Reorder slides to improve an explanation

An instructional designer at a community college workforce program is polishing a lesson on reading a pay stub. The narrated deck shows the answer, then the worked example, then the practice prompt. Students told her they wanted to see the example before trying it themselves. She needs the slides moved and the narration to still make sense.

The worked example moves immediately before the practice prompt instead of after the answer.

• The designer opens the lesson in Creation Studio and drags the worked example slide to sit directly before the practice prompt.
• Elvina rechecks transitions, timing, subtitles and phrases like 'on the previous slide' against the new order.
• She reviews the three flagged phrases and edits the one that now points to the wrong slide.
• She plays the lesson end to end and saves the revised storyboard as a new version.

A fictional program, Lakeshore Community College Workforce Institute, runs a 14-slide lesson called Reading Your Pay Stub for 60 adult learners. Slide 9 shows the answer, slide 10 the worked example, slide 11 the practice prompt. The narration was recorded from a reviewed script.

• The worked example became slide 9 and the practice prompt slide 10, with the answer slide moved after the prompt.
• Elvina flagged the phrase 'now that you have seen the answer' in the narration, which the designer rewrote.
• Subtitle timing was regenerated for the three affected slides, and the total duration stayed within a minute of the original.

Review transitions, timing, subtitles and references such as 'on the previous slide'.

• Every slide transition plays in the new order without a gap or duplicate.
• Narration and subtitles for moved slides match what is on screen.
• No spoken or written phrase refers to a slide that now comes later.
• The lesson's total runtime and quiz placement still fit the assignment settings.

Elvina moves slides and checks references; it does not decide whether example-first is the right approach for your learners. Narration that was recorded as one continuous take may need re-recording rather than re-cutting. The designer listens to the whole lesson before it is published, because a flagged phrase is only as good as the fix applied to it.