Artifact Reflection

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

This artifact was created in 240:245, Applied Instructional Design, during the Spring 2010 semester with Dr. Ana Donaldson. This course brings together many of the theories, practices, and skills taught during the Performance and Training Technology program. During this course, the students become instructional designers with SmalGraf & Associates, a fictitious design firm. In the role of a designer, the students are assigned to clients in need of instructional design assistance. The course is designed to simulate real-world situations in which instructional designers work with a wide variety of subject matter experts. In assigning students for the semester project, Dr. Donaldson specifically seeks to create client-designer relationships that will fall outside of the student sphere of knowledge. 

This course relies heavily on the principles learned during the Instructional Design course (240:240). In that course, the students are grounded in Dick and Carey’s systematic instructional design model. Many of the principles introduced during the Distance Education course (240:210) were employed during the creation of the design plan for this course.

My client for this project was Dr. Susan Etscheidt, Professor of Special Education at the University of Northern Iowa. Dr. Etscheidt teaches Educational Management in Special Education (220:270), which is a required course for students seeking a minor in special education. The course is open to upper-level undergraduate students and graduate students.

Currently, Dr. Etscheidt employs the University’s eLearning application to create a blended course. The eLearning site compliments a traditional face-to-face classroom component that meets one evening a week for three hours.

The primary objective of this project was to provide a more interactive media component to the course by offering video-based case studies as streaming media via the eLearning software. The client’s desired state was to have the 10 video case studies online, 24/7, for students to access via the Internet, watch the case study, and then respond to and participate in a threaded discussion using the discussion forum on eLearning. This discussion is in preparation for a classroom-based discussion. This would allow the students the opportunity to process and learn at a higher level and apply both written and oral communication skills. The artifact created for this course represents the documentation of the systematic design process.

2. What outcome(s) (ECIT standards) were you demonstrating in creating it? For each outcome, describe how the artifact addresses the standard.

 

Analysis

1.1.1: Includes comprehensive needs assessments, identifies and defines problems, identifies constraints, and identifies resources

Section 1 addresses the Analysis Phase of the project. Specifically, p. 1 provides an overview of the project and p. 2 provides the desired status of the course, the gap, constraints, and resources.

1.1.5.c: Defines goals and objectives in congruency with instructional strategies and assessment measures.

Section 1 addresses the Analysis Phase of the project. Specifically, p. 2 and 3 address the project goals and the client’s rationale and learning outcomes for the course.

1.1.1.b: Analyze instructional tasks, content, and context.

Section 1 addresses the Analysis Phase of the project. Specifically, p. 4 addresses the instructional tasks, content, and context.

1.4.a: Identify a broad range of observed and hypothetical learner characteristics for the particular area(s) of preparation.

Section 1 addresses the Analysis Phase of the project. Specifically, the table of learner characteristics beginning on p. 5 outlines nine information categories that influenced the design of the project.

1.4.b: Describe and document specific learner characteristics which influence the selection of instructional strategies.

Section 1 addresses the Analysis Phase of the project. Specifically, the students’ familiarity with online discussion forums and the eLearning environment is discussed on p. 9

1.4.c: Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.

Section 1 addresses the Analysis Phase of the project. Specifically, the instructions, tools, and protocols for the discussion forum are outlined on p. 9.

 

Design

1.1.a: Utilize and implement design principles which specify optimal conditions for learning.

Section 2 addresses the Design Phase of the project. Specifically, this project seeks to bring both convenience and greater interactivity to the learning environment through the use of streaming media within the LMS. Moreover, the plan recommends enhancing the discussion forums to create a more collaborative learning environment.

1.1.2.a: Create a comprehensive plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate the application of the principles of macro-level design.

Section 2 addresses the Design Phase of the project. Specifically, the project involve selection of appropriate streaming media technology that is compatible with the University’s eLearning application as well as recommendations to enhance the existing online discussion forum to create a more collaborative learning community.

1.1.2.b: Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.

Section 2 addresses the Design Phase of the project. Specifically, the plan is consistent with the University of Northern Iowa’s policy statements regarding accommodation for special needs.

1.2.c: Understand, recognize, and apply basic principles of message design in the development of a variety of communications with learners.

Section 2 addresses the Design Phase of the project. Specifically, the design plan addresses the need for the online component to have a consistent look and feel that provides for easy navigation and allows the technology to be as transparent as possible for the learners.

