Why I Enjoy ID Work
Helping to achieve more, perform better & become better versions of themselves
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As an instructional designer, there is always opportunity for learning, developing skills and abilities, and perfecting the art of teaching others how to learn through relevant and relatable trainings and resources.
Instructional design is not only a profession, but can also be an authentic role in helping others to achieve more, perform better, and become even more improved versions of themselves. |
Instructional Design Certificate Course Work
The following is a portfolio of work created throughout the four courses required to complete the certificate program
The following is a portfolio of work created throughout the four courses required to complete the certificate program
Project work topic:
Sensory Processing Disorder
Supporting Primary School-Aged Children
EDUC 765: Trends & Issues in Instructional Design
Please use Chrome if downloading for best experience.
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Project Overview/Executive Summary
This on demand session helps teachers and supporting staff become more knowledgeable in how SPD presents in a classroom, in order to offer appropriate solutions for children struggling with this disorder. By better understanding SPD and respective strategies/resources for SPD, teachers may encounter less disruptions, misunderstandings and mishandlings with this grouping of children, and in turn could positively impact a child’s overall wellbeing. Course Design Document
Enabling Objectives Matrix
Supporting Content
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EDUC 766: Instructional Strategies & Assessment Methods
Overview/Executive Summary
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Overview
Among many other changes teachers have encountered over the last several years, the need to recognize and support diversity has increased. A small aspect of this includes better understanding and training to help best support children with unique needs. For this hypothetical training specifically, it is targeted towards children with Sensory Processing Disorder (SPD). Sometimes children with unique needs are misinterpreted by their classroom teachers, as children that have behavior, defiance, or academic struggles, rather than recognizing that the child has other underlying causes and struggles, such as SPD. In turn, this prohibits them from being treated in a way that would best support/rectify their exhibiting behaviors as an output of their SPD. Similarly, oftentimes once a child is thought to have behavioral struggles in a classroom, it can be difficult for a teacher to change their thinking and support methods if they are not familiar with struggles such as SPD, unless there is an additional staff member, like a guidance counselor, involved in helping with further understanding. It’s important to be open to identify and know how to support children with SPD in a classroom setting. Children who don’t receive the needed support, resources and understanding/compassion for these unique needs, may result in exhibiting behavior and academic issues. The disturbances may then be responded to in an incorrect manner that is not supporting the underlying cause, and, in turn can have serious impacts on the child’s mental, emotional and social wellbeing. This on demand session helps teachers and supporting staff become more knowledgeable in how SPD presents in a classroom, in order to offer appropriate solutions for children struggling with this disorder. By better understanding SPD and respective strategies/resources for SPD, teachers may encounter less disruptions, misunderstandings and mishandlings with this grouping of children, and in turn could positively impact a child’s overall wellbeing. TARGET AUDIENCE
General learner characteristics
entry Characteristics
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Alignment
Why is alignment important?
An alignment chart is a critical tool in ensuring instruction is mapped out properly from a high-level viewpoint, and contributes to the planning in ensuring the determined terminal and enabling objectives are met. It is the alignment of all of the essential instructional components of the objectives, assessments, and activities. It's important when completing this chart, that all of the headings are clear, and the details are simplified, in order for quick and easy interpretation.
Alignment chart for course project
The following attachment is the alignment chart as it relates to my project, the on-demand session for Sensory Processing Disorder, Supporting Primary School-Aged Children. Please click on the document to download and view.
Following this alignment chart below, you'll find a deeper look into some sample activities and assessments.
Following this alignment chart below, you'll find a deeper look into some sample activities and assessments.
| portfolio_lowenberg_alignmentchart.docx |
Sample Activities
Why are sample activities important?
Building Absorb, Do and Connect Activities into a learning are necessary to further promote a learner's absorption and application of a learning. They can also help to easily break down and translate the course's objectives, into the course.
Absorb activities consist of reading, listening and watching. Do activities consist of participating in exercises, exploring and discovering. And lastly, Connect activities helps the learner to connect to prior and future experiences, related to the learnings. (Horton, W., 2012)
1) Horton, W. (2012). E-Learning by Design. Second Edition.
