ADDIE in practice | Design storyboard

Module title: ADDIE in practice

Lesson titles

Getting started
Understanding ADDIE
Practising the phases
Applying ADDIE at work
Review and next steps

Module objectives

Using the teaching screens, ADDIE guide and private reflection field, explain all five ADDIE phases in your own words, including the purpose, main question and one relevant output for each phase, and compare your explanation with the guide.
Given five short project activities, selectable phase options and option-specific feedback, identify the primary ADDIE phase for each of the five activities using the model rationale, revising incorrect choices after reviewing the feedback.
Given Priya’s training request, three evidence records, a prototype and a small pilot, choose and justify a workplace learning approach that distinguishes learning and support barriers, aligns practice with the task, prepares rollout support and identifies the limits of the evaluation evidence, using the recommendation rationales and planning worksheet to explain your choices.

Lesson 1: Getting started

Section	Visual Description & On-Screen Text	Audio Narration / On-Screen Instruction	Action	Notes for Developer
M1.S01	Visual direction: Use a clear slide heading and aligned reading panel, with a small relevant illustration or icon and navigation beneath. On-screen text: Welcome ADDIE in practice Understand the model, then use it to respond to a request for training. Start by learning the five phases. Next, make decisions in a fictional workplace case. Allow about 15-20 minutes. Labels: LEARN / APPLY / REFLECT	Narration: Welcome to ADDIE in practice. Understand the model, then use it to respond to a request for training. Start by learning the five phases: analysis, design, development, implementation and evaluation. Next, make decisions in a fictional workplace case. Allow about fifteen to twenty minutes. Select Continue when you're ready to begin. On-screen instruction: Select Continue to begin.	Select Continue to open What you will learn. Select ADDIE guide to open ADDIE guide.	Use Matilda narration and synchronised captions throughout; captions start off. Play narration on first entry, and do not replay it when returning from review screens. Keep decorative graphics out of the reading order.
M1.S02	Visual direction: Use a clear slide heading and aligned reading panel, with a small relevant illustration or icon and navigation beneath. On-screen text: What you will learn By the end, you will be able to explain what each ADDIE phase is for, identify phase activities and use evidence to recommend a workplace learning approach. Purpose, question and output for each phase Recognise the primary phase of a project activity Use case evidence to recommend a learning approach Labels: 01 \| Explain \| 02 \| Identify \| 03 \| Apply	Narration: By the end, you will be able to explain what each ADDIE phase is for, identify phase activities and use evidence to recommend a workplace learning approach. Select Continue. On-screen instruction: Select Continue.	Select Continue to open What ADDIE means. Select ADDIE guide to open ADDIE guide.	Keep decorative graphics out of the reading order. Ensure text and controls have clear contrast and logical keyboard focus.

Lesson 2: Understanding ADDIE

Section	Visual Description & On-Screen Text	Audio Narration / On-Screen Instruction	Action	Notes for Developer
M1.S03	Visual direction: Use a clear slide heading and aligned reading panel, with a small relevant illustration or icon and navigation beneath. On-screen text: What ADDIE means ADDIE is a process for designing learning. Use evidence to revisit an earlier phase when a decision needs to change. Analysis -> Design -> Development -> Implementation -> Evaluation Evaluation informs every phase. Select Continue to learn about each phase. Evaluation and revision inform every phase. Revisit earlier decisions when evidence changes. Labels: Analysis \| Design \| Development \| Implementation \| Evaluation	Narration: ADDIE is a process for designing learning: analysis, design, development, implementation and evaluation. Evaluation informs every phase. Use evidence to revisit an earlier decision when it needs to change. You can open the ADDIE guide using the button in the top right corner throughout the course. Select Continue to learn about each phase. On-screen instruction: Select Continue to learn about each phase.	Read the overview, then select Continue to open Analysis. Open the ADDIE guide if needed. Use Back to revisit the previous slide.	Keep the five phase boxes as static labels. Teach the phase details on the following slides.
M1.S04	Visual direction: Use a phase heading, purpose statement, question and outputs in aligned cards, with a small relevant icon and a practical example. On-screen text: Analysis Analysis clarifies the task, learners and barriers. Ask: What must people do, and what is preventing it? Outputs: an agreed need, learner context and measures of success. Example: Observe how new managers give feedback before deciding whether training is needed. Labels: KEY QUESTION \| TYPICAL OUTPUTS \| 01 \| IN PRACTICE	Narration: Analysis. Analysis clarifies the task, learners and barriers. Ask: What must people do, and what is preventing it? Outputs: an agreed need, learner context and measures of success. Example: Observe how new managers give feedback before deciding whether training is needed. On-screen instruction: Select Continue to move on, or Back to revisit the previous screen.	Select Continue to open Design. Select Back to open What ADDIE means. Select ADDIE guide to open ADDIE guide.	Keep decorative graphics out of the reading order. Ensure text and controls have clear contrast and logical keyboard focus.
M1.S05	Visual direction: Use a phase heading, purpose statement, question and outputs in aligned cards, with a small relevant icon and a practical example. On-screen text: Design Design plans the learning approach. Ask: What objectives, practice and assessment fit the required task? Outputs: a learning plan and storyboard. Example: Plan a feedback conversation exercise and criteria for reviewing it. Labels: KEY QUESTION \| TYPICAL OUTPUTS \| 02 \| IN PRACTICE	Narration: Design. Design plans the learning approach. Ask: What objectives, practice and assessment fit the required task? Outputs: a learning plan and storyboard. Example: Plan a feedback conversation exercise and criteria for reviewing it. On-screen instruction: Select Continue to move on, or Back to revisit the previous screen.	Select Continue to open Development. Select Back to open Analysis. Select ADDIE guide to open ADDIE guide.	Keep decorative graphics out of the reading order. Ensure text and controls have clear contrast and logical keyboard focus.
M1.S06	Visual direction: Use a phase heading, purpose statement, question and outputs in aligned cards, with a small relevant icon and a practical example. On-screen text: Development Development creates and checks the materials. Ask: Are the resources accurate, usable and aligned with the plan? Outputs: a tested prototype and revised materials. Example: Build realistic escalation cases, test them with advisers and a subject expert, then revise the guide and feedback before the pilot. Labels: KEY QUESTION \| TYPICAL OUTPUTS \| 03 \| IN PRACTICE	Narration: Development. Development creates and checks the materials. Ask: Are the resources accurate, usable and aligned with the plan? Outputs: a tested prototype and revised materials. Example: Build realistic escalation cases, test them with advisers and a subject expert, then revise the guide and feedback before the pilot. On-screen instruction: Select Continue to move on, or Back to revisit the previous screen.	Select Continue to open Implementation. Select Back to open Design. Select ADDIE guide to open ADDIE guide.	Keep decorative graphics out of the reading order. Ensure text and controls have clear contrast and logical keyboard focus.
