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Challenge 1: Produce instructional materials in a variety of delivery formats
Criteria for successful completion of this challenge: Evidence of creating instructional materials (lectures, readings, textbooks, multimedia components, Open Educational Resources, simulations, and other resources) in a variety of formats (online, eLearning, face-to-face, blended, micro learning, paper or digital, etc.). Two or more documents must be uploaded. Reflection must address: The importance of being able to create and develop instructional materials in a variety of formats.
Examples: Solutions & Change Management (EDCI 528), Technology Integrated Project (EDCI 564), Learning Design Documents (EDCI 575, eLearning Proposal and/or Digital Prototype Assignment (EDCI 569 if taken prior to Spring 2021)), job aid (EDCI 566, EDCI 568, EDCI 528), Final Project (EDCI 569 if taken in Spring 2021 or later), artifacts of instructional materials (design, performance, workplace, educational, other).
Reflection
I submit two artifacts demonstrating my ability to produce instructional materials in various formats. The first artifact is an instructional video that instructs learners on how to use a Fluke 437 power quality analyzer. I produced this entire video, from storyboard to final editing. The second artifact I submit is a visual job aid I created to instruct new apprentice candidates on navigating the technology environment at the Electrical Training Institute. Both artifacts are evidence that I am competent in identifying a problem, proposing and designing a solution, and producing high-quality instructional materials.
In my professional experience, instructional videos that show learners how to perform specific, job-transferable skills are highly effective. As I began identifying the instructional outcomes of the Fluke 437 training course, I started by producing a step-by-step list that describes the proper installation procedure for the equipment. I decided there were more effective methods of delivering this content than a written procedure, so after evaluating the desired learning outcomes, I created an instructional video instead. I used a Nikon DSL camera, a wireless lavalier microphone, and a split glass teleprompter during video production. After I captured all the video assets, I edited the project in Adobe Premier and finally published the video on Vimeo. The second artifact is a visual job aid I developed to solve a specific problem with our apprentices: they went to the wrong websites to perform homework assignments and enter jobsite training hours. After explaining the process numerous items, I realized there must be a solution to simplify this process. I created the visual job aid using Canva and published the final document to an Adobe PDF that facilitates easy distribution via email.
Considering my previous experiences designing instructional materials, I have relatively robust technical experience in graphic design and video production. However, I recognize that the materials I previously produced sometimes worked very well and other times failed to achieve my desired outcomes. My coursework at Purdue has broadened my understanding of why this was happening. Specifically, I have learned how to leverage Mayer’s principles of multimedia learning. By implementing these best practices, such as eliminating extraneous materials, segmenting content, and signaling the most critical topics on-screen, my recently created training materials have more consistently led to desirable learning outcomes.
I intend to continue using design practices supported by research as I move forward with designing instructional materials. This will require me to continue reviewing educational literature and staying current on my skillsets involving graphic design and video production. I am excited to be a lifelong learner in this area of instructional design as I continue to hone and perfect my ability to design instructional materials in various formats.
Challenge 2: Develop materials that align with the content analyses, proposed technologies, delivery methods, and instructional strategies
Criteria for successful completion of this challenge: Evidence of creating instructional materials based on the design of a project (course, training, etc.) while taking into consideration content analyses, technologies, theories and strategies. Reflection must address: How you determined which instructional materials to create based on analysis (proposed technologies, delivery of instruction or instructional strategies).
Examples: Solutions & Change Management (EDCI 528), Technology Integrated Project (EDCI 564), deliverables/artifacts from practicum (EDCI 573), Individual Game Design Document (EDCI 556), Learning Design Documents (EDCI 575, eLearning Proposal and/or Digital Prototype Assignment (EDCI 569 if taken prior to Spring 2021), Design Document/Storyboard (EDCI 569 if taken in Spring 2021 or later), artifacts of instructional materials that meet the above criteria (design, performance, workplace, educational, other).
Reflection
For the competency “Develop materials that align with the content analyses, proposed technologies, delivery methods, and instructional strategies,” I submit a storyboard and design document I developed for an e-learning module project in EDCI 569 titled “Reversing Motor Controller Training: An Essential Skill for the Industrial Electrician.” This asynchronous module trains current electricians on the operational theory and application of installing an electric motor control system. I served as both the instructional designer and SME for this project with feedback from my colleague, who is also an expert in this field.
I used the ADDIE model for instructional design on this project, beginning by carefully analyzing the learner’s entry skills, unique characteristics, and the necessary learning objectives the learner must master to be considered qualified to install a motor control system. I chose to develop this training in Articulate Storyline and publish the module in a SCORM format to the LMS the learners currently use in their apprenticeship. The components that appear in the module are identical to the equipment used in the learner’s apprenticeship class. This decision was intentional to enhance learning transfer to the hands-on portion of the training after completing the module. While creating the graphical elements of the animated circuit drawings, I used the same diagramming software that the employers of the learners use. This intentional design choice was based on analyzing the environment in which the trained skill will be implemented. Throughout the module, I relied on Keller’s ARCS model to gain the learner’s attention, ensure the design is relevant to their career, build confidence through frequent knowledge checks to assure the learner they are grasping the materials, and satisfy the learner’s desire to leave the training with a skill they can use in a real-world application.
My training as an industrial electrician was a significant asset to the development of this project. However, I am cognizant that the training materials I develop in the future may be on topics where I need more expertise. Therefore, I will rely on SMEs during the analysis phase and develop strategies to design engaging training materials aligned with the training goals. Andragogy, as described by Knowles, informs us that adult training should be easily related to the learner’s real-world experience and be problem-centered instead of content-centered.
I intend to integrate the practice of creating a design document and a storyboard before developing training projects. Additionally, I plan to continue reviewing my peers’ analysis material to pick up additional strategies as I mature in this area of my career. These guiding documents will help me decide on optimal delivery methods and instructional strategies for future projects.
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