Apply Instructional Design Principles

Identifies and analyzes learning and performance problems

Artifact: EDCI 569 E-Learning Project Proposal – The Atmosphere Debate

This artifact demonstrates my ability to both identify and analyze a learning problem and design a solution to bring about the desired performance in the learner.  The provided materials for instruction on this topic were old, in curriculum terms, for science instruction.  This could lead to lost time in the classroom for students who might be able to move through the content on their own, with some guidance, and participate in more engaging labs and activities while the instructor could assist and guide the learners.  While the project evolved quite a bit as it was developed, this initial proposal was an example of a motivating and effective use of seat-time with the classroom students.  I learned that, while more effective and motivating, designing a module such as this is significantly more time and labor intensive for the teacher, but in the end, the students did benefit from all the work.

Design, plans, and develops instructional interventions using appropriate strategies and techniques

Artifact: EDCI 569 E-Learning Project and Final Report – Dr. Sphere is Missing Digital Prototype

This e-learning project allowed me to pull from my knowledge and experiences in the courses leading up to EDCI 569.  I incorporated a number of motivational techniques I picked up from EDCI 588 as well as my study of the ADDIE model and Dick & Carey model (Dick & Carey, 2015).  The instructional interventions I used as I designed and developed this module include, social learning, incorporation of different modes of representation of the content, and the motivational elements of gamification.  I learned through this process and improved on the effectiveness of my use of game elements.  In this game, students needed to fully understand the concepts being learned about the atmosphere in order to proceed.  In addition, I incorporated the use of story to build the students interest in the game and it’s inherent content.  This game had a stronger call to action than previous games I had developed as Dr. Sphere was missing and the students needed to help save Dr. Sphere and the planet to succeed at the game.

Develops an evaluation plan for a project based on stated goals and recognized standards

Artifact: EDCI 577 Evaluation Report: Flipping the Classroom Evaluation Report

The goal of the project in the provided artifact was to report on our design and development of an evaluation plan for a couple of learning modules found online at what is now known as LinkedIn Learning, formerly Lynda.com.  I worked with a partner on this project.  Together we designed a plan based on the primary objective of, “Does the Flipping the Classroom module from Lynda.com provide enough training for teachers to be able to successfully flip their own classrooms?” (Waun & Knickelbein, 2016).  We used the Kirkpatrick & Kirkpatrick (2006) four levels of evaluation as a framework for our design and both learned a lot along the way.  We focused on our designated goal, but also on the goals of each of the evaluation levels of the Kirkpatrick model (2006).

Plans for Future Growth

I plan to grow as I gain experience in the field as well as through continued participation in personal learning communities through social media and through studying what others in the field have found to be effective via learning design blogs, and instructional design peer-reviewed articles on design principles, gamification, motivational theories, and current research on effective intervention strategies.

Reference:

Dick, W., Carey, L., & Carey, J.O. (2015). The systematic design of instruction. New York: Pearson.

Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating Training Programs. San Francisco: Berrett-Koehler Publishers, Inc.

Waun, K., & Knickelbein, K. (2016). Flipping the Classroom Evaluation Report(Rep.).

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