Absorb activities consist of reading, listening and watching. Do activities consist of participating in exercises, exploring and discovering. And lastly, Connect activities helps the learner to connect to prior and future experiences, related to the learnings. (Horton, W., 2012)
1) Horton, W. (2012). E-Learning by Design. Second Edition.
universal design of Learning
In addition to ensuring there is a healthy mix of these type of activities, Universal Design of Learning (UDL) is also an important consideration when planning out a learning and its activities. UDL helps by breaking down barriers in order to build learning accessible for everyone. This means providing multiple means of Representation, Action & Expression, and Engagement, are all essential components in making a course universal in design. (EDUCAUSE, 2016).
With my plan to build this course in Articulate Rise, there are some limitations in incorporating UDL concepts just based on Rise being quite basic in what it can provide for practice activities, media options, navigation, etc., however; I still plan to incorporate UDL concepts wherever I can. This includes providing multiple formats for absorption (text, video, animations, if possible, and audio, external websites, job aid, etc.) , closed captions on videos, diverse practice scenario options (pick-multiple, click and drag, etc.), and more.
1) EDUCAUSE. (2016). 7 Things you Should know About Universal Design for Learning.
7 Things You Should Know About Universal Design for Learning | EDUCAUSE
With my plan to build this course in Articulate Rise, there are some limitations in incorporating UDL concepts just based on Rise being quite basic in what it can provide for practice activities, media options, navigation, etc., however; I still plan to incorporate UDL concepts wherever I can. This includes providing multiple formats for absorption (text, video, animations, if possible, and audio, external websites, job aid, etc.) , closed captions on videos, diverse practice scenario options (pick-multiple, click and drag, etc.), and more.
1) EDUCAUSE. (2016). 7 Things you Should know About Universal Design for Learning.
7 Things You Should Know About Universal Design for Learning | EDUCAUSE
appealing to the adult learner
Before sharing some sample activities, I'd first like to talk about an important characteristic to my adult learning audience, and how it relates to the course's activities.
For this session, with the target audience being adult learners, it’s important to help motivate them to accomplish and apply their learnings to their environment since it’s possible they may not have an inherent motivation to do so. Since motivation to learn is a key characteristic of adult learning (Keesee, G., 2017), it’s important to find ways in the training to help connect the learner in a personal way to this topic.
This is going to take shape through helping them to feel a sense of achievement and satisfaction that motivates them (Keesee, G. 2017), with the outcome of achievement being connected to a sense of a self-fulfillment in better supporting their students and/or school district. To achieve this, this course will have a series of Absorb, Do and Connect activities, all with the common goal of appealing to helping them feel motivated to want to apply what they've learned to their classrooms, especially through the connect-type activities.
Click through the next several examples for a better understanding of some of this course's sample activities.
1) Keesee, G. Teaching Learning Resources. (2017). Adult Learning Theory. Teaching and Learning Resources / Andragogy--Adult Learning Theory (pbworks.com)
For this session, with the target audience being adult learners, it’s important to help motivate them to accomplish and apply their learnings to their environment since it’s possible they may not have an inherent motivation to do so. Since motivation to learn is a key characteristic of adult learning (Keesee, G., 2017), it’s important to find ways in the training to help connect the learner in a personal way to this topic.
This is going to take shape through helping them to feel a sense of achievement and satisfaction that motivates them (Keesee, G. 2017), with the outcome of achievement being connected to a sense of a self-fulfillment in better supporting their students and/or school district. To achieve this, this course will have a series of Absorb, Do and Connect activities, all with the common goal of appealing to helping them feel motivated to want to apply what they've learned to their classrooms, especially through the connect-type activities.
Click through the next several examples for a better understanding of some of this course's sample activities.
1) Keesee, G. Teaching Learning Resources. (2017). Adult Learning Theory. Teaching and Learning Resources / Andragogy--Adult Learning Theory (pbworks.com)
sample activity - Example 1
Enabling Objective: Be able to identify the types of Sensory Processing Disorder.
Assessment Question:
Sensory Processing Disorder (SPD) occurs when we are not able to produce appropriate responses from the information we process through our senses. The “types” of SPD are further broken down into specific characteristics of defined behaviors.
What are the main “types” of SPD? Select all that apply.
Feedback <The correct responses are answers 1 – 3.>
- Absorb Activity: Presentation/slideshow (Rise or Storyline) and assigned reference document/job aid to use to follow along with course.
- Assessment Type: Pick-Multiple Lesson Knowledge Check
Assessment Question:
Sensory Processing Disorder (SPD) occurs when we are not able to produce appropriate responses from the information we process through our senses. The “types” of SPD are further broken down into specific characteristics of defined behaviors.
What are the main “types” of SPD? Select all that apply.
