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Challenge 1: Explain key concepts and principles related to instructional design.
Criteria for successful completion of this challenge: Evidence must demonstrate the interpretation of instructional design concepts and principles in writing or verbal expression. Reflection must address: How you explained and interpreted key instructional design concepts and principles in their evidence.
Examples: Publications, research or white papers (EDCI 513, EDCI 531), professional presentations, blog posts, work trainings, evaluation plans (EDCI 577, EDCI 572, EDCI 528, EDCI 564, EDCI 528), evidence of explaining instructional design related concepts and principals (in design, performance, workplace, educational, or other settings).
Reflection
I present a single artifact that supports my ability to “Explain key concepts and principles related to instructional design”. The artifact is my small-scale literature review titled “Design implications for online video lectures”. The artifact demonstrates my review of current research and trends surrounding the design elements that affect student learning when subjected to online video lectures.
The process of performing a literature review is an essential task to ensure a learning design professional stays current on recent trends and new research in their field. The rapidly changing landscape of learning technology mandates that learning designers continually adapt and adjust to technological advances. In my literature review, I investigated the use of online video lectures and the design characteristics that affect learning. The articles I reviewed blended new technology with time-tested learning theories. A key aspect of the literature review was the synthesis of multiple sources into a summary that combines the conclusions of the research that I reviewed. Additionally, I compared and contrasted various design styles and summarized their utility in specific learning contexts.
I have produced online video lectures for several years in my current role. Even though I have a solid understanding of the technical aspects of filming, editing, and distributing online video lectures, I lack a robust understanding of the design implications that directly impact student learning. For example, I produced videos that were longer than recommended by the research articles I reviewed. In addition, I neglected to segment my content as recommended by several researchers to reduce cognitive load. Through the process of performing this literature review, I discovered several new design factors that can be implemented to increase the effectiveness of future video lectures I produce.
I believe I have room to grow professionally in this area by continuing to investigate research about online video lectures. I intend to sample various video lecture media channels to spot design trends and identify best practices in video design. Finally, I hope to further develop my video production skillset by implementing research-based design principles.
Challenge 2: Apply systems thinking to instructional design and performance improvement projects.
Criteria for successful completion of this challenge: Evidence that shows the breakdown of the design process into individualized pieces and analyzing each section in order to see how each piece interacts with other pieces. Reflection must address: Explain how you broke down the design process (ADDIE, Kirkpatrick, ARCs Model, Universal Backward Design, etc.) and utilized individual pieces to make your recommendations.
Examples: Case studies (EDCI 672), Design Documents (EDCI 588), Final Projects (EDCI 572, EDCI 577, EDCI 528), other evidence showing systems thinking to ID and performance projects (design, performance, workplace, educational, other).
Reflection
I present an artifact that supports my ability to “Apply systems thinking to instructional design and performance improvement projects” effectively. The artifact is an instructional design document I created in EDCI 572 that maps out the front-end analysis, goal analysis, and performance objective planning stages of a systematic design process. The document serves as an artifact that demonstrates I am competent in the process of breaking down the design process into discrete steps using the Dick & Carey (D&C) model for systematic instructional design.
The process of creating an instructional design document includes several steps, each building on the previous. A specific example that supports my challenge is when I first analyzed the performance context of where the learned skills will be put to use by the learners. Second, I evaluated the learning context. During this step, I ensured the learning context, in this case, a classroom, would be equipped with materials to closely mimic the performance context where the skills will be put to use. I leveraged the systematic approach as described by D&C effectively during this process to increase the motivation of my learners by ensuring they will see the benefit of the learning module content.
When I think of my experience before embarking on this project, I reflect on my low structure method of course development, which lacked the detailed analysis of the D&C model of systematic design. I had previously created instructional material based on learning objectives, a cornerstone of the D&C method. I also considered my audience when putting together lesson plans and presentation materials. However, I had not performed a detailed analysis of the performance context or considered the learning context as a key planning component. I see the value in performing these steps and also the possible negative consequences of their omission. I have thoroughly enjoyed learning the D&C system and intend to use it for future projects.
Considering the D&C method is new to me, I know I have room to grow by continuing to accept peer feedback on my materials and observing other IDer’s work for inspiration. I intend to reach out to some professional acquaintances that are involved in ID work to get a better perspective of how different organizations develop design documents. I believe there is room for significant variation in the structure of a design document while simultaneously adhering to D&C principles. The more exposure to the material, the stronger of an ID professional I will become.
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