1.3.a: Select instructional strategies appropriate for a variety of learner characteristics and learning situations.

Section 2 addresses the Design Phase of the project. Specifically, the design plan addresses the value of video as an instructional tool that engages both auditory and visual learners while illustrating authentic, real-life examples of theories taught through the course content.

1.3.b: Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experience.

Section 2 addresses the Design Phase of the project. Specifically, the foundational instructional design model employed for this project is the ISD model developed by Dick and Carey. In addition, the designer relied on the Phases of Engagement developed by Conrad and Donaldson.

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

Section 2 addresses the Design Phase of the project. Specifically, the plan demonstrates the value of the video case studies in that they provide a link between classroom instruction and real-life scenarios. Through the video case studies, students can see classroom management practices in action, reflect on these illustrations, and draw personal application through classroom discussion. The addition of streaming content coupled with an engaging discussion forum will help to create an environment for deeper reflection and peer-to-peer interaction, thus better cementing the learning objectives in place.

1.3.d: Select motivational strategies appropriate for the target learners, task, and learning situation.

Section 2 addresses the Design Phase of the project. Specifically, the plan notes that students entering this course are already highly motivated, but through the Phases of Engagement the discussion forum can help to create a team of peers who will provide extrinsic motivation. The students will begin the course with a basic ice breaker-type of discussion that will give them the opportunity to become familiar with their peers and with the discussion tool. Following the first module, it is also recommended that students work in either dyads or triads to complete their assignments. This close partnering will help provide strong motivation and accountability from their peers rather than the instructor.

1.2.a: Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction.

Section 2 addresses the Design Phase of the project. Specifically, the recommendations in this project took into consideration the principles from educational psychology, communications theory, and visual literacy. These included creating a safe, secure online learning environment, to the selection of the media involved, to the value of video as a visual learning device.

1.2.b: Apply principles of educational psychology, communications theory, and visual literacy to the development of instructional messages specific to the learning task.

Section 2 addresses the Design Phase of the project. Specifically, the plan expresses the need to develop an online collaborative learning community. Developing community is a process that takes time as the learners engage and discover common links that draw them together. The learning community must be a safe place to express opinions and to try new ideas, and be free from hostile response from fellow students. This plan addresses the need for proper “netiquette” within an online discussion forum and encourages a positive method of building community. Moreover, ice breaker activities are used to help learners discover areas of commonality while gaining the necessary skills to community effectively within the discussion forum. Finally, the students will rotate in the role as facilitator in order to further encourage peer-to-peer learning.

2.0.1: Select appropriate media to produce effective learning environments using technology resources.

Section 2 addresses the Design Phase of the project. Specifically, to maintain compatibility with the University’s eLearning application, the videos will be converted from analog to digital in the RealMedia format. To help facilitate discussion within the discussion forum, the designer will provide sample questions and activities consistent with the Phases of Engagement.

 

Evaluation

1.1.5.a: Utilize a variety of assessment measures to determine the adequacy of learning and instruction.

Section 3 addresses the Evaluation Phase of the project. Specifically, the documentation notes that the client has in place a process of evaluating student learning. Also, some additional activities were recommended (e.g. “How’s My Driving”) to assess the effectiveness of the discussion forum.

5.2.1: Develop and apply criterion-referenced measures in a variety of ECIT contexts.

Section 3 addresses the Evaluation Phase of the project. Specifically, the documentation notes that the client has in place a process of evaluating student learning. Also, some additional activities were recommended to assess the effectiveness of the discussion forum.

1.1.5.b: Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences.

Section 3 addresses the Evaluation Phase of the project. Specifically, the plan relies on the feedback from the client throughout the design process as well as input from the designer’s peers in the Applied ID class as well as from the Applied ID instructor, Dr. Donaldson. The documentation also recommends feedback from future students through a discussion forum activity, “How’s My Driving.”

2.0.5: Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products.

Section 3 addresses the Evaluation Phase of the project. Specifically, the project documentation points to scholarly works that support the instructional strategies outlined in the proposal. Moreover, the client’s feedback during the analysis and design phase was factored into the recommendations.

2.0.6: Use the results of evaluation methods and techniques to revise and update instructional and professional products.

Section 3 addresses the Evaluation Phase of the project. Specifically, the documentation recommends the process of continuous improvement through evaluation and factoring feedback into the instructional process.