- Sensory Modulation Disorder
- Sensory-Based Motor Disorder
- Sensory Discrimination Disorder
- Dyspraxia
- Postural Disorder
Feedback <The correct responses are answers 1 – 3.>
- For choosing correct: “Correct.”
- For choosing incorrect: “The correct answers are Sensory Modulation Disorder, Sensory-Based Motor Disorder, and Sensory Discrimination Disorder. Dyspraxia and Postural Disorder are not main types and instead are sub-categories of the type: Sensory-Based Motor Disorder.”
SAMPLE ACTIVITY - EXAMPLE 2
Enabling Objective: Be able to identify the definitions of the types of SPD.
Assessment Question:
How are the main SPD types defined? Match the SPD type with its corresponding meaning.
- Absorb Activity: Presentation/slideshow (Rise or Storyline) and assigned reference document/job aid to use to follow along with course. In addition, a link to an external website for further reading will be included.
- Assessment Type: Matching-list Lesson Knowledge Check (this sample question is not revealed until prior sample question is answered)
Assessment Question:
How are the main SPD types defined? Match the SPD type with its corresponding meaning.
- Sensory Modulation Disorder
- Correct answer: The way information is processed presents in over-responsivity, under-responsivity or sensory seeking-type behaviors.
- Sensory-Based Motor Disorder
- Correct answer: The way information is processed presents in trouble controlling, planning and supporting movement in a coordinated way, with two types of this being: Dyspraxia and Postural Disorder.
- Sensory Discrimination Disorder
- Correct answer: The way information is processed can make it difficult to distinguish between sensations and may need more time than most to process situations. This relates to auditory, visual, tactile, vestibular, proprioceptive, gustatory, olfactory and interoception.
- For choosing correct: “Correct. Understanding the meanings of the types of SPD will help you to next understand their characteristics.”
- For choosing incorrect: “Incorrect.” <Correct answers will be displayed/highlighted somehow as this is a matching-type exercise.>
SAMPLE ACTIVITY - EXAMPLE 3
Enabling Objective: Be able to classify the characteristics of SPD in how it may translate into student behaviors in the classroom.
Assessment Question:
SPD characteristics may be misinterpreted for other behavioral-type issues. In order to understand how to best support a student that may be exhibiting SPD symptoms in a classroom, it’s important to understand how those characteristics may present in a classroom.
If a student has behaviors that may be related to Sensory Discrimination Disorder, what may this look like in a student’s behavior, in your classroom? Select all situations below that apply.
Feedback <The correct responses are answers 2 – 4.>:
- Absorb Activity: Presentation/slideshow (Rise or Storyline) and assigned reference document/job aid to use to follow along with course. In addition, a link to an external YouTube video clip will be included.
- Assessment Type - Pick-Multiple Lesson Knowledge Check
Assessment Question:
SPD characteristics may be misinterpreted for other behavioral-type issues. In order to understand how to best support a student that may be exhibiting SPD symptoms in a classroom, it’s important to understand how those characteristics may present in a classroom.
If a student has behaviors that may be related to Sensory Discrimination Disorder, what may this look like in a student’s behavior, in your classroom? Select all situations below that apply.
- Over-Responsive: A child may struggle in wanting to be close to people so that they are not touched on accident; they do not like hugs and do not like others in their space.
- Auditory: A child may have sensitivity to loud noises, and may have difficulty learning in a noisy classroom.
- Tactile: A child may struggle with the way certain objects feel when touched, or they may struggle in hand washing. They may try to avoid these things since it causes them difficulty.
- Vestibular: A child may not be fully aware of their proximity to others, and they may accidentally step on others’ feet, get too close in a line, etc. Other children may get frustrated with this child, thinking they are constantly trying to do these things on purpose.
Feedback <The correct responses are answers 2 – 4.>:
- For choosing correct: “Correct. Understanding how SPD may present in a student in your classroom is an important step in being able to later identify supporting strategies to help them.”
- For choosing incorrect: “Incorrect. The correct answers are the situations starting with Auditory, Tactile, and Vestibular. An Over-Responsive behavior is a type of Sensory Modulation Disorder.”
SAMPLE ACTIVITY - EXAMPLE 4
Enabling Objective: Be able to describe what sets SPD-type behaviors apart from your already known defiance-type behaviors.
Assessment Question:
Oftentimes SPD-type behaviors can be misinterpreted for other behavior-type issues, resulting in a student not receiving the most appropriate type of support, or may even be harmful to them if the wrong solution is provided.
