Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.
IBM Digital Production Specialist (DPS) Quality Assurance (QA) Training – Prototype Instructional Module
Artifact: Powerpoint Module
Class: EDET 722 – Instructional Design and Assessment
Download Presentation, .pptx, 407KB
Context & conditions —
Where:
Audio was recorded using Audio Hijack and mixed in Audacity
Storyboards were built using a Word template
Final presentation was built in Powerpoint.
Graphics created using Pixelmator
When:
Materials were developed for EDET 722 in the Fall of 2015 and were created around the halfway point of my degree program.
How:
The artifact was developed using MRK for instructional design
Knowledge and skills:
Audio Editing
Powerpoint for instructional modules
MRK
Graphic design
Scope —
Purpose:
Designed as a refresher for DPSs on QA standards
Client:
For EDET 722 and to be used an education pilot at IBM.
Relation:
Example of full instructional design from problem identification to evaluation and used all of the skills previously learned in the degree program.
Size:
Stand-alone or part of a larger course
Role —
Student’s Role:
Instructional Designer and developer
Individual or Group:
Individual
Instructional Design —
ADDIE and/or MRK:
Full MRK – The artifact includes documentation for goal analysis, learner analysis, contextual analysis, task analysis, objectives and assessments, instructional strategy plan, and formative evaluation. Combined with the prototype module all nine steps in MRK are addressed. (Morrison, Ross, Kalman, and Kemp, 2013)
Related performance indicator(s) —
Creating – Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.
Created a working prototype interactive instructional module used to assess and train IBM employees on existing QA procedures and best practices.
Using – Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.
Content was created and implemented using MRK.
Assessing/Evaluating – Candidates demonstrate an inquiry process that assesses the adequacy of learning and evaluates the instruction and implementation of educational technologies and processes grounded in reflective practice.
Assessments and evaluations utilized Kirkpatrick Level 2 to determine if the module was effective instruction and if there were any changes necessary.
Managing – Candidates manage appropriate technological processes and resources to provide supportive learning communities, create flexible and diverse learning environments, and develop and demonstrate appropriate content pedagogy.
Powerpoint was a crude tool for creating the prototype but it was able to be pushed into an effective tool for this particular learning.
Reflection —
This was my first experience with full instructional design and there was a steep learning curve. But I believe that I was able to create a final product that was pedagogically sound and accomplished its goals. I am proud of that. This artifact shows my growth in the program and was a stepping stone for my later work. But, having said that I am a taken aback when I look a the rudimentary design work. There isn’t anywhere near enough visual interest or audio support. For me the supporting documentation showed high skill but the prototype would not be good enough for me anymore. I could do better now and have.
SPCA Albrecht Center for Animal Welfare – Instructional Designer Internship
Artifact: Volunteer Training Module (Online)
Class: EDET 650 – Internship in Educational Technology
Go to Site
The videos have been removed from the live site. But can be found on Youtube.
Context & conditions —
Where:
Audio was recorded using Audio Hijack and mixed in Audacity
Storyboards were built using a Word template.
Final presentation was built in Powerpoint.
Graphics created using Pixelmator.
Video created in iMovie using footage filmed on an iPhone.
Content distributed using an online WYSIWYG editor, Wix.
When:
Developed for EDET 650 in the Fall of 2016.
How:
Developed using MRK for instructional design
Knowledge and skills:
Audio Editing
Wix
HTML/CSS
MRK
Graphic design
Video production
Scope —
Purpose:
An introduction to shelter dogs for new SPCA volunteers.
Client:
Designed to meet requirements for EDET 650 and to be used for SPCA volunteer education.
Relation:
Example of full instructional design from problem identification to evaluation and used all of the skills previously learned in the degree program.
Size:
Small part of a larger course.
Role —
Student’s Role:
Instructional Designer and developer
Individual or Group:
Individual but worked with subject matter experts (SMEs) to develop content
Instructional Design —
ADDIE and/or MRK:
Full MRK – The artifact includes documentation for goal analysis, learner analysis, contextual analysis, task analysis, objectives and assessments, instructional strategy plan, and formative evaluation. Combined with the prototype module all nine steps in MRK are addressed. (Morrison, Ross, Kalman, and Kemp, 2013)
Related performance indicator(s) —
Creating – Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.
Created a live course that is currently available for SPCA Volunteers for training on how to work with shelter dogs.
Using – Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.
Content was created and implemented using MRK.
Assessing/Evaluating – Candidates demonstrate an inquiry process that assesses the adequacy of learning and evaluates the instruction and implementation of educational technologies and processes grounded in reflective practice.
Assessments and evaluations utilized Kirkpatrick Level 2 to determine if the module was effective instruction and if there were any changes necessary.
Managing – Candidates manage appropriate technological processes and resources to provide supportive learning communities, create flexible and diverse learning environments, and develop and demonstrate appropriate content pedagogy.
Wix was a sufficient but limited tool for delivering the content. It required learning the platform and transferring HTML and CSS skills to maximize its utility.
Reflection —
This was my second complete run-through of the MRK process and was considerably smoother and more productive than the first attempt. I was able to use interpersonal skills to work with my internship mentor and SMEs to learn their needs and resources so that I could tailor the program for them. I then worked with volunteers to make sure the course was valuable and provided the right cognitive load as they went through the material. I learned a lot while doing this internship and it was a good feeling to know that I had provided a valuable service to a resource strapped local organization.
References —
Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing Effective Instruction (7th ed.).
Hoboken, NJ: J. Wiley & Sons.
References —
Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing Effective Instruction (7th ed.).
Hoboken, NJ: J. Wiley & Sons.