Dementia-Friendly Libraries

Client: Florida State University, Department of Geriatrics, FSU REACH Program

Project Partners: Florida Division of Library and Information Services; web hosting and technical implementation teams

My Role: Instructional Design and Project Leadership

Project Duration: One year

Learning Format: Interactive, self-paced online training

Development Tools: Articulate 360, Articulate Storyline, AI-assisted video production tools

Accessibility Framework: ADA Title II, WCAG 2.1 Level AA

Final Deliverables: Editable Articulate Storyline (.story) files, SCORM packages, and associated project assets

The Challenge

Public libraries serve diverse communities, including patrons living with dementia and individuals experiencing memory-related challenges. Library staff and volunteers may encounter situations requiring specialized awareness, effective communication, patience, and appropriate support.

The instructional challenge was to translate dementia-related knowledge and recommended practices into an accessible, engaging learning experience that library personnel could complete independently and apply in their daily interactions with patrons.

The project required a solution that would:

• Address the practical learning needs of library staff and volunteers.

• Translate subject matter expertise into observable, workplace-relevant behaviors.

• Support independent learning through clear instruction, multimedia, and interactive activities.

• Accommodate diverse learners through accessible course design.

• Meet technical requirements for online hosting, implementation, and future maintenance.

Target Audience

Public library staff and volunteers who interact with patrons in library environments.

The course was designed for participants with varying levels of prior knowledge about dementia, professional experience, and familiarity with online learning.

The instructional approach emphasized practical application, accessible content, and realistic situations relevant to everyday library services.

Desired Behaviors and Measurable Learning Outcomes

The training was designed to help participants move beyond awareness toward practical, dementia-friendly interactions.

These outcomes describe the intended learning performance and assessment opportunities rather than verified post-training results.

Learning SolutionS

The project developed an interactive, self-paced eLearning experience that combined accessible instructional content, realistic scenarios, AI-generated video, and opportunities for learners to check their understanding.

Key design features included:

Scenario-Based Learning

Realistic library situations provided opportunities for learners to consider how dementia-related challenges might appear in everyday interactions and evaluate supportive responses.

AI-Generated Video

AI-assisted video production supported the presentation of instructional concepts and realistic situations. Videos were used to make abstract concepts more concrete and provide visual context for workplace interactions.

Interactive Learning Activities

Articulate Storyline supported the integration of interactive content and knowledge checks to encourage active engagement rather than passive content consumption.

Self-Paced Learning

The asynchronous format allowed library personnel and volunteers to complete training independently, accommodating different schedules and levels of prior experience.

Accessible Design

Accessibility requirements were incorporated into the instructional planning, development, and quality assurance processes, with WCAG 2.1 Level AA serving as the target standard.

Instructional Design and Development Process

I coordinated the project through a structured instructional design process informed by the ADDIE framework, incorporating iterative stakeholder feedback and quality reviews throughout development.

Analyze — Stakeholder Engagement and Needs Analysis

I facilitated coordination with key stakeholders from Florida State University, the Florida Division of Library and Information Services, and technical hosting teams.

These conversations helped establish:

• The training's purpose and organizational priorities.

• Characteristics and learning needs of library staff and volunteers.

• Desired workplace behaviors and learning outcomes.

• Instructional content and subject matter requirements.

• Accessibility, hosting, and technical implementation expectations.

• Project milestones, review responsibilities, and deliverables.

This process established a shared understanding of the instructional challenge and informed the development plan.

Design — Learning Architecture and Storyboards

Working with project collaborators, I managed the development and review of instructional storyboards.

The design process translated the identified learning needs into a structured course experience, aligning:

• Learning objectives with instructional content.

• Desired behaviors with realistic library scenarios.

• Key concepts with appropriate multimedia representations.

• Interactive activities with opportunities to apply learning.

• Accessibility considerations with instructional and interface decisions.

Storyboards served as a shared reference for subject matter experts, instructional designers, multimedia developers, and reviewers before full production.

Develop — Interactive Course and AI Video Production

I coordinated the development of the online course using Articulate 360, including Storyline-based interactive learning experiences.

My responsibilities included:

• Communicating instructional requirements to development collaborators.

• Coordinating the production and integration of AI-generated video.