M1.S07	Visual direction: Use a phase heading, purpose statement, question and outputs in aligned cards, with a small relevant icon and a practical example. On-screen text: Implementation Implementation prepares people and puts the solution into use. Ask: Can learners access it, practise and get support at work? Outputs: a rollout plan and prepared support. Example: Pilot with managers, brief their supervisors and confirm access. Labels: KEY QUESTION \| TYPICAL OUTPUTS \| 04 \| IN PRACTICE	Narration: Implementation. Implementation prepares people and puts the solution into use. Ask: Can learners access it, practise and get support at work? Outputs: a rollout plan and prepared support. Example: Pilot with managers, brief their supervisors and confirm access. On-screen instruction: Select Continue to move on, or Back to revisit the previous screen.	Select Continue to open Evaluation. Select Back to open Development. Select ADDIE guide to open ADDIE guide.	Keep decorative graphics out of the reading order. Ensure text and controls have clear contrast and logical keyboard focus.
M1.S08	Visual direction: Use a phase heading, purpose statement, question and outputs in aligned cards, with a small relevant icon and a practical example. On-screen text: Evaluation Evaluation judges what is working and what needs revision. Ask: What does the evidence tell us about learning and workplace use? Outputs: findings and improvement decisions. Example: Review practice responses and observe later feedback conversations. Plan these checks early. Checks during creation are formative evaluation. Reviews of outcomes are summative evaluation. Plan both early. Labels: KEY QUESTION \| TYPICAL OUTPUTS \| 05 \| IN PRACTICE	Narration: Evaluation. Evaluation judges what is working and what needs revision. Ask: What does the evidence tell us about learning and workplace use? Outputs: findings and improvement decisions. Example: Review practice responses and observe later feedback conversations. Plan these checks early. Checks during creation are formative evaluation. Reviews of outcomes are summative evaluation. Plan both early. On-screen instruction: Select Continue to move on, or Back to revisit the previous screen.	Select Continue to open Revisit earlier decisions. Select Back to open Implementation. Select ADDIE guide to open ADDIE guide.	Keep decorative graphics out of the reading order. Ensure text and controls have clear contrast and logical keyboard focus.
M1.S09	Visual direction: Place the scenario or question above clearly separated response options. Use a small relevant graphic where space permits. On-screen text: Revisit earlier decisions New evidence can change an earlier decision. If a prototype tests recall but the task requires a conversation, revisit Design. If a pilot reveals an unclear workplace guide, revisit Analysis and revise the support. Evaluation helps you decide what to change throughout ADDIE. A - Complete every phase without changing anything B - Revisit the phase relevant to the new evidence C - Treat every issue as a need for more content Which response best describes how to use new evidence?	Narration: New evidence can change an earlier decision. If a prototype tests recall but the task requires a conversation, revisit Design. If a pilot reveals an unclear workplace guide, revisit Analysis and revise the support. Evaluation helps you decide what to change throughout ADDIE. Which response best describes how to use new evidence? Choose one response. On-screen instruction: Which response best describes how to use new evidence? Choose one response.	Select Back to open Evaluation. Select A - Complete every phase without changing anything to open Not quite : use the evidence. Select B - Revisit the phase relevant to the new evidence to open Correct : use the evidence. Select C - Treat every issue as a need for more content to open Not quite : use the evidence. Select ADDIE guide to open ADDIE guide.	Keep decorative graphics out of the reading order. Ensure text and controls have clear contrast and logical keyboard focus. Play the prompt narration only on the first visit; reviewing or retrying must not restart it.

Lesson 3: Practising the phases

Lesson 4: Applying ADDIE at work

Section	Visual Description & On-Screen Text	Audio Narration / On-Screen Instruction	Action	Notes for Developer
M1.S23	Visual direction: Use a clear slide heading and aligned reading panel, with a small relevant illustration or icon and navigation beneath. On-screen text: The stakeholder wants a course. What do you do next? Apply the ADDIE model to Northbank’s training request. Investigate the evidence, make five decisions and review your recommendation. This is ungraded practice. Labels: Start the case \| NORTHBANK SERVICES	Narration: The stakeholder wants a course. What do you do next? Apply the ADDIE model to Northbank's training request. Investigate the evidence, make five decisions and review your recommendation. This is ungraded practice in a fictional workplace case. Select Start the case to begin. On-screen instruction: Select Start the case.	Select Start the case to open What you will practise. Select ADDIE guide to open ADDIE guide.	Keep decorative graphics out of the reading order. Ensure text and controls have clear contrast and logical keyboard focus.
M1.S24	Visual direction: Use a clear slide heading and aligned reading panel, with a small relevant illustration or icon and navigation beneath. On-screen text: What you will practise Use case evidence to diagnose an application gap and barriers in workplace support. Choose a design that practises the required task with useful feedback. Plan implementation and use evaluation evidence to revise the approach. Labels: Meet Priya	Narration: In this case, you will use evidence to diagnose an application gap and barriers in workplace support. Choose a design that practises the required task with useful feedback. Plan implementation, then use evaluation evidence to revise the approach. Select Meet Priya to continue. On-screen instruction: Select Meet Priya.	Select Meet Priya to open Priya wants a refresher by Thursday. Select ADDIE guide to open ADDIE guide.	Keep decorative graphics out of the reading order. Ensure text and controls have clear contrast and logical keyboard focus.
M1.S25	Visual direction: Place the scenario or question above clearly separated response options. Use a small relevant graphic where space permits. On-screen text: Priya wants a refresher by Thursday Northbank Services has 24 customer-support advisers. Priya: Twelve of the forty cases we checked had the wrong escalation decision. Can you build a refresher? Agree to a 20-minute course and start building. Clarify the required decision and investigate the errors. Request a full organisation-wide skills review first. Labels: THE TRAINING REQUEST	Narration: Northbank Services has twenty-four customer-support advisers. Priya says: Twelve of the forty cases we checked had the wrong escalation decision. Can you build a refresher by Thursday? Choose your opening response: agree to a twenty-minute course and start building; clarify the required decision and investigate the errors; or request a full organisation-wide skills review first. On-screen instruction: Choose your opening response to Priya’s request.	Select “Agree to a 20-minute course and start building.” to view feedback on that response. Select “Clarify the required decision and investigate the errors.” to view feedback on that response. Select “Request a full organisation-wide skills review first.” to view feedback on that response. Select ADDIE guide to open ADDIE guide.	Keep decorative graphics out of the reading order. Ensure text and controls have clear contrast and logical keyboard focus. Play the prompt narration only on the first visit; reviewing or retrying must not restart it.