5.3.1: Develop and apply formative and summative evaluation strategies in a variety of ECIT contexts.

Section 3 addresses the Evaluation Phase of the project. Specifically, the Phases of Engagement suggested in the plan incorporate both formative and summative evaluation activities to help students acquire the necessary skills to contribute effectively within the online learning community. Activities like IRAs ask students to contribute brief reflection on a reading assignment.

1.1.5.b: Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences.

Section 3 addresses the Evaluation Phase of the project. Specifically, a comprehensive client presentation was prepared at the conclusion of this project. The presentation includes an executive summary, project background, project goals, specific recommendations to meet project goals, and extensive appendices with sample content and references. The recommendations were the result of continuous input and feedback from the client during the project design process.

5.3.1: Develop and apply formative and summative evaluation strategies in a variety of ECIT contexts.

Section 3 addresses the Evaluation Phase of the project. Specifically, as part of the client presentation, both formative and summative evaluation strategies were recommended to elicit feedback from students when this course is offered again during the 2010-11 academic year. The client will be responsible to address any necessary changes as a result of the formative and summative evaluations.

 

Management

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

Section 4 of the project addresses policies and regulations. Specifically, the standards for the online component of this course were adopted from the departmental mission, rationale, learner outcomes, and course requirements as outlined in the course syllabus.

3.4.2: Identify and apply policies, which incorporate professional ethics within practice.

Section 4 of the project addresses policies and regulations. Specifically, the client’s syllabus for the course addresses the University requirements for students in need of accommodations.

3.4.3: Identify and apply copyright and fair use guidelines within practice.

Section 4 of the project addresses policies and regulations. Specifically, the documentation relies on the University’s copyright and plagiarism guidelines as outlined in the 2008-1010 Catalog of Courses.

3.4.4: Identify and implement effective policies related to the utilization, application, and integration of instructional technologies.

Section 4 of the project addresses policies and regulations. Specifically, the plan recommends specific protocols and standards to help students transition to an online discussion forum. 

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

Section 4 of the project addresses policies and regulations. Specifically, the documentation recommends protocols and instructions that help students to build trust with one another and individual confidence to share openly and freely within a discussion forum. These include guidelines for proper online “Netiquette.”

 

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?

As a distance learner myself, I am located some 100 miles away from Cedar Falls and the University of Northern Iowa. As a result, face-to-face meetings with the client were nearly impossible to coordinate. Consequently, much of our communication on this project was conducted via e-mail or the telephone.

Any time you approach a project of this size and complexity, communication is the critical element. Without effective communication, it is impossible to accurately design an instructional plan that will meet the client’s expectations. Still, getting good and timely feedback from the client is still difficult. While we were able to accomplish the primary objectives as outlined in the beginning, it was not without stress.

In the future, it will be important to find the best method of communicating with a client. My preferred method is via e-mail, but my client for this project communicated better via the telephone. Had I learned this earlier in the project, I could have zeroed in on critical information early in the project. Lesson learned.

 

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

I feel this work demonstrates well my ability to analyze and design an instructional design plan when working with a subject matter expert. The specific topic for this project (Special Education) was well outside of my area of focus. Coming into the project, I knew next to nothing about the client or the topic of special education. Still, this did not prohibit me from creating a solid design plan. I was able to accomplish the primary objective (convert analog videos into a streaming media format) and recommend enhancements to the discussion forum that will lead to a collaborative online learning community. This project was also completed during an extremely hectic period of time in my personal and professional life, and through careful planning and multi-tasking, I was able to bring the project in on time.

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

Nearly from the beginning of my graduate program I have been interested in the topic of blended learning and helping transition faculty members towards an online learning environment. This project helped to reinforce many of the beliefs I have come to acknowledge the last two years. In this case, I was fortunate to work with a faculty member keenly interested in using technology to enhance her instruction while providing a better learning environment for her students. Still, I recognize that this is an exception rather than the norm. As an instructional designer within a higher educational environment, I will probably be called upon more often than not to work with faculty less enthusiastic about distance learning specifically and technology in general. Technology must facilitate better learning, not become the objective by itself.

 

Textbook for this Course:

Ertmer, P.A., & Quinn, J. (2007). The ID casebook: Case studies in instructional design (3rd edition). Upper Saddle River, NJ: Pearson Education.

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Artifact