Design and Development

Instructional designers dedicate a significant portion of their time to the design and development phases within the ADDIE model when crafting training materials. My coursework completed in the Purdue LDT Program serves as a testament to my proficiency in not only selecting and defining the rationale behind instructional design processes but also in executing systematic design, creating diverse instructional interventions, selecting appropriate materials, developing instructional content, and designing effective learning assessments.

I submitted two case study analyses and an evaluation plan co-authored with a peer. These artifacts collectively underscore my competence in the selection, modification, and justification of instructional design processes tailored to each project's unique demands. The evaluation plan, focused on assessing the effectiveness of a new online training course for Triangle Training, exemplifies our decision to employ the Kirkpatrick model due to its comprehensive nature and alignment with stakeholder needs. The subsequent challenge demonstrates my adeptness at modifying ongoing projects facing difficulties, proposing adjustments to project scope and communication plans to steer them back on course. Lastly, the case study highlights my ability to select the most appropriate instructional design model based on project criteria, favoring the structured ADDIE model over a purely iterative approach following a thorough front-end analysis.

Collectively, these artifacts emphasize my capacity to choose the right instructional design model through meticulous consideration of project particulars. They reaffirm my dedication to ongoing improvement and readiness to tackle intricate instructional design challenges in future projects, where I intend to employ these skills to enhance efficiency and effectiveness.

Throughout my coursework, I have grown well-acquainted with the Dick and Carey Systematic Design of Instruction model, a robust framework I plan to employ in future projects. Two challenges I submitted demonstrate my ability to sequence instructional goals and specify clear learning outcomes. The first artifact, a design document crafted during EDCI 569, commences with a comprehensive front-end analysis and meticulously defined instructional objectives. Additionally, I provided a completed learning module created using Articulate Storyline, replete with specific, measurable learning outcomes. These experiences have equipped me to confidently tackle large, complex projects using this systematic framework.

Designing instructional interventions stands as a foundational competency for instructional design professionals. My submitted design documents and two Articulate Storyline modules serve as evidence of my proficiency in this domain. My process begins with identifying strategies that align with desired learning outcomes and ensuring learner engagement through purposeful interactive design. Adherence to WCAG 2.1 Level AA accessibility standards is integral, encompassing considerations of fonts, color, and readability. I have also integrated the Keller ARCS model for motivation design into my toolbox, creating engaging learning experiences that capture attention, elucidate relevance, instill confidence, and nurture a sense of learning satisfaction. My intention is to continuously refine and employ these skill sets in upcoming, challenging projects.

Occasionally, instructional designers can leverage existing materials from external sources to enrich their designs. I have demonstrated competence in this area by incorporating industry codes and standards within the bounds of the Fair Use Doctrine into an instructional video I produced. Platforms like YouTube offer a wealth of educational content that I occasionally integrate into my designs to enhance the learning resources available to my students. These examples highlight how integrating existing materials can add value to a project with minimal additional cost, a practice I intend to continue by seeking out relevant Creative Commons resources for future work.

Developing instructional materials rooted in thorough content analysis, presented in various formats, is a fundamental skill for instructional designers. I have submitted an instructional video, part of my eLearning training course, instructing how to use a Fluke 437 power quality analyzer. Throughout this program, I have consistently demonstrated my ability to produce learning materials in diverse formats, including written content, videos, graphics, and user simulations. These materials are closely aligned with real-world applications, ensuring relevance and effectiveness. My future work will heavily rely on these skills to produce multimedia content closely linked to content analyses and instructional strategies identified during the project's analysis phase.

After learners have completed the training content, assessing their progress is crucial. I systematically consider desired learning outcomes during the analysis phase and devise strategies to measure them effectively. I submitted a design document containing detailed learning objectives and an assessment plan intricately linked to these objectives. In my future work, I will continue to apply these skills to create valid, reliable assessment tools that can provide meaningful insights into learning outcomes.