M1.S25.02	Visual direction: Show a clear feedback heading and explanation in a reading panel, with response-review and continuation controls beneath. On-screen text: A - The format is clear. The cause is still unknown. The format is clear. The cause is still unknown. Priya asks which part of the job the course will change. You have agreed a solution before checking the barriers. A focused investigation can help you use the deadline well. Pause stops the narration. Restart plays it from the beginning. Labels: THE TRAINING REQUEST \| Try another response \| Pause \| Resume \| Restart \| Not quite - reconsider this choice	Narration: The format is clear. The cause is still unknown. Priya asks which part of the job the course will change. You have agreed a solution before checking the barriers. A focused investigation can help you use the deadline well. You can try another response or select Continue. On-screen instruction: Read the feedback, then use the response-review control to reconsider your choice, or Continue to move on.	Select Try another response to return to the question. Select Continue to continue through the case, or return to your recommendation when reviewing a previous choice. Select ADDIE guide to open ADDIE guide.	Present this as feedback for the choice on the parent slide. Make Correct or Not quite clear. Return to the question without replaying its narration. Provide Pause, Resume and Restart controls for this feedback audio. Resume should continue from the paused point.
M1.S25.03	Visual direction: Show a clear feedback heading and explanation in a reading panel, with response-review and continuation controls beneath. On-screen text: B - A focused investigation gives the brief direction A focused investigation gives the brief direction You have kept the deadline in view while clarifying the required decision. In a real project, ask Priya for examples of incorrect escalation decisions, observations of advisers at work and the current workplace guidance before choosing an intervention. These are information requests you would make as part of Analysis. Pause stops the narration. Restart plays it from the beginning. Correct - the evidence supports this choice Labels: THE TRAINING REQUEST \| Review my choice \| Pause \| Resume \| Restart	Narration: A focused investigation gives the brief direction You have kept the deadline in view while clarifying the required decision. In a real project, ask Priya for examples of incorrect escalation decisions, observations of advisers at work and the current workplace guidance before choosing an intervention. These are information requests you would make as part of Analysis. You can try another response or select Continue. On-screen instruction: Read the feedback, then use the response-review control to reconsider your choice, or Continue to move on.	Select Review my choice to return to the question. Select Continue to continue through the case, or return to your recommendation when reviewing a previous choice. Select ADDIE guide to open ADDIE guide.	Present this as feedback for the choice on the parent slide. Make Correct or Not quite clear. Return to the question without replaying its narration. Provide Pause, Resume and Restart controls for this feedback audio. Resume should continue from the paused point.
M1.S25.04	Visual direction: Show a clear feedback heading and explanation in a reading panel, with response-review and continuation controls beneath. On-screen text: C - The wider review delays this focused request The wider review delays this focused request A wider skills review may help later. Priya needs you to investigate the escalation decision and the support advisers use now. Pause stops the narration. Restart plays it from the beginning. Labels: THE TRAINING REQUEST \| Try another response \| Pause \| Resume \| Restart \| Not quite - reconsider this choice	Narration: The wider review delays this focused request A wider skills review may help later. Priya needs you to investigate the escalation decision and the support advisers use now. You can try another response or select Continue. On-screen instruction: Read the feedback, then use the response-review control to reconsider your choice, or Continue to move on.	Select Try another response to return to the question. Select Continue to continue through the case, or return to your recommendation when reviewing a previous choice. Select ADDIE guide to open ADDIE guide.	Present this as feedback for the choice on the parent slide. Make Correct or Not quite clear. Return to the question without replaying its narration. Provide Pause, Resume and Restart controls for this feedback audio. Resume should continue from the paused point.
M1.S26	Visual direction: Use a clear slide heading and aligned reading panel, with a small relevant illustration or icon and navigation beneath. On-screen text: The outcome comes before the course Help advisers decide when a customer case needs specialist escalation, using the current standard. An initial training request suggests a 20-minute mandatory course and a 90% quiz target. Treat those suggestions as assumptions to investigate. Start with the task. Investigate the barrier. Labels: ANALYSIS \| Review the evidence	Narration: The outcome comes before the course. Help advisers decide when a customer case needs specialist escalation, using the current standard. An initial training request suggests a twenty-minute mandatory course and a ninety percent quiz target. Treat those suggestions as assumptions to investigate. Start with the task and investigate the barrier. Select Review the evidence. On-screen instruction: Select Review the evidence.	Select Review the evidence to open Analysis in this case. Select ADDIE guide to open ADDIE guide.	Keep decorative graphics out of the reading order. Ensure text and controls have clear contrast and logical keyboard focus.
M1.S27	Visual direction: Use a clear slide heading and aligned reading panel, with a small relevant illustration or icon and navigation beneath. On-screen text: What is getting in the way? Open the three evidence records, then choose an explanation. Each record describes part of the case. Check the limits of the evidence as well as the pattern. Case audit: [Opened or Not opened] Observation: [Opened or Not opened] Support review: [Opened or Not opened] Labels: ANALYSIS \| Case audit \| Adviser observation \| Resource check \| Choose an explanation	Narration: What is getting in the way? Open the case audit, adviser observation and resource check before choosing an explanation. Each record describes part of the case. Check the limits of the evidence as well as the pattern. The labels on this screen show which records you have visited. Once you have opened all three, select Choose an explanation. On-screen instruction: Open all three evidence records, then select Choose an explanation.	Select Case audit to open The case audit. Select Adviser observation to open What two advisers showed. Select Resource check to open The support contains conflicting guidance. Select Choose an explanation after opening all three records. If any record has not been opened, show a reminder to review it first. Select ADDIE guide to open ADDIE guide.	Require all three evidence records to be opened before allowing a diagnosis. Opening a record does not demonstrate comprehension. Show each record as Opened immediately after its first visit, retain the other records' statuses, and refresh the list on return. Do not replay the prompt narration.
