Robin Walsh Portfolio
Story-Based
Instructional Video
Date: September 2025
Role: Researcher, Screenwriter, Storyteller, Storyboard Creator, Producer, Director, Prop Master, Film and Sound Editor.
Designed Tools: The Story Board was developed in Keynote. All Images captured through iPhones, sound capture was through wireless, Rode Lapel Mics, and the voiceover captured through a Snowball Mic, creative inexpensive but effective lighting arranged. The music and sound was edited in Adobe Audition and the whole production was put together and edited in Adobe Premiere Pro.
Tasty and Tender Pulled Pork in the Instant Pot
Learning Objective and Target Audience
This instructional video does more than outline cooking steps. While viewers discover how to make tender pulled pork in an Instant Pot, the primary objective is to influence behavior—helping a hesitant adult learner progress from uncertainty to confidently using a new tool.By the conclusion, learners will be able to use the Instant Pot safely and efficiently, and assess its value as a practical, time-saving solution for family meals. The underlying aim is transformation—turning frustration into skill and confidence. This video is designed for busy adult caregivers who juggle time constraints, budgets, and family needs. These learners bring practical experience, seek immediate usefulness, and prioritize reliability. They require clear reasons before committing to new tools. Instruction is designed to respect their experience, address real frustrations, and demonstrate tangible results.
Research Methodology
This project integrates Adult Learning Theory with Rance Greene’s Story-Based Instructional Design framework (Greene, 2020) to intentionally align narrative structure with principles of adult cognition and motivation. Adult learning principles inform the instructional architecture. The video opens by establishing credibility: Maria references prior success producing tender, flavorful results, positioning herself as competent rather than novice. This approach respects adult learners’ need for autonomy and acknowledges their existing experience. The narrative then introduces skepticism, questioning the necessity of an Instant Pot in a kitchen already equipped with three ovens, thereby validating adult learners’ practical concerns regarding efficiency and value. A reenacted “rubber roast” moment, executed through humor and a jump cut, presents a recognizable performance gap. This problem-centered entry point creates immediate relevance and activates prior experience. Technical instruction is deliberately segmented and filmed separately to optimize clarity and cognitive processing. Close-up, labeled demonstrations of pressurizing and depressurizing procedures support procedural accuracy, usability, and transfer of learning. Greene’s storytelling framework structures the narrative arc (Greene, 2020). Maria functions as the relatable protagonist whose internal tension, skepticism and perceived risk of investment, drives engagement. The storyline progresses from trust and hesitation through experimentation and eventual resolution. The transformational moment occurs when Maria confidently opens the pressure cooker and presents tender meat; her authentic affect signals both emotional and performance change. The integration of narrative progression with adult learning principles demonstrates that instructional storytelling, when intentionally structured, enhances engagement while preserving instructional rigor. Consistent with contemporary research on narrative-centered learning (Gunder & Buckner, 2023), this methodology supports both motivational alignment and measurable skill transfer.
