Project Proposal

This instructional module introduces foundational communication strategies for healthcare providers working with patients who are non-verbal. Developed as part of a multimedia design course at The Ohio State University, the project includes two core learning products that prioritize accessibility, clinical realism, and cognitive support for learning transfer.

Title: Communication Strategies for Working with Patients who are Non-Verbal

 

🎯 Target Learners

This course is designed for U.S.-based healthcare professionals and students—such as physicians, nurses, and therapists—who regularly engage with patients who are non-verbal or use augmentative and alternative communication (AAC). Learners span a wide range of prior experience and may include individuals who require disability accommodations.

📌 Product 1: Infographic

Learning Objective: Learners will identify and classify common AAC tools according to their category (unaided, low-tech, high-tech).

This visual reference tool introduces AAC systems using a categorized format designed for quick clinical reference. The infographic presents key distinctions between unaided, low-tech, and high-tech communication methods and is optimized for both on-screen and printed use.

Design features are informed by established multimedia learning principles (Clark & Mayer, 2024), including:

  • Spatial contiguity – aligning related text and visuals to reduce split attention

  • Signaling – using formatting and layout to emphasize key groupings

  • Transfer – encouraging learners to print or display the infographic for frequent reference

📌 Product 2: Interactive Lesson

Learning Objective: Learners will distinguish between verbal and non-verbal communication behaviors and recognize their impact on patient-provider interactions.

This introductory lesson was developed in Articulate Storyline 360 and includes click-to-identify and multiple-response activities. These interactions assess learners’ ability to recognize non-verbal communication and understand its consequences for trust, clarity, and patient safety.

Instructional features align with multimedia design principles (Clark & Mayer, 2024), such as:

  • Segmenting – delivering content in discrete, digestible chunks

  • Feedback – providing immediate, explanatory responses

  • Personalization – using direct, conversational tone to increase engagement

I independently designed the curriculum, structured all learning materials, and developed both products without content or scripting support. I served as my own subject matter expert.

 

📚 Reference

Clark, R. C., & Mayer, R. E. (2024). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (5th ed.). Wiley.