AECT 3 – Learning Environments

Virtual iPad Training

Artifact: Virtual iPad Course (Online)

Class: EDET 746 – Management of Technology Resources

Go to Site

Context & conditions —

Where:

Create on Wikispaces using HTML and CSS

Documentation written in Google Docs

When:

Materials were developed for EDET 746 in the Fall of 2016.

How:

The artifact was developed using ADDIE for instructional design

Knowledge and skills:

Wikispaces

HTML/CSS

ADDIE

Scope —

Purpose:

 Learning module for current teachers looking to integrate iPads in their classrooms.

Client:

Designed to meet requirements for EDET 746 and to be used at Pelion High School.

Relation:

Example of full group instructional design from problem identification to evaluation and used all of the skills previously learned in the degree program.

Size:

Stand-alone course that could be built upon if there was need.

Role —

Student’s Role:

Writer, developer, and editor

Individual or Group:

Group. I was the cheerleader for the team goading us into action. I created initial documents and worked with my group to fill in the relevant content. This included building the site and working to complete the content.

Instructional Design —

ADDIE and/or MRK:

Full ADDIE – Every step of ADDIE was addressed explicitly during the development of the course. This included documentation for each step.

Analysis – .docx, 6KB

Design – .docx, 10KB

Development – .docx, 5KB

Implementation – .docx, 7KB

Evaluation – .docx, 15KB

Related performance indicator(s) —

Creating – Candidates create instructional design products based on learning principles and research-based best practices.

Created an instructional module that followed each ADDIE step to provide a product that would provide the learner with quality instruction in a defined area of need.

Using – Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.

The module was created on an easy to use platform to reduce barriers of entry. The multimedia was focused on the appropriate topics and supported the learning process.

Assessing/Evaluating – Candidates use multiple assessment strategies to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment

Used qualitative assessment with participants to determine areas of improvement for the course. Used quantitative assessments in the course to show learners their progress in learning the material.

Managing – Candidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance.

The course used a wiki format that would be easy to learn and maintain for future developers who might want to work with the material. This also helped the three candidates developing the course avoid skill level gaps while developing the course.

Ethics – Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to resources.

All materials were either attributed correctly or did not require attribution.

Reflection —

This was a difficult assignment in that it was a group project that went through the entire ADDIE process. This required extensive time management and communication to insure a quality product that also met deadlines. The artifact meets its goal of teaching how to use iPads in education but it could have been done better in a different medium. Wikispaces has the advantage of being easy to use but also has significant design restrictions. These restrictions hurt the efficacy of the course by having the technology dictate the format rather than instructional design dictating the format.

Go Agile! An Introduction to Agile Instructional Design

Artifact: Storyline Course

Class: EDET 793 – Advanced Instructional Design and Development

Go to Course

Context & conditions —

Where:

Created using Storyline and posted on personal website

Media created and edited in Pixelmator

Audio edited using Audacity and Storyline audio editor

When:

Materials were developed for EDET 793 in the Spring of 2017 at the end of the degree program.

How:

The artifact was developed using MRK for instructional design

Knowledge and skills:

Storyline

Graphic Design

Audio editing

MRK

Scope —

Purpose:

Learning module for graduate students who are learning about instructional system design and available models .

Client:

Designed to meet requirements for EDET 793.

Relation:

Capstone project that incorporated all of the skills learned during the degree program.

Size:

Stand-alone course.

Role —

Student’s Role:

Instructional designer and developer

Individual or Group:

Individual work with some critique from colleagues

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 create instructional design products based on learning principles and research-based best practices.

By utilizing MRK to design the course all items were aligned to address learner need through the instruction and its media.

Using – Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.

Storyline provided a robust platform to incorporate diverse media to support learning.

Assessing/Evaluating – Candidates use multiple assessment strategies to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment.

Storyline supported multiple assessment types, from interactive diagrams to true/false questions. This allowed better aligned objectives and assessments. After the course was completed multiple colleagues gave critiques for adjustments to improve the course.

Ethics – Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to resources.

All materials were either attributed correctly or did not require attribution.

Reflection —

This assignment required using rapid prototyping software. This was a new experience for me and I learned a lot about the different options. To complete the assignment I used multiple platforms to get a feel for them and then choose the one that I felt was the most appropriate for the material and my preferences. That led me to Storyline. I am happy that I was able to work in Storyline and gain experience with such a powerful platform. I was able to see new ways to present information and my imagination ran wild as I was building the course. There multiple times that I had to rein myself in because my skill level with the software was not enough to match my ideas. I look forward to reversing that dynamic in the future. This was another opportunity to run through the MRK process that has become my favorite over my time in the degree program. Each time has gotten easier and shown me areas for improvement. This course is not perfect but I do feel like it is a good representation of my skill and how I have grown in the program.