Use the space below to describe some challenges that an SPD student might be facing, as opposed to other students who may have other reasons for behavior issues.
____________________________________________
Feedback:
“Thank you for your response.
Though understanding the differences may be challenging, the work you're doing now to understand the characteristics and behaviors of students impacted by SPD, can help you to better recognize when situations arise, and if that student may benefit from conversations with the guidance counselor, or further supporting resources for their SPD-type symptoms.”
- Absorb Activity: Presentation/slideshow (Rise or Storyline) and assigned reference document/job aid to use to follow along with course.
- Assessment Type: Composition Lesson Knowledge Check
Assessment Question:
Oftentimes SPD-type behaviors can be misinterpreted for other behavior-type issues, resulting in a student not receiving the most appropriate type of support, or may even be harmful to them if the wrong solution is provided.
Use the space below to describe some challenges that an SPD student might be facing, as opposed to other students who may have other reasons for behavior issues.
____________________________________________
Feedback:
“Thank you for your response.
Though understanding the differences may be challenging, the work you're doing now to understand the characteristics and behaviors of students impacted by SPD, can help you to better recognize when situations arise, and if that student may benefit from conversations with the guidance counselor, or further supporting resources for their SPD-type symptoms.”
SAMPLE ACTIVITY - EXAMPLE 5
Enabling Objective: Be able to recall resources/strategies for SPD-type behaviors.
Assessment Question:
Match the following example behaviors to applicable strategies that may be helpful to your student.
Question Feedback:
- Absorb Activity: Presentation/slideshow (Rise or Storyline) and assigned reference document/job aid to use to follow along with course.
- Assessment Type: Matching-list Lesson Knowledge Check
Assessment Question:
Match the following example behaviors to applicable strategies that may be helpful to your student.
- Your student is constantly rocking in their chair, chewing on their sleeve, and fidgeting (more so than other students).
- Correct answer: Set up movement stations for the student to be more mobile, or have a bucket of fidget toys for the student to use as needed. (Sensory Modulation Disorder – Sensory Craving)
- Your student is consistently struggling to focus whenever the classroom is noisy. (Sensory Discrimination Disorder – Auditory)
- Correct answer: Have noise-cancelling headphones available for the student to use when needed.
- Your student is always the last to be done with their writing, in fact, they seem to have trouble holding their pencil oftentimes (more so than others).
- Correct answer: Allow extra time for this student, offer pencil grips, or raised-line paper for their writing. (Sensory-based Motor Disorder – Dyspraxia)
- Your student is constantly tripping on things and falling at recess. Overall, they seem pretty clumsy.
- Correct answer: Encourage more self-directed movement in order for this student to improve balance if possible (e.g., jump rope, cartwheels, climbing/monkey bars). (Sensory Discrimination Disorder – Vestibular)
Question Feedback:
- For choosing correct: Correct! Understanding how to relate your student’s SPD-type behavior to a supporting strategy may help your student better succeed in the classroom.
- For choosing incorrect: Incorrect <Correct answers will be displayed/highlighted somehow as this is a matching-type exercise.>
SAMPLE ACTIVITY - EXAMPLE 6 - practice scenarios
There will be two realistic (fictitious) and engaging practice scenarios at the end of the course to help the learner best absorb what they’ve learned, with further knowledge checks after each scenario. They’ll read of a circumstance where a child is showing a certain type of SPD behavior, and it’d be told from the angle as if it was the learner's student. This would serve as a Connect activity, as they’d be asked to reflect on the circumstance as if they were experiencing it (“what would you do?”).
Before answering those questions, the learner will be reminded of the provided job aid that they may use, take notes on, and take with them afterwards for when they return on-the-job (another Connect activity).
Lastly, somewhere near the end of the scenarios, and included in the wrap-up as another Connect activity, learners will be asked to reflect on HOW they might use the job aid back at their jobs; what sections of the job aid do they see themselves referencing the most?
Before answering those questions, the learner will be reminded of the provided job aid that they may use, take notes on, and take with them afterwards for when they return on-the-job (another Connect activity).
Lastly, somewhere near the end of the scenarios, and included in the wrap-up as another Connect activity, learners will be asked to reflect on HOW they might use the job aid back at their jobs; what sections of the job aid do they see themselves referencing the most?
