Loan Processing:
Both Sides of the Story

Explore this eLearning concept project to discover how loans and future payments affect the cash balances of both borrowers and lenders. Join Dave, a borrower, and Jasmine, a lender, to observe the changes in their cash balances from Dave's first payment to his final one.

Audience: Loan Officers
Storyboarding, Objectives and Assessment, Animation, Narration, Visual Design, eLearning Development
Tools Used:
Articulate Storyline 360, Vyond, Adobe XD, Miro, Canva, Google Docs, Snagit

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The Problem

Loan Officers act as a vital bridge between lending institutions and borrowers. Their role requires them to not only facilitate loans but also to advise, educate, and communicate effectively with potential borrowers. Their comprehensive understanding of the loan processes is crucial. Gaps in knowledge of loan processing can lead to miscommunication, a loss of trust, compliance challenges, and missed sales opportunities.

The Solution

This eLearning experience offers a deep dive into the loan experience, spotlighting Dave (borrower) and Jasmine (lender) as they navigate Dave's repayment journey throughout a 10-year loan. This course equips Loan Officers to understand and empathize with both parties. Armed with this dual perspective, officers can enhance their guidance, maintain borrower trust, ensure compliance, and uphold sales expectations.

My Process

I received the script and was tasked with developing an eLearning course from it. The following sections provide an overview of the steps I took to transform the script into an eLearning course.

Learning Objectives

My first step was to determine what needed to be assessed. The major points emphasized in the script were understanding the roles of the two parties in a loan and how future payments impact both parties.

By identifying these key points, I wrote measurable learning objectives using Bloom's Taxonomy. These objectives serve two purposes: guiding the creation of purposeful content and providing clear benchmarks for assessment.

This approach ensures that every piece of content is not only engaging but also strategically aligned with the desired learning outcomes.

1. Identify the parties involved in loan processing.
2. Determine how loan payments impact the balances of each party involved in the loan.
3. Predict how future payments will impact the balances of each party involved in the loan.


Next, I created assessment questions to measure each learning objective. This approach ensures that every piece of content is not only engaging but also strategically aligned with the desired learning outcomes.

1. Identify the parties involved in loan processing.

2. Determine how loan payments impact the balances of each party involved in the loan.

3. Predict how future payments will impact the balances of each party involved in the loan.

Concept Map

I used Miro to create a concept map that represented the layout of the slides in Storyline. 

When working with projects like tab interactions, I find it helpful to create a concept map that helps visually organize and structure the material. This makes translating it into a storyboard easier. 

For example, in this project, I used the concept map to outline the overall structure and flow. This allowed me to dedicate the storyboard to the detailed aspects of content delivery, such as visuals, interactions, and assessments. 

Learning Theories and Principles

Before creating the storyboard, I prioritized the integration of key learning principles. I included the research-supported theories and principles outlined below to ensure the course would provide an engaging and learner-focused experience.

Malcolm Knowles' Six Principles of Adult Learning (Andragogy) 

1. Need to know: 
To address the "What's in it for me?" question, the course introduces a real-world job challenge and then provides learning objectives, letting learners know they'll learn the skills needed to solve this challenge in the course.

2. Experience: This course builds upon learners' prior industry knowledge and familiarity with terms, ensuring a deeper, relevant exploration without redundancy.

3. Self-Concept:
Learners get to work autonomously and can choose which order to engage with the material.

4. Readiness: This course establishes relevance for learners by introducing a common real-world problem.

5. Problem orientation: Using a problem-based learning approach, the course addresses the unresolved issue of how Dave's loan payments will affect the balances for both him and his lender over ten years. It then provides learners with interactive scenarios, directly engaging them in the process of determining the balances.

6. Intrinsic motivation: The course establishes the goal of unlocking the Exit tab. Learners can autonomously explore content at their own pace, but they must fully engage with all sections to unlock the Exit tab, reflecting a gamified approach. After completing each tab, learners are provided with immediate feedback, further elevating their sense of achievement.

Gagné's Nine Events of Instruction

1. Gain attention: The course immediately captures the learner's attention by presenting them with a relatable problem.
2. Inform learners of objectives:
Learning objectives are introduced in the beginning.
3. Stimulate recall:
The question in the Dave's Loan section stimulates recall of information in the Introduction section.
4. Present the content:
Content is presented throughout each tab.
5. Provide learning guidance:
Specific feedback is given when learners make an incorrect choice.
6. Elicit performance:
Immediate opportunities to practice what is learned after each section.
7. Provide feedback:
Immediate feedback is given for correct and incorrect choices.
8. Assess performance:
A variety of assessment methods are used throughout, including multiple choice, multiple select, and drag-and-drop.
9. Enhance retention and transfer: 
Learning activities andd assessments are directly linked to learning objectives.

Cognitive Load Theory: To prevent overloading learners with more information than they could effectively process into long-term memory, I utilized information chunking in the course and provided opportunities for knowledge assessment after each chunk. Additionally, I applied the multimedia principles below to reduce cognitive load.

Mayer's Multimedia Principles:

Coherance: The course includes only information and images essential for meeting the learning objectives.
Signaling: Visual cues, animations, and headers are used to highlight main points.
Redundancy: Narration accompanies graphics, excluding most on-screen text. Only relevant text is included.
Spatial Contiguity: All relevant text and graphics are physically close together.
Temporal Contiguity: Corresponding text, audio, and images are displayed simultaneously.
Segmenting: The course is broken up into easily digestible sections.
Modality: Most information is conveyed through visuals and spoken words, with on-screen text used only as needed.
Multimedia: Graphics and animations are strategically incorporated to enhance and clarify information.
Personification: A conversational tone is used throughout.
Voice: A human voice is used for narration.
Image: Relevant animations are used in place of a talking head.

Text-Based Storyboard

Next, I created a text-based storyboard that provided a detailed outline of the course, specifying what would be taught, in which sequence, and how it would be presented and assessed.

Since I didn't author the original script, this offered a valuable opportunity to restructure it to incorporate my established objectives, assessment questions, concept map, and selected learning principles.

View the storyboard

Style Guide

After completing the storyboard and before starting development, I created a style guide to ensure consistency among Articulate Storyline 360 and Vyond in terms of colors, fonts, buttons, and characters used.

Full Development

The entire development of the learning experience in Articulate Storyline 360 was straightforward and efficient, especially since I had completed a text-based storyboard, concept map, and style guide. I made some small changes to the concept map after interacting with different variables, conditions, and triggers in Storyline, but the overall concept remained consistent.



I incorporated the following accessibility features throughout the course.

Closed Captions
Playback Speed
Accessible Language (select instead of click)

Specific Feedback

I integrated the following  feedback features on assessment questions to enhance the learning experience.

Incorrect Choice

If learners make an incorrect choice, they are directed to a "try again" slide. This slide advises them to review the note section, which contains essential information to help them answer the question correctly on their next attempt.

Correct Choice

When learners make the correct choice, they receive positive reinforcement through the characters expressing positive emotions. They are also informed that they are one step closer to unlocking the Exit tab.

Exit Section

The course concludes by revisiting the learning objectives and introducing the topics for the next course. Learners are given the choice to either review the course content or proceed with the conclusion. Upon completion, they are congratulated for successfully finishing the module.

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