M1.S27.02	Visual direction: Show a clear feedback heading and explanation in a reading panel, with response-review and continuation controls beneath. On-screen text: Evidence required Open the case audit, the observation notes and the support review before choosing a diagnosis. Opened means you have visited the record; it does not imply agreement or mastery. Pause stops the narration. Restart plays it from the beginning. Labels: Open all three records first \| Return to the records \| Pause \| Resume \| Restart	Narration: Open all three records first Open the case audit, the observation notes and the support review before choosing a diagnosis. Opened means you have visited the record; it does not imply agreement or mastery. Return to the records to continue. On-screen instruction: Open all three records before choosing a diagnosis. Select Return to the records.	Select Return to the records to open What is getting in the way?.	Show this reminder when the learner attempts a diagnosis before opening all three records. Return to the evidence menu without replaying its prompt narration.
M1.S28	Visual direction: Present the evidence in a clear reading panel, supported by a compact chart or relevant graphic where appropriate. Keep counts and limitations easy to read. On-screen text: The case audit 40 recent cases. 12 incorrect escalation decisions. Eight used an outdated threshold. Four used the current standard but applied it incorrectly. The audit describes errors. It does not establish every cause. Labels: ANALYSIS \| Return to the evidence \| 40 \| RECENT CASES \| 28 appropriate / 12 incorrect	Narration: The case audit. forty recent cases. twelve incorrect escalation decisions. Eight used an outdated threshold. Four used the current standard but applied it incorrectly. The audit describes errors. It does not establish every cause. Return to the evidence when you are ready. On-screen instruction: Review the audit evidence, then return to the evidence menu.	Select Return to the evidence to open What is getting in the way?. Select ADDIE guide to open ADDIE guide.	Keep decorative graphics out of the reading order. Ensure text and controls have clear contrast and logical keyboard focus.
M1.S29	Visual direction: Present the evidence in a clear reading panel, supported by a compact chart or relevant graphic where appropriate. Keep counts and limitations easy to read. On-screen text: What two advisers showed Two advisers could explain the updated rule but hesitated over a borderline case. They rarely practised these decisions and wanted feedback on their reasoning. This suggests a practice need. Two observations cannot represent every adviser. Recall a rule. Apply it to a case. Labels: ANALYSIS \| Return to the evidence	Narration: What two advisers showed. Two advisers could explain the updated rule but hesitated over a borderline case. They rarely practised these decisions and wanted feedback on their reasoning. This suggests a practice need. Two observations cannot represent every adviser. Recall a rule. Apply it to a case. Return to the evidence when you are ready. On-screen instruction: Review the adviser observations, then return to the evidence menu.	Select Return to the evidence to open What is getting in the way?. Select ADDIE guide to open ADDIE guide.	Keep decorative graphics out of the reading order. Ensure text and controls have clear contrast and logical keyboard focus.
M1.S30	Visual direction: Present the evidence in a clear reading panel, supported by a compact chart or relevant graphic where appropriate. Keep counts and limitations easy to read. On-screen text: The support contains conflicting guidance The pinned team link opens the old guide. The current guide is elsewhere, with its owner and review date difficult to find. Supervisors give different advice about borderline cases. A course alone would leave these barriers in place. Current guidance. Clear ownership. Consistent support. Labels: ANALYSIS \| Return to the evidence	Narration: The support contains conflicting guidance. The pinned team link opens the old guide. The current guide is elsewhere, with its owner and review date difficult to find. Supervisors give different advice about borderline cases. A course alone would leave these barriers in place. Current guidance. Clear ownership. Consistent support. Return to the evidence when you are ready. On-screen instruction: Review the resource and support evidence, then return to the evidence menu.	Select Return to the evidence to open What is getting in the way?. Select ADDIE guide to open ADDIE guide.	Keep decorative graphics out of the reading order. Ensure text and controls have clear contrast and logical keyboard focus.
M1.S31	Visual direction: Place the scenario or question above clearly separated response options. Use a small relevant graphic where space permits. On-screen text: Which diagnosis fits the evidence? Use the records to distinguish a learning need from barriers in the work environment. The evidence suggests an application gap alongside outdated and inconsistent support. Advisers mainly lack motivation. Require the same course for everyone. The link is the entire problem. Practice is unnecessary. Labels: ANALYSIS	Narration: Which diagnosis fits the evidence? Distinguish a learning need from barriers in the work environment. Choose one explanation: an application gap alongside outdated and inconsistent support; a motivation problem requiring the same course for everyone; or the link as the entire problem, making practice unnecessary. Use the case evidence to make your decision. On-screen instruction: Which diagnosis fits the evidence? Choose one explanation.	Select “The evidence suggests an application gap alongside outdated and inconsistent support.” to view feedback on that response. Select “Advisers mainly lack motivation. Require the same course for everyone.” to view feedback on that response. Select “The link is the entire problem. Practice is unnecessary.” to view feedback on that response. Select ADDIE guide to open ADDIE guide. Select Case evidence to open What is getting in the way? after visiting the evidence menu.	Keep decorative graphics out of the reading order. Ensure text and controls have clear contrast and logical keyboard focus. Play the prompt narration only on the first visit; reviewing or retrying must not restart it.
M1.S31.02	Visual direction: Show a clear feedback heading and explanation in a reading panel, with response-review and continuation controls beneath. On-screen text: A - Both the task and its support need attention Both the task and its support need attention The observation suggests difficulty applying the rule. The resource check identifies outdated guidance and inconsistent support. Validate the pattern with a small pilot. Pause stops the narration. Restart plays it from the beginning. Correct - the evidence supports this choice Labels: ANALYSIS \| Review my choice \| Pause \| Resume \| Restart	Narration: Both the task and its support need attention The observation suggests difficulty applying the rule. The resource check identifies outdated guidance and inconsistent support. Validate the pattern with a small pilot. You can try another response or select Continue. On-screen instruction: Read the feedback, then use the response-review control to reconsider your choice, or Continue to move on.	Select Review my choice to return to the question. Select Continue to continue through the case, or return to your recommendation when reviewing a previous choice. Select ADDIE guide to open ADDIE guide. Select Case evidence to open What is getting in the way? after visiting the evidence menu.	Present this as feedback for the choice on the parent slide. Make Correct or Not quite clear. Return to the question without replaying its narration. Provide Pause, Resume and Restart controls for this feedback audio. Resume should continue from the paused point.