SAMPLE ACTIVITY - EXAMPLE 7 - CLosing & Next Steps
As part of the Closing/Next Steps section, for further practice and reflection regarding all objectives, the learner will be prompted to type out THREE important takeaways they personally felt were important to remember from the course, plus ONE thing they plan to do differently going forward (reflection/Connect activity) after learning what they have.
After they’ve typed up their bullet points, they’d then be asked to send them in an email to their manager for further discussion at their next meeting on why those things stood out to them, and why they plan to do differently what they’ve chosen (the managers would be aware of this ahead of time/assuming they are supportive of this course).
Since this is an eLearning, there would not be an opportunity for a group discussion during the course.
After they’ve typed up their bullet points, they’d then be asked to send them in an email to their manager for further discussion at their next meeting on why those things stood out to them, and why they plan to do differently what they’ve chosen (the managers would be aware of this ahead of time/assuming they are supportive of this course).
Since this is an eLearning, there would not be an opportunity for a group discussion during the course.
Assessment
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Why are assessments important?
Assessments, or tests, are another critical part of a learner's journey throughout a course. They help to ensure the course's objectives are met, and to validate the learner's participation and learning. Horton says that "Any activity that indicates how well learners meet learning objectives is a test." (Horton. W., 2012). There are many ways in which one can incorporate assessments/test questions into a learning (assuming a test question is necessary), and there are many types of test questions that can be used. You'll find that I've narrowed in on some common types of test questions for my on-demand session, as well as where these questions will be located in the course. Since my course needs to emphasize the importance of what is learned, and learners need to apply what they've learned, my test questions are warranted for the objectives of my course. 1) Horton, W. (2012). E-Learning by Design. Second Edition. course intro & Terminal objectives
In order to best understand my plans for assessment and activities, the following is course outline. It will consist of four main sections all committed to being successful at achieving terminal objectives #1 and #2 (and their supporting enabling objectives). Terminal Objectives Reminder #1: Given a job aid detailing SPD categories aligned with potential classroom behaviors and recommended resources/strategies for each, be able to identify students who may need support if struggling from SPD-type behaviors. #2: Given a job aid detailing SPD categories aligned with potential classroom behaviors and recommended resources/strategies for each, be able to apply SPD resources/strategies to applicable students in the classroom as needed. Course Introduction Prior to section 1 beginning, the course will have a short introduction, include a student testimony/quote with two reflection questions to help the learner best connect/be motivated to apply learnings. This will serve as a Connect type activity (though it is not officially listed above in the "Sample Activities" section). The two questions that will be asked can be found on the Alignment Chart attachment, under the "Alignment " section, if interested in viewing these questions further. section 1 - Type & Definitions
Section 1 - Type & Definitions of SPD Relates to #1 Terminal Objective's Enabling Objectives: #1) Be able to identify the types of SPD, and #2) Be able to identify the definitions/meanings of the types of SPD. Assessment Type: Pick-multiple knowledge check, and matching-list knowledge check at end of section (in addition, a pick-multiple knowledge check will be provided again at the end of the course for further practice after scenario has been presented). Since both objectives are categorized into the Knowledge Level of Cognitive Skills, in Bloom's Taxonomy of Educational Objectives, using this "pick-multiple" assessment approach will help the learner be successful at recognition and recall of the applicable objectives. (Clinton Community College, 1966-2017) 1) State University of New York Clinton Community College. (1966-2017). List of Measurable Verbs Used to Assess Learning Outcomes. List of Measurable Verbs Used to Assess Learning Outcomes (clinton.edu) Section 2 - Characteristics & behaviors
Relates to #1 Terminal Objective's Enabling Objectives: #3) Be able to classify the characteristics of SPD in how it may translate into student behaviors in the classroom, and #4) Be able to describe what sets SPD-type behaviors apart from your already known defiance-type behaviors. Assessment Type: Pick-multiple knowledge check, and fill-in-the blank question (in addition, a pick-multiple knowledge checks for both will be provided again at the end of the course for further practice after scenario has been presented). Both objectives are categorized into the Comprehension Level of Cognitive Skills, in Bloom's Taxonomy of Educational Objectives, and using the "pick-multiple" and "fill-in-the blank" assessment approach will help the learner be successful at relating and interpreting what they've learned. (Clinton Community College, 1966-2017) 1) State University of New York Clinton Community College. (1966-2017). List of Measurable Verbs Used to Assess Learning Outcomes. List of Measurable Verbs Used to Assess Learning Outcomes (clinton.edu) SECTION 3 - What does support look like?
