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Challenge 1: Write and edit messages that are clear, concise, and grammatically correct
Criteria for successful completion of this challenge: Evidence must demonstrate the conveying ideas in writing using effective techniques and formats suited to help the reader best understand; composes clear, concise and complete messages. Reflection must address: How your evidence meets the criteria listed above and any tools or methods you used to compose your communications.
Examples: Documents, emails, and/ or instructions (design, performance, workplace, educational, or other) that includes but not limited to bullet points, tables, creation of job aids or other instructional materials (EDCI 588, EDCI 572, EDCI 564).
Reflection
I submit two artifacts to demonstrate my competency to “Write and edit messages that are clear, concise, and grammatically correct”. I created both artifacts during the Summer of 2022 to fulfill the requirements for EDCI 572. The first artifact is a marketing brochure that announces an upcoming training course using colorful imagery, icons, a QR code, and descriptive text describing the training course content. The second artifact is the facilitator guide I developed for the training course. This guide combines clear instructions to the instructor on how to deliver the course and employs colored fonts, bullet points, and heading text to delineate the various components of the training.
Before I offer this training course, I must communicate to potential attendees the purpose of the course and who is best suited to attend the training. The brochure I developed balances visual appeal with information text to grab attention quickly. I sent this brochure to an email list with over 2,700 electricians in central Indiana. Considering the high noise-to-signal ratio we encounter in our inboxes each day; the brochure needed to present a clear and concise message. The second artifact also forms a strong connection to this challenge by using brief but informative text and identifying concepts for the instructor to use during the course. I chose different font colors and bold styling to enhance readability. Both artifacts are written in a business writing tone and avoid overly wordy or grammatically incorrect language.
As a mid-career professional, I feel that I am reasonably adept at writing and editing clear, concise messages. However, I do tend to process email communications quickly and respond using abrupt, punchy replies. In the right environment, it is usual and customary to get straight to the point. I feel the key concept here is to know your audience and adapt your writing style to fit the situation. Whereas my brochure takes the tone of a salesman, my facilitator guide is punchy and removes extraneous words. This will give the instructor guardrails to keep the course on track without consuming too much of their time that is better spent focusing on the course participants. Recently, I developed an additional facilitator guide for a math class using the principles I learned in my graduate studies program.
I certainly have room for growth in this area. I recently began using Grammarly as a tool to identify any grammatical issues in my writing and have found the tool to be useful. I also intend to leverage my peer relationships in graduate courses for their feedback. Finally, I am a firm believer that reading others’ work, not only for substance but also to observe style, will increase my skill at crafting clear and concise communications.
Challenge 2: Solicit, accept, and provide constructive feedback
Criteria for successful completion of this challenge: Evidence must demonstrate asking for, providing critique and utilizing feedback to improve one’s own performance or work. Reflection must address: How you have asked, utilized and provided feedback to others.
Examples: Reflection which learner utilizes feedback to report own behavior and develop a larger picture of personal performance (actions, thoughts, writing), before and after of projects/papers that show changes based on feedback (projects with feedback from EDCI 528, EDCI 588, EDCI 569, or research paper feedback from EDCI 513 or 531) work-related evidence (design, performance, workplace, educational, other) showing acceptance of constructive feedback or giving feedback.
Reflection
I submit four artifacts that show my ability to ask for, accept, and provide constructive feedback. The first artifact is evidence of asking for a review from the Purdue OWL Writing Lab as I drafted my small-scale literature review for EDCI 513. The second and third artifacts are my final draft lit review and list of revisions with the accepted changes from the Purdue OWL review. The fourth artifact shows feedback that I provided to my coworker as he drafted a lab procedural manual for an electric motor hands-on activity.
The first artifact works well to satisfy this challenge as it first shows that I asked for feedback by submitting a request to the Purdue OWL Writing Lab. Next, I included an artifact that lists my accepted changes after consultation with the lab. The need for peer reviews is evident to ensure the quality of content I produce meets my high standard. The fourth artifact also shows my ability to provide constructive feedback to a peer. The coworker is new to curriculum development and struggled with formatting the manual. I highlighted areas where his materials need more thought to lead to measurable behavioral changes in the learner.
My experience with giving and receiving feedback is limited at the professional level. While I provide daily feedback to my students, my workplace does not strongly emphasize peer reviews. I feel comfortable asking a peer for advice if I have a question. Aside from this, a robust systematic peer review process does not exist. I feel confident providing peer feedback; however, the review process requires at least two willing parties. During my undergraduate program, I depended on feedback from my peers as I developed and delivered instructional materials. We frequently broke into groups and presented lessons to each other. My classmates then provided feedback on our presentation tone, clarity of purpose, and overall engagement of the audience.
I plan to continue down the path of personal development in the area of feedback by engaging professionals in my field and discussing the implementation of a formal peer review process at my workplace. Much of the challenge with peer reviews is that everyone is so busy. They are incentivized to prioritize their work and have little time to help others. This seems shortsighted at the organizational level, but at the individual level, it is rational. I hope to continue to learn about effective peer review models that balance time and quality.
Challenge 3: Deliver presentations that effectively engage audiences and communicate clear messages.
Criteria for successful completion of this challenge: Evidence of delivering a professional presentation (in-person, online, etc.) with a clear, concise, and credible message (limited main points, opening and ending, visually appeasing, and grammatically correct). Reflection must address: The elements used in your evidence to make an effective presentation and how it engaged audiences.
Examples: Presentations (work related or course related) via PowerPoint, Google Slides, Prezi, Infographics (EDCI 588), “7 Things to Know” project (EDCI 564), presentations (design, performance, workplace, educational, other).
Reflection
I submit an artifact, an instructional video, demonstrating my ability to “Deliver presentations that effectively engage audiences and communicate clear messages”. The video is part of an online training course I am developing for electrical industry professionals working for IBEW/NECA-affiliated contractors in central Indiana. I function as this project's SME, instructional designer, videographer, editor, and LMS administrator. In addition to including written instructions and procedures in the online course, I am developing video presentations that engage the audience and communicate the necessary steps to record energy consumption data safely and accurately. This information will then be presented to industrial customers and aid their decisions for future electrical system upgrades.
Video training materials that follow research-based principles lead to high levels of engagement while simultaneously demonstrating hands-on techniques that are often difficult to visualize in written instructional materials. Video presentations that are recorded in situ accurately reflect where the learner will ultimately use the skills presented in the video. I used a variety of camera angles and close-up shots to demonstrate the proper installation methods for this equipment clearly. My artifact communicates the main points by sequentially stepping through the process of installing the Fluke 437 energy analyzer in a visually appealing way.
My previous experience using video for training materials has provided a solid foundation for future personal development in this area. I have a background in photography which shares several similarities to videography technological principles. The artifact is an extension of the project I completed for EDCI 572 and leverages the design document, which serves as a guiding beacon for the overall direction of this project.
Though I possess a good baseline skillset, the world of instructional videography is constantly expanding. Technological advances in video equipment and technology require continual learning to keep current. I have room to grow in a couple of areas. Firstly, I am relatively new to storyboarding my videos before pressing “Record.” This often becomes an issue in post-production editing when I realize I missed an important concept and subsequently must drag all my gear back out and shoot additional videos. The second area where I would like to improve is using techniques to ensure the learner can quickly identify the video's most important facts or skills. In total, I am excited to improve my skillset in delivering professional video presentations.
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