M1.S31.03	Visual direction: Show a clear feedback heading and explanation in a reading panel, with response-review and continuation controls beneath. On-screen text: B - The records do not establish a motivation problem The records do not establish a motivation problem The audit and observation concern the rule, its application and the available support. Investigate those barriers before attributing the errors to motivation. Pause stops the narration. Restart plays it from the beginning. Labels: ANALYSIS \| Try another response \| Pause \| Resume \| Restart \| Not quite - reconsider this choice	Narration: The records do not establish a motivation problem The audit and observation concern the rule, its application and the available support. Investigate those barriers before attributing the errors to motivation. You can try another response or select Continue. On-screen instruction: Read the feedback, then use the response-review control to reconsider your choice, or Continue to move on.	Select Try another response to return to the question. Select Continue to continue through the case, or return to your recommendation when reviewing a previous choice. Select ADDIE guide to open ADDIE guide. Select Case evidence to open What is getting in the way? after visiting the evidence menu.	Present this as feedback for the choice on the parent slide. Make Correct or Not quite clear. Return to the question without replaying its narration. Provide Pause, Resume and Restart controls for this feedback audio. Resume should continue from the paused point.
M1.S31.04	Visual direction: Show a clear feedback heading and explanation in a reading panel, with response-review and continuation controls beneath. On-screen text: C - A corrected link helps. Practice still matters. A corrected link helps. Practice still matters. Replace the outdated guide, then address the observed hesitation when applying the current rule. The combined evidence supports more than one intervention. Pause stops the narration. Restart plays it from the beginning. Labels: ANALYSIS \| Try another response \| Pause \| Resume \| Restart \| Not quite - reconsider this choice	Narration: A corrected link helps. Practice still matters. Replace the outdated guide, then address the observed hesitation when applying the current rule. The combined evidence supports more than one intervention. You can try another response or select Continue. On-screen instruction: Read the feedback, then use the response-review control to reconsider your choice, or Continue to move on.	Select Try another response to return to the question. Select Continue to continue through the case, or return to your recommendation when reviewing a previous choice. Select ADDIE guide to open ADDIE guide. Select Case evidence to open What is getting in the way? after visiting the evidence menu.	Present this as feedback for the choice on the parent slide. Make Correct or Not quite clear. Return to the question without replaying its narration. Provide Pause, Resume and Restart controls for this feedback audio. Resume should continue from the paused point.
M1.S32	Visual direction: Place the scenario or question above clearly separated response options. Use a small relevant graphic where space permits. On-screen text: What should the learning experience provide? The current standard has been confirmed. Choose a design that addresses the diagnosed need. An inspiring customer-service video followed by a satisfaction rating. An explanation of policy definitions followed by a recall quiz. Realistic escalation cases with the current guide and feedback on reasoning. Labels: DESIGN	Narration: What should the learning experience provide? The current standard has been confirmed. Choose a design that addresses the diagnosed need: an inspiring customer-service video and a satisfaction rating; policy definitions and a recall quiz; or realistic escalation cases with the current guide and feedback on reasoning. On-screen instruction: Choose a learning design that addresses the diagnosed need.	Select “An inspiring customer-service video followed by a satisfaction rating.” to view feedback on that response. Select “An explanation of policy definitions followed by a recall quiz.” to view feedback on that response. Select “Realistic escalation cases with the current guide and feedback on reasoning.” to view feedback on that response. Select ADDIE guide to open ADDIE guide. Select Case evidence to open What is getting in the way? after visiting the evidence menu.	Keep decorative graphics out of the reading order. Ensure text and controls have clear contrast and logical keyboard focus. Play the prompt narration only on the first visit; reviewing or retrying must not restart it.
M1.S32.02	Visual direction: Show a clear feedback heading and explanation in a reading panel, with response-review and continuation controls beneath. On-screen text: A - The design does not practise the required decision The design does not practise the required decision A video can introduce the change, but inspiration and satisfaction do not show whether advisers can choose the appropriate escalation route. Pause stops the narration. Restart plays it from the beginning. Labels: DESIGN \| Try another response \| Pause \| Resume \| Restart \| Not quite - reconsider this choice	Narration: The design does not practise the required decision A video can introduce the change, but inspiration and satisfaction do not show whether advisers can choose the appropriate escalation route. You can try another response or select Continue. On-screen instruction: Read the feedback, then use the response-review control to reconsider your choice, or Continue to move on.	Select Try another response to close the feedback and return directly to the response options on this question. Select Continue to continue through the case, or return to your recommendation when reviewing a previous choice. Select ADDIE guide to open ADDIE guide. Select Case evidence to open What is getting in the way? after visiting the evidence menu.	Present this as feedback for the choice on the parent slide. Make Correct or Not quite clear. Return to the question without replaying its narration. Provide Pause, Resume and Restart controls for this feedback audio. Resume should continue from the paused point. Narrate this feedback only on its first visit; returning to it must remain silent. A different response has its own first visit.
M1.S32.03	Visual direction: Show a clear feedback heading and explanation in a reading panel, with response-review and continuation controls beneath. On-screen text: B - Recall is an incomplete match for this task Recall is an incomplete match for this task Definitions may support learning, but the observed difficulty is deciding how to apply a rule in context. The practice should require the escalation decision. Pause stops the narration. Restart plays it from the beginning. Labels: DESIGN \| Try another response \| Pause \| Resume \| Restart \| Not quite - reconsider this choice	Narration: Recall is an incomplete match for this task Definitions may support learning, but the observed difficulty is deciding how to apply a rule in context. The practice should require the escalation decision. You can try another response or select Continue. On-screen instruction: Read the feedback, then use the response-review control to reconsider your choice, or Continue to move on.	Select Try another response to close the feedback and return directly to the response options on this question. Select Continue to continue through the case, or return to your recommendation when reviewing a previous choice. Select ADDIE guide to open ADDIE guide. Select Case evidence to open What is getting in the way? after visiting the evidence menu.	Present this as feedback for the choice on the parent slide. Make Correct or Not quite clear. Return to the question without replaying its narration. Provide Pause, Resume and Restart controls for this feedback audio. Resume should continue from the paused point. Narrate this feedback only on its first visit; returning to it must remain silent. A different response has its own first visit.