Relates to #2 Terminal Objective's Enabling Objective: #2) Be able to list what successfully assisting a student means/looks like in terms of what the impacts may be to the student and the classroom. Assessment: Pick-multiple knowledge check (in addition, a pick-multiple knowledge checks for both will be provided again at the end of the course for further practice after scenario has been presented). This objective is categorized into the Knowledge Level of Cognitive Skills, in Bloom's Taxonomy of Educational Objectives, and once again, using the "pick-multiple" assessment approach will help the learner be successful at recognizing and recalling what they've learned. (Clinton Community College, 1966-2017) 1) State University of New York Clinton Community College. (1966-2017). List of Measurable Verbs Used to Assess Learning Outcomes. List of Measurable Verbs Used to Assess Learning Outcomes (clinton.edu) SECTION 4 - Practice Scenarios
elates to all Objectives, including the last Enabling Objective (#1) for Terminal Objective #1) Be able to recall resources/strategies for SPD-type behaviors. Assessment Type for #1: Matching-list knowledge check after each scenario. This objective is categorized into the Knowledge Level of Cognitive Skills, in Bloom's Taxonomy of Educational Objectives, and once again, using the "matching-list" assessment approach will help the learner be successful at recognizing and recalling what they've learned. (Clinton Community College, 1966-2017) At the end of each scenario (further detail of the scenarios is mentioned in the Sample Activities section of this site if you have not already reviewed that section), the learner would then have a final knowledge check to determine if they understood what SPD type characteristics the behavior best resembled of their student (Terminal #1, enabling objective 1, 2, 3 & 4), what the best strategies would be based on that behavior (Terminal #2, enabling objective 1), and how it would positively impact that student and their classroom (Terminal #2, enabling objective 2). Since both Terminal Objectives appeal to the Application Level of Cognitive Skills, in Bloom's Taxonomy of Educational Objectives (Clinton Community College, 1966-2017), the realistic (and a bit more hands-on) practice scenarios are used to provide the learner further experience in applying the information they learned. 1) State University of New York Clinton Community College. (1966-2017). List of Measurable Verbs Used to Assess Learning Outcomes. List of Measurable Verbs Used to Assess Learning Outcomes (clinton.edu) |
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Course Reflection
My FINAL Thoughts
It can be easy to want to hurry the instructional design process, especially if you’re on a tight timeline with a fast deadline approaching, if you think you’re an expert in the process and content (and therefore shortcuts can be taken), or if you’re at the mercy of others wanting to follow their own set process for whatever reason. I think whether one follows a complete and thorough process from start to finish, or if one abbreviates some of the process based on experience, time, etc., it is extremely important to follow a process in order for a learning to be most effective.
I appreciated walking through what a good instructional design process consists of in this course, by applying it to my personal project. In my project, the process flows through these components as we learned in class: 1) first, identifying the overview and the problem for which instruction is an appropriate solution, 2) then clearly defining the course’s terminal and enabling objectives, 3) next, creating an alignment chart to easily and clearly see how all of the objectives, assessment and activities are aligned, in a logical order, 4) included in this process are sample write-ups of my course’s instructional activities; what absorb, do and connect activities will best fit into my course based on the objectives set, and 4) lastly, included in the do activities, and can even be merged with absorb and connect activities, are the assessments – what will the learners be assessed on, and what method will be used? These are the components to consider in following an effective instructional design process, and during this class I was able to best apply these components hands-on, through focusing on my individual project.
As for examples of a couple of decisions made related to the use of research-based best practices, here are my thoughts:
In terms of my growth as an instructional designer in this course, I’ve written this repeatedly, and I’ll write this here again, I so appreciate hands-on learning in this program. Developing my own personal course, one that I am a subject matter expert in and is meaningful to me, alongside the learnings of this program, has been very powerful in helping me to absorb and think of how I’d like to apply the things I’m learning into my own profession. In my profession, in a corporate environment, we don’t have a formal process for instructional design, so everything learned in this class is great food for thought for me, and has only helped me to grow as a designer. I won’t look at a start of a project the same again, in terms of good planning, measurable objectives, and ensuring objectives are aligned with activities and assessments. I also appreciated Horton’s construction of objectives better than Morrison, Ross and Kemp’s. Horton’s, to me, feels less convoluted and a bit simpler to apply. I look forward to what insights may now come to mind after taking this course and as I move along in my daily activities in my current profession’s workflow. Thank you!
