Artifact Reflection

1. What was the context (the course, purpose, situation, etc.) in which this artifact was created?

The course, Distance Education, was instructed by Dr. J. Ana Donaldson during the spring semester of 2008. The course was designed to be an introduction to distance education with a focus on historical perspectives, theories, research, and operational issues.

The course was a web-based course to teach and inform educators and other professionals about distance education and the special needs/concerns of delivering instruction via a distance. The course was less about the mechanics of the technology; rather it was more about the research and ideology behind current, effective distance education. Issues such as addressing learner needs, fostering an interactive learning environment, creating dialogue between near and far site students, and dealing with technological difficulties were researched, discussed and debated

The goal of the course was to address issues of distance education as they relate to the issues of design, development, use, and management.

The artifact is the final project for the course. This project was a collaborative activity with all the members of the class contributing. For this project, the class chose to serve as a design team and redesign a class taught via traditional face-to-face methodology into a fully online course. The selected course was the Instructional Design course offered through the University of Northern Iowa as part of its Master’s in Performance and Training Technology degree and its Master’s in Instructional Technology degree. The design method was based on the Phases of Engagement Model (Conrad & Donaldson, 2004) and the Instructional Development Process (Herring & Smaldino, 2005).

2. What outcome(s) (ECIT standards) were you to demonstrate in creating it?

Design

1.3.c Analyze selection of instructional strategies and/or models as influenced by the learning situation, nature of specific content, and type of learner objective.

This project involved planning for all five steps of the instructional design process. The team selected a unit of instruction, Instructional Development, and transformed it into a fully online distance education course. The team discussed each member’s personal philosophy on distance education, analyzed the learners, and designed the instructional activities to meet the goals and objectives.

Development

2.4.4 Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products.

This class met in a fully online environment. Various tools were used for communication and discussion. These included e-mail, weekly chats, and discussion forum postings. Most of the research for this class and in the development of the artifact was conducted online via access to the University of Northern Iowa’s Rod Library databases and online search engines such as Google Scholar.

Utilization

3.1.1 Identify key factors in selecting and using technologies appropriate for leaning situations specified in the instructional learning process.

The team looked at several factors in selecting technologies for this design project. These include a technology’s ability to advance a student through the phases of engagement, a technology’s ability to assist in accomplishing the instructional goals and objectives, a technology’s currency and availability, and a technology’s ease-of-use.

3.1.2 Use educational communications and instructional technology (ECIT) resources in a variety of learning contexts.

In selecting technologies for this project, the design team suggested several instructional technologies to assist in a variety of learning contexts. These include podcasting, streaming video, Skype, Google Docs, and UNI’s eLearning application.

3.4.1 Identify and apply standards for the use of instructional technology.

This project’s goals and objectives are connected to ECIT indicators.

3.4.5 Identify policies and regulations, which apply to the utilization, application, and integration of distance delivery technologies.

There is a section which includes policies on participation, Netiquette, classroom management, resources, and technology issues. Accommodations for A.D.A. compliance are also addressed.

Management

4.0.1 Demonstrate leadership attributes with individuals and groups (e.g. interpersonal skills, group dynamics, team building).

As one of three students on the team who had completed the Instructional Design class the prior semester, I provided direction and insight with this project and assisted with some of the areas outside of my assigned topics.

4.3.1 Apply delivery system management techniques in various learning and training contexts.

There is a section which addresses the delivery system management needs and issues.

4.4.1 Apply information management techniques in various learning and training contexts.

There is a section which addresses the information system management needs. This includes a discussion regarding the various types of technology integrated into the course and how to successfully manage this information.

3. What problem(s) did you encounter in creating this artifact? What did you learn from encountering this problem, and how can you apply this in your current or future professional life? 

The most challenging component of this project was working in a collaborative environment. On the design team we had a wide variety of experience and knowledge regarding the instructional design process. As mentioned above, three of the members had completed the ID class the prior semester and two of the members had no ID experience.

While this contributed to the lack of clarity regarding some aspects of how the design project should come together, I also was able to witness how a team of people can work together to produce a final product that is in many ways stronger than if we had each created individual projects.

Clearly, the lesson for me is simple: regardless of what level of expertise a person may enter into a team environment such as this, the collaborative work of the team helps to increase the overall outcome of each individual.

4. What does this work show about you and your capabilities? 

This artifact demonstrates my ability to work within a team environment to create a unit of instruction to be delivered to a group of distance learners. Moreover, as is often the case for instructional designers, we were working as a design team, but we were not the SME for this project. We had to design the curriculum under the supervision of a SME who provided the expertise for the project. This demonstrates an ability to design curriculum for topics that are outside of my area of expertise and still produce a product that meets the requirements of an instructional technology professional.

5. What did completing this work teach you about yourself within the field of instructional technology?

Professionally, I believe the use of a design-team approach to instructional design offers many advantages. While there are few individuals who possess all of the skills necessary to successfully create or transform instruction for a distance learning environment, having a strong design team provides a certain synergy that is powerful in a design setting.

Looking forward as I consider and weigh career options, it is my desire to be a part of a team that works with SMEs to help transition learning institutions from traditional classroom instruction to online instruction.

Textbooks for the Course:

Conrad, R., & Donaldson, J.A. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.

Herring, M.C., & Smaldino, S. (2005). Planning for interactive distance learning: A handbook. Bloomington, IN: Association for Educational Communications and Technology.

Simonson, M., Smaldino, S., Albright, M. & Zvacek, S. (2003). Teaching and learning at a distance: Foundations of distance education (2nd ed). Upper Saddle River, NJ: Prentice-Hall.

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Artifact