DOCUMENTS
Graduate Coursework
While completing my Graduate Certificate in Instructional Design at University of Wisconsin-Stout, I enhanced my understanding of instructional design best practices and created a variety of documents that contribute to the success of an instructional design project. The samples provided below illustrate my grasp of planning, assessment, and continuous improvement across a variety of projects.
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Design Document
Created for EDUC 765: Trends and Issues in Instructional Design​
Course Overview: In-depth comparison of current instructional design theories and models, principles of adult learning, variables that affect adult learning, techniques for stimulating and sustaining learner motivation, reinforcement of learning, skill transfer, and use of cognitive task analysis to determine instructional content.
Alignment, Activities, and Assessment
Created for EDUC 766: Instructional Strategies and Assessment Methods​
Course Overview: Development of instructional goals, objectives and assessment of outcomes. Methods for assessing learning performance and mapping appropriate assessment methods to instructional strategies and learning objectives. Performance-based assessment and evaluation tools to assess learner performance. Design of formative and summative evaluation methods.
According to Designing Effective Instruction, the three classifications of learning outcomes are knowledge, skills & behavior, and attitudes (Morrison et.al. 2013, pg. 296). This lesson primarily centers around attitude-based learning outcomes. It can be challenging to assess attitudes, since a learner may provide a response that seems to achieve the outcome regardless of how they actually feel or what they believe. Additionally, learning outcomes may not be fully achieved until a significant amount of time has passed after the initial instruction. For example, a student may not have the opportunity to apply the teamwork skills developed during the Hexagonal Thinking Activity until the next time they are tasked to solve a problem with a team either at work or in another class. This could be days, weeks, or even months later.
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For this reason, observation of behaviors is the most appropriate assessment method for the short-term, but additional opportunities to critically reflect and apply teamwork skills are ideal for a long-term assessment plan. Wiley states, "Relevant attitudes will thus be conveyed in observable behaviors such as attentiveness, affect (e.g., smiling, nodding in agreement, laughing), and engagement (e.g., taking notes, answering questions, raising hands, etc.)" (Morrison et.al. 2013, pg. 324). An observation rubric is provided below as an example method by which instructors can assess student achievement of objectives. As the instructor moves around the room, they can use the rubric to easily identify the desired attitudes and notate the extent to which the learner is engaged in that behavior. This feedback can then be inputted into the online gradebook for students to review after the lesson. Written feedback can also accompany the graded rubric to provide specific insight on student performance and how they could improve in the future.
While there are certain elements needed for quality teamwork interaction, there is no clear, singular process to approach collaborative tasks. Each situation requires its own approach, and each learner will also bring their own perceptions, knowledge, and skills. This flexibility in assessment provides learners the freedom to achieve lesson outcomes through the method(s) that best suit their learning styles, personal strengths, and skills. A large portion of the assessed activities include small group and full class discussion which provides instructors the opportunity to gather feedback from students at every step in the lesson. These are excellent opportunities for students to express understanding and enthusiasm, as well as confusion or disconnection. Discussions should be designed so that learners feel comfortable sharing thoughts on the activity in an honest, open way. This also allows instructors to validate student feedback and provide their own feedback to students through different phases of the lesson.
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After the lesson is over, additional assessments might include an online discussion board assignment asking students to reflect on the activity and identify 1-3 ways they might apply what they learned in their professional practice. The students can reference their graded attitude rubric to incorporate instructor feedback in their reflection and pinpoint opportunities for personal growth. Embedding team-based activities in future classes also affords ongoing assessment opportunities. On a broad scale, this 14-week course begins with a pre-assessment that asks learners to rate their perceived skill related to each NACE competency. Students take the same self-assessment at the conclusion of the semester which can serve as a final assessment option to support this teamwork lesson.
Storyboard and Usability Test
Created for EDUC 767: Designing Computer-Based Training​
Course Overview: Just-in-time scenario-based modular development, user interface design, visual design, usability testing, and execution of common instructional strategies employed in self-paced products. Research, trends and standards in computer-based training; development of reusable learning objects using multimedia software.
This storyboard outlines the slide layout, graphics information, narration, and audio details for every page of the "Introduction to the NACE Career Readiness Competencies" RLO. The storyboard provides stakeholders a strong sense of what the final RLO will look like, its navigational structure, and the important elements and content to be included on each page. This storyboard provides an easy opportunity for stakeholders to provide feedback on the RLO prior to starting development within the authoring tool, Lectora.
This usability test allows peers and stakeholders to evaluate the many elements of my RLO, "Introduction to the NACE Career Readiness Competencies." The test prompts reviewers to provide feedback on navigation, audio narration, visual design, content, knowledge checks, scenario, and the overall effectiveness of the RLO.
Project Management Portfolio
Created for EDUC 768: Project Management for Instructional Development​
Course Overview: Examination of the initiation, planning, and closure of instructional development projects and practical knowledge on managing project scope, work breakdown structure, schedules, and resources including budgeting. Analysis of instructional development project life cycle.
To apply the knowledge learned in this 8-week course, every student was placed on a team for the purpose of working collaboratively to successfully apply project management skills to a realistic case study. Our team chose to name ourselves Team Momentum, or Momentum ID, and developed a logo and consistent branding which was used across all documents. The team members included MO, DT, KY, and KB (Kaila Bingen). The artifacts related to EDUC-768 represent the combined efforts of myself and my three team members.
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Momentum ID was honored to receive the "Best in Class" recognition as a reflection of our model, superb, and creative efforts on Project Chain Reaction.