I appreciated walking through what a good instructional design process consists of in this course, by applying it to my personal project. In my project, the process flows through these components as we learned in class: 1) first, identifying the overview and the problem for which instruction is an appropriate solution, 2) then clearly defining the course’s terminal and enabling objectives, 3) next, creating an alignment chart to easily and clearly see how all of the objectives, assessment and activities are aligned, in a logical order, 4) included in this process are sample write-ups of my course’s instructional activities; what absorb, do and connect activities will best fit into my course based on the objectives set, and 4) lastly, included in the do activities, and can even be merged with absorb and connect activities, are the assessments – what will the learners be assessed on, and what method will be used? These are the components to consider in following an effective instructional design process, and during this class I was able to best apply these components hands-on, through focusing on my individual project.
As for examples of a couple of decisions made related to the use of research-based best practices, here are my thoughts:
- As part of creating an alignment chart, it’s important to use it as a tool to analyze whether the objectives, assessments and activities are all aligned, before writing/designing your full course. After my initial creation of this chart, I did have a couple of details misaligned. For example, for my do activities, some weren’t completely aligned with my assessments, and I had to make a decision to either change my do activities to align with my assessments, or vice versa, and of course ensuring that they were still related to the terminal and enabling objectives as I made the decision I did. Also, making the decision to use this alignment chart proved to be a powerful tool, just in this example alone. Eberly Center says, “ If assessments are misaligned with learning objectives or instructional strategies, it can undermine both student motivation and learning.” (Eberly Center).
- Secondly, I also made a decision early on to change the verbs I used in some of my objectives. I originally had the verb “recognize” and not thinking twice about it, it seemed like a good verb to use. However, my professor’s feedback helped me to think about how exactly can the verb “recognize” can be measured. How do you measure someone’s recognition (falls into Bloom’s taxonomy of educational objectives and in the cognitive skills category)? Is it as concrete as “identify” (the word I picked to replace it)? Am I able to better asses a learner’s recognition, or is it more tangible to assess a learner in identifying what they’ve learned? These are the insights I was able to think through and make a decision on in order to best use verbs that are as measurable as possible, and less vague. Horton says, “The learning objective must specify the required learning in enough detail that we can measure its accomplishment.” (Horton, W.). I also appreciated how he said, “My advice is: don’t get too precise too soon. Early in the project, it is more important to write down all your objectives briefly than to specify them in excruciating detail.” (Horton, W.). It’s important to think of the design process as iterative, things constantly change along the way so simplifying some of these steps as best as possible is key.
In terms of my growth as an instructional designer in this course, I’ve written this repeatedly, and I’ll write this here again, I so appreciate hands-on learning in this program. Developing my own personal course, one that I am a subject matter expert in and is meaningful to me, alongside the learnings of this program, has been very powerful in helping me to absorb and think of how I’d like to apply the things I’m learning into my own profession. In my profession, in a corporate environment, we don’t have a formal process for instructional design, so everything learned in this class is great food for thought for me, and has only helped me to grow as a designer. I won’t look at a start of a project the same again, in terms of good planning, measurable objectives, and ensuring objectives are aligned with activities and assessments. I also appreciated Horton’s construction of objectives better than Morrison, Ross and Kemp’s. Horton’s, to me, feels less convoluted and a bit simpler to apply. I look forward to what insights may now come to mind after taking this course and as I move along in my daily activities in my current profession’s workflow. Thank you!
- Eberly Center, (2021). Why should assessments, learning objective and instructional strategies be aligned? Align Assessments, Objectives, Instructional Strategies - Eberly Center - Carnegie Mellon University (cmu.edu
- Horton, W. (2012). E-Learning by Design. Second Edition.