• Reviewing learning activities, multimedia, and course interactions.

• Managing stakeholder feedback and development revisions.

• Maintaining alignment between approved storyboards and developed content.

• Monitoring accessibility and usability considerations throughout production.

The development process combined instructional design oversight with multimedia and technical coordination to create a cohesive learning experience.

Implement — Quality Assurance and Technical Delivery

I coordinated reviews and quality control to support instructional accuracy, functionality, accessibility, and technical readiness.

Quality assurance considerations included:

• Alignment of content and interactions with learning objectives.

• Consistency between approved storyboards and developed course materials.

• Functionality of navigation, interactive activities, and knowledge checks.

• Review of captions, readable content, keyboard accessibility, and other relevant WCAG 2.1 AA considerations.

• Technical coordination with web hosting stakeholders.

• Preparation and delivery of editable Storyline source files and SCORM packages.

Final deliverables were provided to the designated stakeholders on schedule.

Evaluate — Review and Continuous Improvement

Evaluation was incorporated through iterative stakeholder reviews, quality assurance, and revisions during development.

This approach provided opportunities to identify instructional, technical, and usability issues before final delivery.

Formal learner assessment results, completion rates, and post-implementation performance data are not included in this case study because those results have not been provided.

Project Management and Stakeholder Collaboration

A defining aspect of this project was coordinating multiple stakeholders and specialized development activities over a one-year period.

I served as a central point of coordination among university representatives, state-level partners, instructional content contributors, multimedia developers, and technical implementation teams.

My project leadership included:

• Facilitating stakeholder communication and needs analysis.

• Coordinating instructional planning and storyboard development.

• Managing feedback, revisions, and development priorities.

• Overseeing the integration of AI-generated video and interactive learning components.

• Coordinating quality assurance and accessibility reviews.

• Communicating with technical hosting stakeholders about delivery requirements.

• Managing final deliverables and maintaining the project schedule.

This coordination helped translate stakeholder requirements into a consistent instructional solution while maintaining progress toward agreed-upon milestones.

Accessibility and Inclusive Learning Design

Accessibility was an essential project requirement, not simply a final technical consideration.

The development process used ADA Title II requirements and WCAG 2.1 Level AA as guiding standards.

Key accessibility considerations included:

• Logical navigation and content organization.

• Keyboard accessibility for interactive components.

• Appropriate text alternatives and accessible multimedia.

• Captions for instructional video.

• Readable text and sufficient visual contrast.

• Clear instructions and understandable interactions.

• Consistent navigation and predictable learning experiences.

Accessibility considerations informed storyboard planning, development reviews, and quality assurance.

Deliverables and Project Results

The project culminated in the scheduled delivery of an interactive, self-paced online training course and its associated technical assets.

Confirmed project accomplishments:

• Coordinated the full instructional design and development lifecycle over one year.

• Engaged multiple organizational and technical stakeholders.

• Managed storyboard development and instructional design reviews.

• Coordinated interactive Articulate Storyline course development.

• Integrated AI-generated video production into the development process.

• Incorporated accessibility requirements throughout planning and review.

• Coordinated quality assurance and technical delivery.

• Delivered the agreed-upon editable .story files and SCORM packages on schedule.

Intended learning impact:

The course was designed to strengthen library personnel's ability to recognize dementia-related challenges, communicate respectfully, respond supportively, and create more inclusive library experiences.

Evidence of actual learner performance or organizational impact can be added when evaluation data become available.

Reflection and Lessons Learned

This project reinforced the importance of connecting instructional design decisions to real-world performance needs while maintaining consistent collaboration across organizational and technical teams.

Three principles were especially important:

Begin with performance, not content. Identifying what library personnel should be able to do helped establish a foundation for meaningful learning objectives, scenarios, and interactive activities.

Build accessibility into the process. Considering accessibility during initial design and development supports a more inclusive learning experience and reduces the risk of extensive revisions late in production.

Use technology in service of learning. Articulate Storyline and AI-generated video offered opportunities to present realistic situations and encourage learner engagement. Their value depended on how effectively they supported the intended learning outcomes.

The project demonstrates my ability to guide a complex instructional design initiative from stakeholder needs analysis through multimedia development, quality assurance, and final technical delivery.