Project Case Study

     I designed an interactive eLearning experience to help member services representatives build confidence explaining healthcare cost-sharing to members. The training focused on foundational cost-sharing concepts such as deductibles, copays, coinsurance, and out-of-pocket maximums, but it was designed to go beyond simple definitions. The real goal was to help learners understand how these concepts work together in real member situations.

      This project was built for a customer service context in which employees needed to interpret benefit information accurately and communicate it clearly during live interactions. Because these conversations can be confusing and stressful for members, the training emphasized both conceptual understanding and practical application. The learning experience was designed to help representatives develop the knowledge, reasoning skills, and confidence needed to explain costs in a way that was accurate, clear, and supportive.

     New representatives often struggle to explain why a member owes a certain amount, even after completing foundational training on health insurance terminology. While learners may be able to recall definitions of deductibles, copays, and coinsurance in isolation, applying those concepts during a real customer interaction is significantly more difficult. In practice, representatives must review multiple pieces of information, interpret Explanation of Benefits (EOB) statements, and connect the details of the claim to the member’s plan and cost-sharing responsibilities.

     This creates a common learning gap between knowing the content and using it effectively on the job. Employees may understand the terms at a surface level but still feel uncertain when they need to determine what happened in a real scenario and explain it in a way a member can understand. Because these conversations happen live and often involve frustrated or confused members, representatives need more than content exposure. They need realistic practice interpreting information, making sense of cost-sharing logic, and communicating clearly under conditions that resemble the job.

     To address this challenge, I designed a performance-focused eLearning module that combined clear instruction with realistic, applied practice. The course introduced core cost-sharing concepts through guided visual explanations that broke down each concept into manageable parts. Rather than relying only on text-heavy content, the training used visuals and structured examples to show how deductibles, copays, coinsurance, and out-of-pocket maximums function within actual health plan scenarios.

     After building conceptual understanding, the course moved learners into scenario-based activities that mirrored real member service interactions. Learners practiced reviewing EOBs, analyzing member information, and determining why a member owed a specific amount. This approach helped bridge the gap between terminology and task performance by placing learners in situations that reflected what they would actually need to do on the job. The training was intentionally designed to help representatives build both competence and confidence by practicing the reasoning process required in authentic customer service conversations.

• Articulate Storyline 360 
• Custom system mockups 
• Realistic EOB simulations 
• Scenario-based interactions 
• Visual training assets
   

     Articulate Storyline 360 was used as the primary development tool to create the interactive learning experience and structure the scenario-based practice. Custom system mockups and realistic EOB simulations helped ground the course in the visual context of the job, making the training feel more authentic and directly relevant to learners’ work. Visual training assets were used to support clarity, reinforce key concepts, and reduce cognitive overload as learners worked through complex information.

     Together, these tools supported the creation of a learning experience that was not only informative, but also immersive and practical. The design choices were intended to help learners recognize familiar job-related materials, practice interpreting them, and build comfort with the kinds of workflows and decisions they would encounter in live member interactions.

• Scenario-based learning 
• Guided practice with realistic job tasks 
• Progressive scaffolding from concept explanation to application 
• Contextualized learning tied to live-call performance 
• Visual signaling to support comprehension 
• Feedback-driven practice 
• Performance-focused eLearning design
   

     This project was grounded in instructional design approaches that emphasize transfer to job performance rather than passive content review. Scenario-based learning played a central role, allowing learners to practice in realistic situations instead of simply reading about policies and terminology. Guided practice was used to support learners as they moved from understanding individual concepts to applying them in more complex, integrated situations.

     The course also used progressive scaffolding, beginning with clear explanations and examples before asking learners to interpret more realistic materials independently. Contextualized learning ensured that instruction remained closely tied to the actual tasks representatives perform, helping learners see not just what the concepts mean, but why they matter in customer conversations. Visual signaling and structured presentation supported comprehension by directing attention to the most important information, while feedback-driven practice helped learners refine their reasoning and strengthen understanding as they worked through scenarios.

     I designed the learning experience, developed the instructional flow, and created practice activities that reflected the real decisions representatives make when supporting members. My role involved translating complex health insurance content into an experience that was easier to understand, more engaging to complete, and more closely aligned with actual job performance. This included determining how to sequence instruction, how to visually represent cost-sharing concepts, and how to design practice opportunities that felt realistic rather than abstract.

     I also focused on ensuring that the learning experience supported both knowledge acquisition and application. That meant designing interactions that required learners to actively interpret information, not just identify definitions. Throughout the project, I centered the training on the real reasoning demands of the role so that the final product would help representatives feel more prepared for the situations they would encounter in live member calls.