ACADEMIC PORTFOLIO: APPLY INSTRUCTIONAL DESIGN PRINCIPLES
- Identifies and analyzes learning and performance problems
- Design, plans, and develops instructional interventions using appropriate strategies and techniques
- Develops an evaluation plan for a project based on stated goals and recognized standards
NARRATIVE
This competency allows me to provide examples of each step in the instructional design process. The ADDIE design model, when broken down into its component parts (Analyze, Design, Develop, Implement and Evaluate), is illustrated with artifacts in each of the sub-competencies. I learned that analyzing the learners and context, and creating supporting documents for the design of my projects, made the development of the final product much easier. This was an important lesson to learn and I have carried it with me throughout the entire program.
Identifies and analyzes learning and performance problems: Throughout my coursework, I have learned techniques for the analysis of ill-structured problems from such instructional design models as Dick & Carey, and Smith & Ragan. As an artifact to demonstrate my ability to fulfill this sub-competency, I offer the detailed Initial Analysis Report and Objective Assessment Report from EDCI 572 (Introduction to Learning Systems Design). Detailed analysis reports were also included as a part of the large projects mentioned below.
Design, plans, and develops instructional interventions using appropriate strategies and techniques: My final project in EDCI 572 (Introduction to Learning Systems Design) was “Social Media Workshop - Mastering GooglePlus.” This project demonstrates the use of appropriate design and development methodology based on existing models as mentioned above. The workshop was created for high-school science teachers to learn how to incorporate social media (specifically Google+) within their classes. The objective was for teachers to use this new tool to foster peer collaboration, improve student performance and increase the quality and effectiveness of learning. This project was a group effort consisting of myself, Philip Cook, Kirsten Barrera and Lindsey Owens.
Six planning documents for were created for our project in EDCI 575 (Foundations of Distance Learning. These Instructional Design Activities focus on stages of the instructional design process for distance education. Using these supporting documents as reference, the development of the course I created, "Opera is Not a Four Letter Word", made the development of the product much easier.
Develops an evaluation plan for a project based on stated goals and recognized standards: An evaluation plan was created with my classmate, Susan Leung, in EDCI 588 (Motivation in Instructional Design) for Michelle Obama’s “Let’s Move!” program. This comprehensive evaluation seeks to identify gaps in motivation in the First Lady’s initiative. Specifically, an Instructional Motivation Evaluation Form was created based on the motivational theories learned from Schunk, et al. in their book Motivation in Education. Recommendations were made to improve motivation in the program based on the data collected and can be seen in the “Let’s Move!” final project.
REFERENCES:
Dick, W., Carey, L., & Carey, J. O. (2009). The Systematic Design of Instruction. Upper Saddle River, NJ: Pearson.
Schunk, D. H., Pintrich, P. R., and Meece, J. L. (2014). Motivation in education: Theory, research, and applications. (4th. ed.). Upper Saddle River, NJ: Pearson Education Inc.
Smith, Patricia L. & Ragan, Tillman J. (2005). Instructional Design (3rd ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Dick, W., Carey, L., & Carey, J. O. (2009). The Systematic Design of Instruction. Upper Saddle River, NJ: Pearson.
Schunk, D. H., Pintrich, P. R., and Meece, J. L. (2014). Motivation in education: Theory, research, and applications. (4th. ed.). Upper Saddle River, NJ: Pearson Education Inc.
Smith, Patricia L. & Ragan, Tillman J. (2005). Instructional Design (3rd ed.). Hoboken, NJ: John Wiley & Sons, Inc.