On Par with Etiquette

The Solution

To solve the problem, I designed a short, scenario-based eLearning module that helps beginner golfers recognize and apply essential etiquette behaviors before they step onto the course. eLearning was the ideal solution for this challenge because it provides consistent, scalable onboarding for every new member and allows learners to engage with the material on their own time. 

Because this was a behavior-focused issue, not just a knowledge gap, a scenario-based approach made the most sense. Instead of listing rules, the course places learners in realistic golf situations, like whether to let a faster group play through or what to do after hitting out of a sand bunker. They make decisions in context and immediately see the consequences, helping them build confidence and mental models they can transfer to real play.

My Process

I followed the ADDIE model to guide the design and development of this project. During the Analysis phase, I reviewed the club’s goals, learner characteristics, and complaint data to identify the core issues. Next, I created an action map (found below) to lay out real-world actions that new golfers needed to perform to reduce friction on the course.

In the Design phase, I mapped out learning objectives and built a scenario-based learning structure that aligned with those goals. To do this, I created a  text-based storyboard to plan interactions and decision points that would immerse learners in contextually relevant situations.

Next, in the Development phase, I created custom visual assets in Adobe Illustrator to match the friendly, approachable tone of the course. I then brought everything to life in Articulate Storyline 360, using layers, triggers, audio, and animations to create an engaging, interactive experience.

After building and reviewing the full module, I completed the Implementation and Evaluation phases by testing for usability and alignment with learning outcomes. The result is a performance-focused course that supports both new golfer success and the club’s business goals.

Text-Based Storyboard

After mapping out the key actions, the next step in my process was developing a text-based storyboard. This phase allowed me to establish a friendly, approachable tone for the course, write scenario-based content aligned with real-world behaviors, and begin planning interactivity, character dialogue, and animations. The visuals below show the storyboard for the first scenario where the learner decides when to show up for a scheduled tee time. 

Visual Mockups

Once the storyboard was finalized, I began designing the visual elements of the course. I created a style guide to establish consistent colors, typography, and visual elements that matched the tone of the project. This visual foundation helped guide the design of the high-fidelity slide mockups and made it easy to maintain consistency throughout development.

Using Adobe XD, I created high-fidelity mockups to play around with layout, tone, and character design before jumping into development. This was the first time I got to really see my ideas take shape, which was a fun and rewarding part of the process. It also made it easy to try out different versions and get quick feedback to help shape the final look and feel. 

Interactive Prototypes

To gather feedback on course functionality and overall learner experience, I created an interactive mockup in Articulate Storyline 360. This version included a few working slides with navigation, audio, and basic interactions to test the flow and feel of the course. During this step, I sourced additional graphics from Freepik and created sound effects and audio clips using Eleven Labs. Additonal sound effects were sourced from Pixabay.  I used Adobe Illustrator to recolor and customize the visuals, and Adobe Audition to clean up and edit the audio.

Full Development

After gathering feedback and making updates to the prototype, I moved into full development. Thanks to earlier planning, storyboarding, and visual design work, this step came together smoothly and allowed me to focus on bringing the learning experience to life.