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Communicate

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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

Link: New Kids on the Blocks Site

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.

Reference:

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

Create Knowledge

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Artifact:  EDCI 51300 Foundations of Learning Design and Technology: An Introduction to the Field 2016 – Final Paper: Games and Gamification: A means for personalizing learning

Demonstrates ability to describe common research methods in Educational Technology

The ability to describe common research methods in educational technology sub-competency is demonstrated in the Foundations of Learning Design and Technology: An Introduction to the Field Final Paper.  In this paper, I describe the application of a case regarding Level 2 masters students at the University of Telmecen.

Demonstrates ability to read and evaluate Educational Technology research

In this paper I summarize current research in the fields of personalization and differentiation of learning, the impact of design, and the implications for practitioners who choose to take advantage of games and gamification of learning.

Applies research findings to the solution of common problems in Educational Technology

Common problems within educational technology addressed in this artifact include personalization and differentiation of learning, motivation and engagement, providing a safe space to fail, and the importance of feedback.  I provide research to support the claim that the application of games based learning, gamification and adaptive educational hypermedia can be a means to the end in which learners are met where they are at and not forced to conform to the design prescribed for the masses.

 

 

Synthesize Knowledge

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Demonstrates ability to read and understand educational literature related to educational technology

Artifact:  EDCI 51300 Foundations of Learning Design and Technology: An Introduction to the Field 2016 – Final Paper:

Games and Gamification: A means for personalizing learning

Games based learning and gamification are emerging as a promising means to motivating, engaging and successful learning experiences.  In this paper, I explored a significant body of educational literature in the field that surrounds the concept and tied in an educational technology tool, adaptive educational hypermedia systems, that may “provide a means to improve the current one size fits all model of education” (Knickelbein, 2016).

Demonstrates ability to describe fundamental theories of human learning

Artifact:  EDCI 53100 Learning Theory and Instructional Design 2016 – Final Synthesis Paper: Instructional Theory Synthesis: Application of the Knickelbein Game Mechanics Theory of Instruction for Enhanced Learning

This artifact was selected because, in it, I describe a theory of human learning that is a synthesis of various respected theories.  The Knickelbein Game Mechanics Theory of Instruction for Enhanced Learning draws from the strengths of many theories, which I describe, and provides potential applications for future use.

Applies knowledge of human learning, diversity, and effective pedagogy to solution of problems

Artifact: EDCI 672 Iris Daniels Case Study Analysis

This case study artifact above, Iris Daniels Case Study Analysis, demonstrates my ability to apply knowledge of human learning and cultural diversity to provide feasible solutions.   My analysis of this case determined that a lack of proper learner analysis was performed.  By implementing thorough learner analyses, instructional designers can accommodate differences in learning and diversity and can apply appropriate pedagogy to the situation based on the information gathered from learner analysis at the onset of the project.  In this case, the intended audience had diverse cultural learning needs that were not what the designers predicted going into the project, this was not identified through a learner analysis and thus not properly addressed.

Plans for Future Growth

In each of the courses that allowed me to prepare the artifacts provided as evidence of my competency in this area, I grew.  The case study analysis process, gave me the opportunity to build my analysis skills.  In order to successfully complete an analysis, I needed to have a critical eye for the ultimate root of the problem so that the solution would be an effective one that met the goals of the personnel and organization.  I would like to continue to develop these skills in root cause identification through further study of the topic via online courses available on LinkedIn Learning or become formally certified in this area.

Reference:

Knickelbein, K. (2016). Games and Gamification: A means for personalizing learning. Unpublished manuscript, Purdue University.

