Project Overview:

This course on Human Sexuality was designed for the Seattle School of Theology and Psychology. I worked closely with the subject matter expert to design four modules including two Storyline projects that were used in the course. The instructional design plan was created using Gagne's 9 Events of Learning.

Target Audience:

Graduate students in the Master's of Arts in Counseling Psychology degree program

Main Setting: This is an asynchronous virtual module to be uploaded into the Populi Common Cartridge LMS.

Total Estimated Instructional Time:

• 2 hour synchronous classes (30 minutes of instructional content provided)

• 3.5 hour asynchronous

Instructional Goal:

The goal of this course is to equip students to:

1. Identify biological sex, gender, and sexual desire as three intertwining aspects of sexual being: body, gender, and sexuality.

2. Understand sexuality as multiply-determined, changeably dependent upon context over the life-span, creating more questions than easily-formed answers

3. Recognize that people form theories to understand their sexual experience. These theories powerfully shape what people feel and think about their sexuality.

Project Planning:

During the initial phase of the ADDIE Model (Analysis), I conducted a needs analysis, learner analysis, and task analysis. I worked closely with the stakeholder, the instructor, to identify the goals and objectives of the course and select learning material.

A challenge we initially faced was that the instructor wanted interactive lessons however his institution's LMS (Populi) only supported common cartridge files. To circumvent this, I was able to upload each lesson onto the Amazon S3 hosting site and making the projects accessible through a link the instructor added to his lessons.

Course thumbnail for CSL 565 – Human Sexuality, featuring diverse historical African and Indigenous figures representing gender and identity, alongside the course title and instructor.

Course Deliverables

Lesson 3.2 Interactive Scenario - Case Study, “Call Me By My Name”

Objective 3.2: After course readings, students will assess the implications of transformative forces on societal norms as demonstrated in a discussion post providing one critical reflection question with 100% accuracy.

Conversational Simulation: Enhancing Empathy and Understanding in Counselor Training

This interactive e-learning experience was designed for future counselors and therapists who have not yet developed practical skills in working with diverse populations. The objective was to create a meaningful, immersive learning experience that fosters empathy, critical thinking, and a deeper understanding of the challenges faced by transgender individuals. This was accomplished by integrating ChatGPT into Storyline 360 using a back-end server to securely store the API key.

The interaction begins with a clear disclaimer that the conversational exercise is conducted with a chatbot, not a real person, and that the character portrayed does not represent the entirety of transgender experiences. This framing ensures learners approach the activity with awareness and sensitivity.

Rather than passively reading a static case study, Call Me By My Name, I transformed the case study subject into a character learners can engage in a dynamic conversation. She begins by candidly sharing her experiences and perspectives. Students are encouraged to ask open-ended questions to explore various categories of challenges, including identity, discrimination, and social barriers. The intent was not to practice therapeutic techniques but to provide a simulated dialogue where learners could engage in discussions they may not have the opportunity to experience in real-world settings. This risk-free environment allows students to ask questions and confront potential biases in a way that supports meaningful learning and personal growth.

By transforming a traditional case study into an interactive, conversation-based experience, this project bridges the gap between theoretical knowledge and real-world application, helping learners develop cultural competence and a more nuanced understanding of transgender experiences.

See student responses from post-activity assessment.

This thumbnail introduces the interactive case study titled “Call Me By My Name.” The activity invites users to engage in a simulated conversation with Olivia, a transgender woman reflecting on a recent ER visit and broader life experiences. A message in the center emphasizes that this is not a counseling simulation, but rather a learning opportunity to build empathy, explore the challenges faced by many transgender individuals, and reflect on identity, healthcare, and systemic injustice. The visual features a woman with a pained or thoughtful expression on the left side, conveying emotional weight. The background is dark, with a teal content box and white sans-serif text. A green “Continue” button appears in the lower right. The design and message work together to set a respectful, reflective tone for the activity.

Lesson 2.1 Anatomy and Physiology of the Reproductive Organs

Objective 2.1: After reading course literature and diagrams on sexual anatomy, students will be able to identify twelve parts of the human reproductive system with 80% accuracy as demonstrated on a blank image.

Objective 2.2: After reading course literature and reviewing terms and functions, students will be able to identify 18 functions of the reproductive system with 80% accuracy as demonstrated on a matching quiz.

Interactive Learning: Scaffolding Anatomy and Function in Reproductive System Education

This activity was designed to present complex anatomical information in smaller, digestible segments, allowing students to progress at their own pace. Using a scaffolding approach, learners first engage with guided instruction and self-paced practice exercises to reinforce their understanding of the anatomy and functions of the male and female reproductive systems. It utilizes supplemental video resources and content from the stakeholder. It begins with an activation activity (Gagne's Nine Events of Learning) using a case-study. It includes interactive click and reveal activities and self-assessments followed by a summative assessment quiz.

To support mastery, the activity incorporates a structured progression: students first learn the content, then engage in interactive practice by quizzing themselves, and finally demonstrate their knowledge in a checkpoint assessment where they must identify key structures and functions without support.

Online learning considerations: Given the e-learning format, traditional labeling exercises were not feasible; instead, the interactive design ensures an equivalent learning experience by integrating meaningful engagement with the material through practice and assessment.

This approach not only enhances retention but also provides a clear pathway from initial exposure to independent application, ensuring learners build confidence and competence in the subject matter.

This welcome slide introduces the e-learning lesson titled “The Male and Female Reproductive Systems.” The image features a cheerful, animated female doctor with dark skin, wearing a white lab coat, standing on the left against a blue background with geometric gradients. On the right, a light blue box contains a welcome message in black sans-serif font. It explains that the lesson will help learners understand the structure and function of reproductive systems and emphasizes the importance of this knowledge for exploring biological, developmental, and relational contexts.

The slide is framed with a white border and sets an engaging, friendly tone for students studying human anatomy.

Evaluation

A post-course evaluation was created using the Kirkpatrick Model of Evaluation to measure students reaction, learning, behavior, and results of overall impact of the course.

Qualtrics Post-Course Survey

Call Me By My Name - A Sensitive Conversation

Post-project evaluation qualitative and quantitative results

View the Post-project survey results

The post-project survey feedback indicated that this project was impactful, engaging, and relative for students. 100% of the students indicated that it was informative for learning about challenges that transgender patients face in healthcare settings.

Take a look at some of my favorite tools.

Articulate 360, Articulate Rise, Canvas, Blackboard LMS, TalentLMS, TalentCards Mobile LMS, Padlet, Loom, Adobe Photoshop, Adobe Illustrator, Canva, Adobe Acrobat Pro, Adobe Fonts, Microsoft Word, PowerPoint, Figma, Create Studio, Powtoons, Vyond, Audacity, Microsoft Clipchamp, GitHub, Amazon S3, Microsoft Teams, ChatGPT, Dall-E, Eleven Labs, Synthesia, Camtasia, Kahoot

See also...

Check out some of my other projects.

Storyline 360 Projects

Storyline 360 with ChatGPT

E-learning Courses

Multimedia

Visual Aids

Project Planning

Home Page

Resumé

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