EDUC 767: Designing
Computer-Based Training
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Overview
Among many other changes teachers have encountered over the last several years, the need to recognize and support diversity has increased. A small aspect of this includes better understanding and training to help best support children with unique needs. For this hypothetical training specifically, it is targeted towards children with Sensory Processing Disorder (SPD). Sometimes children with unique needs are misinterpreted by their classroom teachers, as children that have behavior, defiance, or academic struggles, rather than recognizing that the child has other underlying causes and struggles, such as SPD. In turn, this prohibits them from being treated in a way that would best support/rectify their exhibiting behaviors as an output of their SPD. Similarly, oftentimes once a child is thought to have behavioral struggles in a classroom, it can be difficult for a teacher to change their thinking and support methods if they are not familiar with struggles such as SPD, unless there is an additional staff member, like a guidance counselor, involved in helping with further understanding. It’s important to be open to identify and know how to support children with SPD in a classroom setting. Children who don’t receive the needed support, resources and understanding/compassion for these unique needs, may result in exhibiting behavior and academic issues. The disturbances may then be responded to in an incorrect manner that is not supporting the underlying cause, and, in turn can have serious impacts on the child’s mental, emotional and social wellbeing. This on demand session helps teachers and supporting staff become more knowledgeable in how SPD presents in a classroom, in order to offer appropriate solutions for children struggling with this disorder. By better understanding SPD and respective strategies/resources for SPD, teachers may encounter less disruptions, misunderstandings and mishandlings with this grouping of children, and in turn could positively impact a child’s overall wellbeing. Design Document
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Storyboard
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Usability Test
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SCorM Compliant RLO
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Reflection Paper
Click on the below file to download and view my reflection specifically of the EDUC 767 course and related project.
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EDUC 768: Project Management
This course did not continue work related to SPD as the courses did above, but instead was a general project management course tied to a practice scenario throughout.
Course Reflection
Lessons learned
I fully appreciated this high-level view into a project manager’s world as in my past and current roles, I’ve participated and lead many unofficial project management duties. Having further insight into the necessary components and supporting documents of a project management process is very helpful to take with me as I move forward in my instructional design career.
For example, knowing that the typical project life cycle consists of initiation, planning, execution and closeout phases (including the MANY components that fall within each), helps create a roadmap to follow, whether officially or unofficially. Following this roadmap ensures the success of a project; this includes the supporting documents as well. I was likely guilty of saying in the past, “who needs a project charter,” until after taking this course and realizing the importance of creating this document (and others!) at the onset, to ensure critical alignment throughout!
I also appreciated the opportunity to work through several supporting documents as well, while given a real practice scenario, and completing them based on the needs of our scenario. Not only did it help to apply the things we learned, but it gave us opportunity to see realistic project management templates, to understand the usage of them so that we may even be able to apply them to our work going forward.
In reflecting on my own experience as the project manager of my team, it was a good experience. Though it was a bit of additional work than the others in managing the Teams platform and planning out the weekly agenda, stepping forward and leading allowed me to work with my team and set the standards a bit. I appreciated working through the team values document as that helped align us on responsibilities and holding each other accountable.
For example, knowing that the typical project life cycle consists of initiation, planning, execution and closeout phases (including the MANY components that fall within each), helps create a roadmap to follow, whether officially or unofficially. Following this roadmap ensures the success of a project; this includes the supporting documents as well. I was likely guilty of saying in the past, “who needs a project charter,” until after taking this course and realizing the importance of creating this document (and others!) at the onset, to ensure critical alignment throughout!
I also appreciated the opportunity to work through several supporting documents as well, while given a real practice scenario, and completing them based on the needs of our scenario. Not only did it help to apply the things we learned, but it gave us opportunity to see realistic project management templates, to understand the usage of them so that we may even be able to apply them to our work going forward.
In reflecting on my own experience as the project manager of my team, it was a good experience. Though it was a bit of additional work than the others in managing the Teams platform and planning out the weekly agenda, stepping forward and leading allowed me to work with my team and set the standards a bit. I appreciated working through the team values document as that helped align us on responsibilities and holding each other accountable.
documents summary created throughout course
Below is a list of project documents my team and I worked through and completed based on one practice scenario used throughout our course (not able to share the original documents to avoid future students' access). We acted as contractors for a fictitious company, so all documents included consistent formatting, a unique logo of our creation, unique branding elements, and a name we created of "Learning & Performance Solutions."
- Team Values
- Gap Analysis
- Project Charter
- Project Plan
- Work Breakdown Structure
- Project Schedule
- Communications Matrix
- Design Document
- Storyboard
- Meeting Minutes
- Change Request Form
- Learning Quality Review
- Learning Survey
Additional Experience
Voice Over Artist
Combining both passions of instructional design & voice
St Christopher's Inn Paris Canal & Gare Du Nord: "Paris's most popular backpacker hostels at 2 great
locations on Canal St Martin and Gare du Nord. Welcome to St Christopher's Inn."
locations on Canal St Martin and Gare du Nord. Welcome to St Christopher's Inn."
Questions? Comments? Contact.
Located in: Madison, WI
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