ARCS Model Evaluation Tool

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Feedback:

Kristin, this was amazing.  You went into such detail in your evaluation form.  What truly impressed me was that this was as much an instructional document as it was an evaluation instrument.  So often what is lacking in evaluation tools are examples of what to look for and how to ultimately improve the instruction.  Your design is clear and easy to use and provides the user with ample information on the intent of the ARCS model along with numerous examples of how to make the instruction more effective.  Moreover, I loved the way you modified each column based on the related step in the ADDIE model (for example, starting out with big questions in the Analysis phase).  You then followed this up with a checklist that would validate the instructional designer’s evaluation.  If I were providing students with examples of this assignment in this course, I would ask for your permission to use this in future classes as an exemplar; it is excellent.

Your rationale/reflection document was equally well-written.  You selected the ARCS model to address instructional designers needs around requirements to build instructional modules that do not include live instruction.  As you noted, this puts an even greater onus on the IDer to infuse Attention and Relevance into the module since there is no facilitator to generate that in the live environment.  The way you connected the ARCS model to the ADDIE model was very thorough.  Overall, great work on this.  Thanks.  Dr. Paredes

Social Learning Theory

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As a learner takes in new information in a social context, she will need to consider if further pursuing more information about that topic falls within what she views as her identity.  She considers, “Is this who I want to be?”  The example DrWenger gives, in his lecture to the University of Brighton, is that of learning to be a wine connoisseur (https://www.youtube.com/watch?v=qn3joQSQm4o).  If, as a non-wine-drinker, you are at a friend’s home and he shares a glass of wine and comments on a specific quality of the wine with which you are unfamiliar and informs you of a wine tasting club in which he participates, you need to decide if being a person who learns more about wine is who you want to be.  You need to decide (and your brain does this quickly) if you would like to pursue an invitation to your friend’s wine club or not.  If you decide it is not who you want to be.  You will not pursue more knowledge about wine and be perfectly happy living your life as a non-wine-aficionado (or maybe chose to do it at a different point in your life).  If you do choose to attempt to become an expert wine consumer, you might attempt to join the group.  If you are allowed into the group, or community of learning, you will follow a journey along the path to knowledge through interactions of increasing intensity or complexity until you have reached the level you are satisfied with and perhaps become an expert yourself.  If you are not allowed into the group you are considered not to be a legitimate peripheral participant.  You will not have access to all the experts or near experts (or resources) in the club.  You are not part of the in crowd and thus get no perks.

Nick hears something interesting about ski jumping from a friend.  There is a community of ski jumpers in the area.  Nick considers if he would like to learn more about ski jumping.  He can decide whether to get involved as a participant in the ski club community on varying levels, connect with the local former olympic ski jumper to establish a role of apprenticeship, or pass on the learning entirely (or varying degrees inbetween).  If he choses to enter the group however (on an inward trajectory), he will not be accepted as one who is knowledgeable of ski jumping until he has proven his knowledge to the group in ways the group accepts as relevant.

In the ID role, we ought to consider the value of humans as social learners and our tendencies to invest time, effort, and energy into topics we identify with.  With adolescents, Wenger proposes we consider a particular field of knowledge that has been shaped by the past participants in that field in the shape of a hill ( https://www.youtube.com/watch?v=qn3joQSQm4o ).  He suggests, we should not treat the students as experts in the field as they learn, but rather give them a helicopter ride to the top to see what the view is like.  Then, if they are interested in the view, they need to go back to the bottom and climb their way to the top through their own work.  We can build that excitement for a field to give the students curiosity, meaning and interest, then facilitate their interests by providing opportunities to participate and interact with experts or other seniors in the field.  I think Twitter offers great opportunities for educators to reach out to experts.  I have connected with the woman who voiced Siri over twitter (she actually followed me first – it was pretty fun to see that!).  She would be a good connection if I were teaching kids about voice acting, the field of voice to text, AI and possibly more.

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed., pp. 164-170). Boston, MA. Pearson Allyn and Bacon.

Dr Etienne Wenger: Learning in landscapes of practice. (2013, November 06). Retrieved February 03, 2016, from https://www.youtube.com/watch?v=qn3joQSQm4o