M1.S32.04	Visual direction: Show a clear feedback heading and explanation in a reading panel, with response-review and continuation controls beneath. On-screen text: C - The practice matches the workplace decision The practice matches the workplace decision Learners use the task and support they will use at work. Feedback explains the decision and the reasoning, including borderline cases. Pause stops the narration. Restart plays it from the beginning. Correct - the evidence supports this choice Labels: DESIGN \| Review my choice \| Pause \| Resume \| Restart	Narration: The practice matches the workplace decision Learners use the task and support they will use at work. Feedback explains the decision and the reasoning, including borderline cases. You can try another response or select Continue. On-screen instruction: Read the feedback, then use the response-review control to reconsider your choice, or Continue to move on.	Select Review my choice to close the feedback and return directly to the response options on this question. Select Continue to continue through the case, or return to your recommendation when reviewing a previous choice. Select ADDIE guide to open ADDIE guide. Select Case evidence to open What is getting in the way? after visiting the evidence menu.	Present this as feedback for the choice on the parent slide. Make Correct or Not quite clear. Return to the question without replaying its narration. Provide Pause, Resume and Restart controls for this feedback audio. Resume should continue from the paused point. Narrate this feedback only on its first visit; returning to it must remain silent. A different response has its own first visit.
M1.S33	Visual direction: Use a clear slide heading and aligned reading panel, with a small relevant illustration or icon and navigation beneath. On-screen text: Success needs an observable task Given the current escalation guide and three fictional customer cases, choose the appropriate route and identify the rule supporting each decision, matching the agreed model answers. Include routine, clear escalation and borderline cases. Check workplace application separately. Task + conditions + quality criteria. Labels: DESIGN \| Review the prototype	Narration: Success needs an observable task. Given the current escalation guide and three fictional customer cases, choose the appropriate route and identify the rule supporting each decision, matching the agreed model answers. Include routine, clear escalation and borderline cases. Check workplace application separately. Review the prototype Task + conditions + quality criteria. On-screen instruction: Select Review the prototype.	Select Review the prototype to open Development in this case. Select ADDIE guide to open ADDIE guide. Select Case evidence to open What is getting in the way? after visiting the evidence menu.	Keep decorative graphics out of the reading order. Ensure text and controls have clear contrast and logical keyboard focus.
M1.S34	Visual direction: Expand the white scenario panel to contain all text with consistent padding. Place a separate, prominent selection instruction above three evenly spaced answer buttons. Keep the optional reference button distinct. On-screen text: The prototype needs a review Priya’s team has built a first draft of the refresher. Review it against your earlier design recommendation. It has policy pages and a definitions quiz, but no realistic escalation decisions. Its guide link is out of date. Quiz feedback says “Incorrect, try again” without explaining the mistake. Select one option: What should the team change before testing the draft with a small group? Publish the draft to all advisers now and fix problems afterwards. Add realistic escalation decisions, explain each answer and replace the outdated guide link. Add more animation and a longer introduction, then publish. Review prototype details	Narration: The prototype needs a review. A prototype is an early draft used to test an idea. Priya’s team has built a first draft of the refresher. Review it against your earlier design recommendation. It has policy pages and a definitions quiz, but no realistic escalation decisions. Its guide link is out of date. Quiz feedback says “Incorrect, try again” without explaining the mistake. Select one option: What should the team change before testing the draft with a small group? You can select Review prototype details to look more closely at the draft. Select one of the three answer buttons to see feedback. On-screen instruction: Select one option: What should the team change before testing the draft with a small group?	Select an answer to show its matching feedback. Review prototype details opens the supporting review; Back to the question returns to these answer options.	Retain all three branching feedback routes, recorded choices and revision behaviour. White panel and all options must contain their text. Narrate the selection instruction and clarify who created the draft.
M1.S34.02	Visual direction: Retain the clear feedback panel and response controls. On-screen text: The draft needs changes before testing Publishing now would give every adviser a draft with known problems. First add practice in escalation decisions, explain the answers and link to the current guide. Then test the revised draft with a small group. Try another response \| Continue Pause \| Resume \| Restart	Narration: The draft needs changes before testing. Publishing now would give every adviser a draft with known problems. First add practice in escalation decisions, explain the answers and link to the current guide. Then test the revised draft with a small group. You can try another response or select Continue. On-screen instruction: Try another response or select Continue.	Select Try another response to close this feedback and return directly to the answer options. Select Continue to move on in the case, or return to the recommendation when revising a previous choice. ADDIE guide and Case evidence remain available.	Show only the feedback matching the selected answer. Keep captions and the Pause, Resume and Restart controls. Returning to the options must not restart the question narration.
M1.S34.03	Visual direction: Retain the clear feedback panel and response controls. On-screen text: Revise the draft, then test it This addresses the problems in the first draft. Realistic decisions let advisers practise the task. Feedback should explain why an answer works, and the guide link should open the current version. Test the revised draft with a small group before wider release. Try another response \| Continue Pause \| Resume \| Restart	Narration: Revise the draft, then test it. This addresses the problems in the first draft. Realistic decisions let advisers practise the task. Feedback should explain why an answer works, and the guide link should open the current version. Test the revised draft with a small group before wider release. You can try another response or select Continue. On-screen instruction: Try another response or select Continue.	Select Try another response to close this feedback and return directly to the answer options. Select Continue to move on in the case, or return to the recommendation when revising a previous choice. ADDIE guide and Case evidence remain available.	Show only the feedback matching the selected answer. Keep captions and the Pause, Resume and Restart controls. Returning to the options must not restart the question narration.
M1.S34.04	Visual direction: Retain the clear feedback panel and response controls. On-screen text: Fix the learning and resource problems first More animation and a longer introduction would not help advisers practise escalation decisions or understand their mistakes. Improve the practice, feedback and guide link before testing the draft with a small group. Try another response \| Continue Pause \| Resume \| Restart	Narration: Fix the learning and resource problems first. More animation and a longer introduction would not help advisers practise escalation decisions or understand their mistakes. Improve the practice, feedback and guide link before testing the draft with a small group. You can try another response or select Continue. On-screen instruction: Try another response or select Continue.	Select Try another response to close this feedback and return directly to the answer options. Select Continue to move on in the case, or return to the recommendation when revising a previous choice. ADDIE guide and Case evidence remain available.	Show only the feedback matching the selected answer. Keep captions and the Pause, Resume and Restart controls. Returning to the options must not restart the question narration.
