Communicates effectively in oral and written formats
Artifact: Assume Nothing Module – Agenda & Facilitator’s Guide – 572
The facilitator’s guide I created for an instructor, who may be new to digital breakout games, provides an easy to follow path to implementing the module and game. This document shows composition and format appropriate in style for the intended audience, teachers with any level of understanding of the game and the content being taught in the module.
Artifact: Group Pathways Project 660B – Mission ELearning Career
In this video artifact portion of the group’s project, the goal was to communicate the path to a career in eLearning. My oral narration emphasizes the competencies and qualifications a potential instructional designer might take to complete the mission of becoming an eLearning designer, while not reading all of the points highlighted in the video.
Since the recording of this video other coursework has led me to learn techniques to improve my recording quality. I now know that there is an excellent resource about recording sound or voice-overs on LinkedIn Videos as this was a part of an instructional material evaluation I developed with a partner in EDCI 577. I would use this as a reference and potentially look up additional materials to improve the quality of my recordings in future projects. After viewing the “Mission ELearning Career” video, a novice instructional designer would be able to understand, through the oral and written communication, how to go about building the required competencies for the selected positions in the field.
Effectively communicates content through the design and delivery of teaching/learning activities that integrate content and pedagogy
Artifact: Final Report and Digital Prototype 569 Dr. Sphere is Missing Digital Prototype
In the digital prototype designed during the 569 course, “Dr. Sphere is Missing,” I have used my understanding of motivation, instructional theories, Merrill’s Five Star (Merrill, 2001) and formative evaluation techniques and incorporated them into this module.
Demonstrates the ability to adapt instruction and assessment techniques to the needs of diverse learners
Artifact: Design Document/Storyboard and Application of the Motivational Evaluation Instrument & Module – 588
Artifact: New Kids on the Blocks Module – 588
This module presented a challenge because it is a website with an audience that is diverse and effectively unknown. Therefore, the design of the site needed to be able to reach whomever happened upon it or was directed to it. In addition, the program designed, as outlined in the storyboard portion of this artifact. The applied instructional strategies were molded by Keller’s ARCS model of motivation (Keller, 1987, 2010) and include the ability for the participant to make use of the module at their level and willingness to participate based on their own personal motivations and needs. Participants may take quizzes to test their knowledge, apply for digital badges to display on social media or network with other caregivers about their experiences with block play.
I desire to conduct future research and continue to read peer-reviewed articles regarding additional tools and techniques that could potentially reach and motivate other learners and further my understanding through ongoing engagement in personal learning communities aimed at differentiation.
Keller, John M. (1987). Development and Use of the ARCS Model of Motivational Design. Journal of Instructional Development, 10(3), 2-10.
Keller, John M. & SpringerLink. (2010). Motivational design for learning and performance the ARCS model approach. New York ; London: Springer.
Merrill, M. D. (2001). Five-star design rating. Utah State University, Department of Instructional Technology. Retrieved February 12, 2017 from http://id2.usu.edu/5Star/FiveStarRating.PDF