AECT STANDARD 1
Celebrate the State
AECT Standard 1
Creating - Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches.
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EDET 603
FALL 2023
Context & conditions
This artifact represents a comprehensive Integrated Media Project developed collaboratively in EDET 603 during Fall 2023. Partnering with Loren Breland and David Parker, our team focused on illustrating an integrated approach to instructional design through a multi-faceted project that promotes South Carolina's cultural celebrations. We thoughtfully selected five media formats: a visual poster, cover art, a website, a podcast, and a vodcast, all aimed at creating a rich and engaging learning experience.
Scope
In this project, I leveraged my expertise in audio-visual production by taking the lead on developing the podcast and vodcast components. My skills in Adobe Photoshop and Camtasia, combined with access to a professional Shure MV7 microphone, allowed us to maintain high production standards. We curated our content to align with three key criteria—culture, community, and personal preference—ensuring inclusivity and resonance with a diverse audience.
Role
In addition to my technical contributions, my role as the SME in vodcast and podcast development was pivotal in bridging technical production with instructional design principles. Collaborating with the group, I guided the selection of visual elements to enhance learning outcomes. My instructional design perspective ensured that visuals were not just decorative but served as integral components of the content and aligned with the scope while fostering a more engaging and effective learning experience for our audience. I also helped to design the scripts to be more inviting and conversational versus informative only.
Instructional Design
Our design reflects the key principles of the Morrison, Ross, and Kemp (MRK) model. By integrating multiple media formats, we aimed to provide a flexible and adaptable learning experience that caters to diverse learning preferences. This approach aligns with the MRK model’s emphasis on a comprehensive and non-linear vision of instructional design. Although we did not implement a formal behavior-based questionnaire, the structure of our project and the variety of media elements were chosen and designed to engage learners and facilitate knowledge retention.
This artifact aligns well with the AECT Standard 1 (2012): Creating - Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches, highlighting our ability to create effective instructional materials and learning environments through a systems approach. Our integrated media strategy reflects a thoughtful application of instructional design principles aimed at achieving specific learning objectives.
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Reflection
Through this project, I gained valuable insights into the intricacies of collaborative instructional design. It highlighted the importance of effective project management, including detailed scheduling and strategic alignment, in achieving our goals. I seized the opportunity to refine my audio recording and mixing skills, transitioning from Camtasia to exploring the advanced features of Adobe Audition. In retrospect, starting with Audition would have enhanced both the quality and efficiency of our audio production due to its robust multitrack editing capabilities.
After reviewing the audio, I identified several areas for potential improvement, particularly in editing transitions and ensuring audio consistency. For future iterations, I plan to prioritize meticulous editing and consider incorporating interactive elements, such as hyperlinks and QR codes, to guide learners toward supplementary resources. The most important lesson I learned from this project is the value of proactive skill development and mastering the tools at our disposal.
Dedicating time at the beginning to become proficient with powerful applications like Adobe Audition could have streamlined our production process and led to even better outcomes. This reinforces the principle of "going slow to go fast," emphasizing the significance of foundational knowledge and skill development in achieving greater efficiency and effectiveness. I am committed to leveraging the appropriate tools and methodologies to optimize instructional outcomes in future projects.
Front End Analysis
AECT Standard 1
Assessing/Evaluating - Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.
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EDET 722
FALL 2023
Context & conditions
This article represents what was potentially the most impactful for me both as a student and professionally. I’d been exposed to conducting an analysis using ADDIE; however, I’d never conducted a front-end analysis as in-depth as what I did in this work. The front-end analysis was created to analyze the learning module Delivering Feedback to Direct Reports. I chose this topic as it was a topic that I was working through with a few stakeholders in my organization. This was at the time that, within my organization, we were required as leaders to provide feedback to our direct reports that is meaningful and has some substance.
Scope
This article is aligned with AECT Standard 1 (2012) through demonstrating the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials. For me to design an impactful and engaging module, I needed to conduct a thorough analysis to determine the appropriate goals, performance objectives, and strategy. As mentioned, I’d conducted an analysis before with stakeholders and SMEs, but nothing to this caliber. I inquired about the needs, pain points, and expectations but did not strategically format or formalize a lesson plan that would incorporate a sounder solution that would be sustainable long-term.
Instructional Design
One of the elements of the front-end analysis approach that I found both challenging and beneficial was the revision of goals. I believe this practice helped me to define which goals work best within the module in a more refined manner, rather than using a broader approach. Revising and ranking the goals were helpful in determining the order in which the content should be arranged within the module.
Additionally, in my previous analyses, I did not create a document that detailed over 80% of the content. I greatly appreciated the process of writing out performance objectives and listing the corresponding classification and assessment items. This approach ensured that everything included in the content directly related to the performance objectives and the overall goals of the module. Furthermore, I learned to conduct an instructional strategy to define the rationale and to use World-Related Sequencing (Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective instruction (7th ed.). Wiley. Pg.126) to effectively initiate a sequence of learning and enhance retention. This method proved to be practical while creating the front-end analysis.
Reflection
After conducting the front-end analysis, I moved to creating a PowerPoint prototype o visualize what could potentially become an eLearning product. This was my first experience using PowerPoint for a prototype, as I had never used the software to design such a complex presentation before. I found this to be challenging, but I appreciated the opportunity to learn something new. If I could go back and make changes to this artifact, I would continue refining the prototype. Dr. Stephen Rodriguez, my professor for this course, advised me to avoid placing more than one question per slide. I would take his advice and adjust that aspect, and I would also consider revisiting the design elements to see if there are any updates I could implement to enhance engagement.