M1.S35	Visual direction: Place the scenario or question above clearly separated response options. Use a small relevant graphic where space permits. On-screen text: How will the revised approach reach the team? Six advisers can join a short pilot. The workflow owner can replace the link today. Supervisors need a shared feedback approach. Pilot with six advisers, fix the link, brief supervisors and check access. Email the course to all 24 advisers and leave support unchanged. Leave the course optional without explaining the change or its purpose. Labels: IMPLEMENTATION	Narration: How will the revised approach reach the team? Six advisers can join a short pilot. The workflow owner can replace the link today. Supervisors need a shared feedback approach. Choose a plan: pilot with six advisers, fix the link, brief supervisors and check access; email the course to all twenty-four advisers and leave support unchanged; or leave the course optional without explaining the change or its purpose. On-screen instruction: Choose a plan for making the revised approach usable.	Select “Pilot with six advisers, fix the link, brief supervisors and check access.” to view feedback on that response. Select “Email the course to all 24 advisers and leave support unchanged.” to view feedback on that response. Select “Leave the course optional without explaining the change or its purpose.” to view feedback on that response. Select ADDIE guide to open ADDIE guide. Select Case evidence to open What is getting in the way? after visiting the evidence menu.	Keep decorative graphics out of the reading order. Ensure text and controls have clear contrast and logical keyboard focus. Play the prompt narration only on the first visit; reviewing or retrying must not restart it.
M1.S35.02	Visual direction: Show a clear feedback heading and explanation in a reading panel, with response-review and continuation controls beneath. On-screen text: A - The plan makes learning and support usable The plan makes learning and support usable The pilot tests the experience. The owner fixes the resource and supervisors agree how to reinforce the task. For the next decision, review a fictional pilot of this revised combined approach. Pause stops the narration. Restart plays it from the beginning. Correct - the evidence supports this choice Labels: IMPLEMENTATION \| Review my choice \| Pause \| Resume \| Restart	Narration: The plan makes learning and support usable The pilot tests the experience. The owner fixes the resource and supervisors agree how to reinforce the task. For the next decision, review a fictional pilot of this revised combined approach. You can try another response or select Continue. On-screen instruction: Read the feedback, then use the response-review control to reconsider your choice, or Continue to move on.	Select Review my choice to return to the relevant phase or your recommendation, depending on where you entered this feedback. Select Continue to continue through the case, or return to your recommendation when reviewing a previous choice. Select ADDIE guide to open ADDIE guide. Select Case evidence to open What is getting in the way? after visiting the evidence menu.	Present this as feedback for the choice on the parent slide. Make Correct or Not quite clear. Return to the question without replaying its narration. Provide Pause, Resume and Restart controls for this feedback audio. Resume should continue from the paused point.
M1.S35.03	Visual direction: Show a clear feedback heading and explanation in a reading panel, with response-review and continuation controls beneath. On-screen text: B - A release message does not remove the barriers A release message does not remove the barriers The old link and inconsistent supervisor advice would remain. The pilot should test access and usability while the owner and supervisors improve support. Pause stops the narration. Restart plays it from the beginning. Labels: IMPLEMENTATION \| Try another response \| Pause \| Resume \| Restart \| Not quite - reconsider this choice	Narration: A release message does not remove the barriers The old link and inconsistent supervisor advice would remain. The pilot should test access and usability while the owner and supervisors improve support. You can try another response or select Continue. On-screen instruction: Read the feedback, then use the response-review control to reconsider your choice, or Continue to move on.	Select Try another response to return to the relevant phase or your recommendation, depending on where you entered this feedback. Select Continue to continue through the case, or return to your recommendation when reviewing a previous choice. Select ADDIE guide to open ADDIE guide. Select Case evidence to open What is getting in the way? after visiting the evidence menu.	Present this as feedback for the choice on the parent slide. Make Correct or Not quite clear. Return to the question without replaying its narration. Provide Pause, Resume and Restart controls for this feedback audio. Resume should continue from the paused point.
M1.S35.04	Visual direction: Show a clear feedback heading and explanation in a reading panel, with response-review and continuation controls beneath. On-screen text: C - Advisers need a clear purpose and support Advisers need a clear purpose and support Optional learning can be appropriate, but this plan does not explain the changed decision or provide consistent support. For the next decision, review a fictional pilot of the revised combined approach. Pause stops the narration. Restart plays it from the beginning. Labels: IMPLEMENTATION \| Try another response \| Pause \| Resume \| Restart \| Not quite - reconsider this choice	Narration: Advisers need a clear purpose and support Optional learning can be appropriate, but this plan does not explain the changed decision or provide consistent support. For the next decision, review a fictional pilot of the revised combined approach. You can try another response or select Continue. On-screen instruction: Read the feedback, then use the response-review control to reconsider your choice, or Continue to move on.	Select Try another response to return to the relevant phase or your recommendation, depending on where you entered this feedback. Select Continue to continue through the case, or return to your recommendation when reviewing a previous choice. Select ADDIE guide to open ADDIE guide. Select Case evidence to open What is getting in the way? after visiting the evidence menu.	Present this as feedback for the choice on the parent slide. Make Correct or Not quite clear. Return to the question without replaying its narration. Provide Pause, Resume and Restart controls for this feedback audio. Resume should continue from the paused point.
M1.S36	Visual direction: Use a clear slide heading and aligned reading panel, with a small relevant illustration or icon and navigation beneath. On-screen text: What the small pilot shows Six advisers matched the model decisions in all three practice cases. Over the next ten working days, 8 of 10 sampled workplace decisions were appropriate. Two borderline cases still needed support. A pre-pilot sample was 7 of 10. The samples were small and unmatched. Case mix may differ. Small, unmatched samples. This does not establish causation. Labels: EVALUATION \| Choose what to report \| View evidence visual \| WORKPLACE SAMPLES \| Before pilot \| 7 of 10 appropriate \| After pilot \| 8 of 10 appropriate	Narration: The small pilot offers limited but promising evidence. Six advisers matched the model decisions in all three practice cases. Over the next ten working days, eight of ten sampled workplace decisions were appropriate. Two borderline cases still needed support. Before the pilot, seven of ten sampled decisions were appropriate. The samples were small and unmatched, and case mix may differ. This comparison does not establish causation. Select Choose what to report. On-screen instruction: Review the pilot findings, then select Choose what to report.	Select Choose what to report to open What should Priya hear next?. Select View evidence visual to open Compare the pilot samples. Select ADDIE guide to open ADDIE guide. Select Case evidence to open What is getting in the way? after visiting the evidence menu.	Keep decorative graphics out of the reading order. Ensure text and controls have clear contrast and logical keyboard focus.
