional clarity and engagement, I applied CTML principles such as Segmenting, Spatial and Temporal Contiguity, Redundancy, and the Multimedia Principle. These were used to reduce cognitive load, improve learner focus, and reinforce key concepts through visual and verbal pairing. Visually, I selected background imagery from Freepik and developed a complementary color scheme using tools like SchemeColor. Each panel was intentionally framed to emphasize character expressions, hierarchy of information, and directional flow, drawing from manga techniques to guide the learner’s eye through the narrative. Text was minimal and strategically placed to avoid duplication and maximize impact, aligning with CTML’s coherence and redundancy principles.
The course was built in Articulate Storyline 360, using slide layers and interactive triggers to create a responsive, branching scenario. Each decision point and feedback layer was structured to simulate a real-world communication flow. I intentionally avoided using variables, opting for a streamlined logic path that minimized technical overhead while preserving learner immersion and decision-making complexity. To support accessibility and usability, I used high-contrast text and imagery throughout. While I did not formally validate this project against WCAG guidelines, the visual design was tested for clarity and readability. Based on feedback from my professor, I refined the imagery, adjusted text placement, and corrected minor interaction issues resulting in a smoother and more polished learning experience than the original prototype.