Peer Pod Coming Soon: “New to Instructional Design” — Who’s Joining Us?
We’re kicking off a brand-new Peer Pod for anyone who’s new to instructional design and you’re invited! 🎉 Peer Pods are 4-week learning groups where community members explore a topic together through weekly prompts, curated resources, and shared discussion. Whether you’re a few days or several months into your role, this is your chance to connect with peers, reflect on key topics, and build confidence together. Here’s what we’ll explore: ✨ What to focus on as you get started 📦 Intro to Articulate 360 + course design best practices 🤝 Tips for working with SMEs 💻 Best practices for incorporating AI By the end, you’ll walk away with a stronger foundation and a group of peers cheering you on. 🗓 Start Date: Monday, January 12, 2026 Participants will be added to the private Peer Pod group about a week before we begin. 👉 Want to join? Fill out the registration form. 💬 Your turn: What Peer Pod topics do you want to see next? If you could join a focused 4-week learning group, what topic would you choose? Drop your ideas below so we can build pods around what you want most. 🙌Intuitive Role Playing Exercise with Feedback
Hello, is there an AI tool within Storyline or Rise where you can insert an intuitive back-and-forth role-playing activity that provides real-time feedback to users depending on their responses to help enhance communication skills during customer service calls?How does your organization support different ways of thinking and working?
For the neurodivergent folks in L&D… Lately I’ve been thinking about what it’s actually like to build learning experiences with a neurodivergent brain, ADHD in my case. Not just how it influences my design decisions (as mentioned in my previous post), but how it shapes the experience of doing this work inside a team. For me, neurodivergence shows up as a kind of heightened sensitivity to flow, clarity and cognitive load. It helps me spot moments where a learner might lose their place, or where a step needs more framing to feel safe and predictable. That part has become a real strength. But there’s another layer I don’t see discussed much in our field: How well do our teams understand the way our brains work? Not in a clinical sense, more in the everyday reality of collaboration, feedback, expectations, and creative problem-solving. Things like: having time to process before diving into solutions getting clear checkpoints instead of vague “keep going” feedback having tools and structure that reduce mental friction balancing flexibility with predictability For some of us, these aren’t preferences. They directly affect how well we can design. So I’m curious to hear from others who identify as neurodivergent, in whatever way that shows up for you: Do you feel like your strengths and challenges as a neurodivergent designer are understood in your team or workflow? And how does your neurodivergence influence the way you approach learning design itself? Share only if you feel comfortable. I know these conversations can be personal. But I also think they make our craft stronger, because the more we understand our own brains, the better we design for everyone else’s.How do you evaluate the flow of a course?
Hi everyone, I’ve been thinking a lot about flow in Storyline and Rise courses. Not the visuals or interactions, but the way ideas move, build and connect for the learner. When I review courses, flow is often the first thing I look at, because so many issues trace back to it. A course can be beautifully built, but if the flow is unclear, the learner has to work harder than they should. Here are a few questions I often ask myself: Does each screen naturally lead to the next? Does the learner know why they’re seeing this information now? Is anything arriving too early, too late or without enough context? Are we building on what the learner already knows, or jumping around? Is there a moment where the pace suddenly gets heavier? These small checks often reveal more than a long checklist ever could. I’d love to hear how others approach this. When you evaluate the flow of a course, what do you look for? Are there signals or questions you rely on to check whether the experience “moves” the way you hoped? Always curious to learn from different perspectives.Technical Question: How do I open a saved project in Storyline for editing?
I feel very foolish asking this, but I cannot find any info on how to do this. I worked on a project and published it months ago. Now I need to edit it, but it is not in the Recent Products section of the Storyline Home screen. I know I can browse for the module saved on my computer, but I have no idea what file to access - there are a lot associated with the project. Can someone tell me what to look for? Is there an extension I should find? Am I missing a very obvious and simple thing here? Thanks in advance!need help with multiple packages that make up one course
Where I work, we are creating training courses that are multiple modules long, anywhere between four modules to ten modules. We create each module as a separate .story file and publish that .story file from Storyline. This is because some of the .story files are reused across different courses. Then we have multiple published packages from Storyline that need to be combined to create the final course. The ways I know how to do this are two-fold 1 - use the features of an LMS to build a curriculum using the published packages 2 - create a multi-sco https://support.scorm.com/hc/en-us/articles/360051563253-Combining-Multiple-SCOs-Into-One-SCORM-Course What we want to do is take our Storyline files and publish them such that we can have one cmi5 package at the end of publishing. For example, if I have the course called Course 101 which consists of the following Introduction.story module-1.story module-2.story conclusion.story I want to publish all these .story files such that I get one Course 101 cmi 5 file which will contain all four pieces of the course. For those of you who are creating separate Storyline files that make up a course, how are you combining these files? Is anyone managing to use Storyline to take separate files and merge them into one final published file?Screen focus
I’m curious how others approach screen focus during reviews. Lately, when I’m looking at Rise courses, I keep coming back to one question: What is the learner supposed to do differently after this screen? When that’s hard to answer, I usually find the screen is: trying to cover more than one idea mixing purposes (teaching + explaining + assessing) or using an interaction that doesn’t really support an action I’ve started using a simple constraint to guide decisions: one screen supports one outcome one interaction supports one decision or action It’s helped me simplify reviews more than tweaking layouts or adding features. How do you decide when a screen is “doing too much”? Would love to spark a conversation on how other learning professionals check for screen focus during review.