M1.S37	Visual direction: Place the scenario or question above clearly separated response options. Use a small relevant graphic where space permits. On-screen text: What should Priya hear next? Use the pilot findings to decide what to report and revise. Declare success because all practice results were correct. Say the intervention caused a 10-percentage-point improvement and roll out unchanged. Report limited but promising findings, refine borderline support and collect comparable evidence. Labels: EVALUATION	Narration: What should Priya hear next? Use the pilot findings to decide what to report and revise. Choose whether to declare success because all practice results were correct; claim the intervention caused a ten-percentage-point improvement and roll out unchanged; or report limited but promising findings, refine borderline support and collect comparable evidence. On-screen instruction: What should Priya hear next? Choose one response.	Select “Declare success because all practice results were correct.” to view feedback on that response. Select “Say the intervention caused a 10-percentage-point improvement and roll out unchanged.” to view feedback on that response. Select “Report limited but promising findings, refine borderline support and collect comparable evidence.” to view feedback on that response. Select ADDIE guide to open ADDIE guide. Select Case evidence to open What is getting in the way? after visiting the evidence menu.	Keep decorative graphics out of the reading order. Ensure text and controls have clear contrast and logical keyboard focus. Play the prompt narration only on the first visit; reviewing or retrying must not restart it.
M1.S37.02	Visual direction: Show a clear feedback heading and explanation in a reading panel, with response-review and continuation controls beneath. On-screen text: A - Practice performance is one part of the evidence Practice performance is one part of the evidence The workplace sample still contains two decisions needing support. Review those cases and check whether advisers can sustain appropriate decisions at work. Pause stops the narration. Restart plays it from the beginning. Labels: EVALUATION \| Try another response \| Pause \| Resume \| Restart \| Not quite - reconsider this choice	Narration: Practice performance is one part of the evidence The workplace sample still contains two decisions needing support. Review those cases and check whether advisers can sustain appropriate decisions at work. You can try another response or select Continue. On-screen instruction: Read the feedback, then use the response-review control to reconsider your choice, or Continue to move on.	Select Try another response to return to the question. Select Continue to continue through the case, or return to your recommendation when reviewing a previous choice. Select ADDIE guide to open ADDIE guide. Select Case evidence to open What is getting in the way? after visiting the evidence menu.	Present this as feedback for the choice on the parent slide. Make Correct or Not quite clear. Return to the question without replaying its narration. Provide Pause, Resume and Restart controls for this feedback audio. Resume should continue from the paused point.
M1.S37.03	Visual direction: Show a clear feedback heading and explanation in a reading panel, with response-review and continuation controls beneath. On-screen text: B - A difference between samples does not prove causation A difference between samples does not prove causation Eight of ten versus seven of ten is a ten-percentage-point difference in these samples. Small, unmatched samples and possible case-mix differences cannot establish the intervention caused it. Pause stops the narration. Restart plays it from the beginning. Labels: EVALUATION \| Try another response \| Pause \| Resume \| Restart \| Not quite - reconsider this choice	Narration: A difference between samples does not prove causation Eight of ten versus seven of ten is a ten-percentage-point difference in these samples. Small, unmatched samples and possible case-mix differences cannot establish the intervention caused it. You can try another response or select Continue. On-screen instruction: Read the feedback, then use the response-review control to reconsider your choice, or Continue to move on.	Select Try another response to return to the question. Select Continue to continue through the case, or return to your recommendation when reviewing a previous choice. Select ADDIE guide to open ADDIE guide. Select Case evidence to open What is getting in the way? after visiting the evidence menu.	Present this as feedback for the choice on the parent slide. Make Correct or Not quite clear. Return to the question without replaying its narration. Provide Pause, Resume and Restart controls for this feedback audio. Resume should continue from the paused point.
M1.S37.04	Visual direction: Show a clear feedback heading and explanation in a reading panel, with response-review and continuation controls beneath. On-screen text: C - The evidence supports a revision and another check The evidence supports a revision and another check Report the counts and limitations. Review the borderline cases, refine the guidance and collect a larger comparable sample. The results do not establish causation. Pause stops the narration. Restart plays it from the beginning. Correct - the evidence supports this choice Labels: EVALUATION \| Review my choice \| Pause \| Resume \| Restart	Narration: The evidence supports a revision and another check Report the counts and limitations. Review the borderline cases, refine the guidance and collect a larger comparable sample. The results do not establish causation. You can try another response or select Continue. On-screen instruction: Read the feedback, then use the response-review control to reconsider your choice, or Continue to move on.	Select Review my choice to return to the question. Select Continue to continue through the case, or return to your recommendation when reviewing a previous choice. Select ADDIE guide to open ADDIE guide. Select Case evidence to open What is getting in the way? after visiting the evidence menu.	Present this as feedback for the choice on the parent slide. Make Correct or Not quite clear. Return to the question without replaying its narration. Provide Pause, Resume and Restart controls for this feedback audio. Resume should continue from the paused point.
M1.S38	Visual direction: Use six clearly separated horizontal rows. Show phase, latest recorded choice and a solid teal Review button. Remove repeated explanatory copy and the duplicate revise controls. The detail screens retain change-answer controls. On-screen text: Your recommendation Review your latest choices. Select a Review button for the explanation, next step or to change your answer. Opening response \| [selected analysis decision] \| Review opening Analysis \| [selected diagnosis] \| Review Analysis Design \| [selected design decision] \| Review Design Development \| [selected development decision] \| Review Development Implementation \| [selected implementation decision] \| Review Implementation Evaluation \| [selected evaluation decision] \| Review Evaluation Across the five ADDIE decisions, [number of supported decisions] of 5 match the supported approach. This is ungraded practice. Finish the case	Narration: Your recommendation. These are your latest choices from the case. Select a Review button to see the explanation and next step. You can change your answer there, or finish the case. The opening response is followed by your five ADDIE decisions. The counter tells you how many of those five decisions match the supported approach in this fictional case. This is ungraded practice. Select Finish the case when you are ready. On-screen instruction: Review your latest choices. Select a Review button for the explanation, next step or to change your answer.	Each Review button opens the matching decision detail. The detail screen allows the learner to revise that response or return to the summary. Finish the case opens completion.	Display the actual latest choice in each row. Opening response uses AnalysisChoice; Analysis uses DiagnosisChoice. Preserve dynamic recommendation logic, score and review navigation.

Lesson 5: Review and next steps