AECT STANDARD 4
Jesus, The Compassionate Disruptor
AECT Standard 4
Assessing/Evaluating - Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.
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EDET 650
FALL2024
Context & conditions
This artifact is an eLearning course I developed during my internship with Circular Congregational Church in Charleston, SC. I chose to inquire about an internship with the Church because I had recently started attending and wanted to be more involved. This project was agreed upon4 by myself, and my internship sponsor, Brandy Mays, who at the time with the church’s Youth Minister.
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Scope
After a survey was conducted amongst the youth group at the church, along with some thoughtful discussion, the idea of introducing who Jesus was before crucifixion became the topic of choice – one that I felt both compelled to do based on feedback received from the youth, and something I was very interested in learning more on. I chose an eLearning product to deliver to the church because many of the youth expressed their desire to not always have to be in attendance. Several of them are high school students and although they enjoy service, the thought of getting up even earlier on a Sunday morning isn’t very attractive to a young teen. I wanted to provide them with an alternative that gave them a resource and allowed them to get some extra shut eye. Additionally, the church is very vocal in its desire to be inclusive, and an eLearning module fit that need. This was the very first eLearning module that they church was given as part of their Youth Ministry learning content.
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Role
In my career, I’ve created a series of eLearning modules, so I was excited to be able to flex my creativity more. I thoroughly enjoy the design and development part of the process. Being able to bring something to life that was a mere visualization before is very energizing to me. I knew that this internship, even with the time parameters, would be an enjoyable experience. This artifact aligns with AECT Standard 4 (2012) as it allowed me to design, develop, implement and evaluate an eLearning module with a supportive community element.
After I conducted the survey, using MS Forms, Brandy Mays and I conducted a contextualization call to decipher the results. The results varied, and since Brandy knew who the participants were since she chose the target audience, she could speak more to the results and why some of the answers may be a little convoluted based on the participants on personal experiences.
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Instructional Design
From the survey, I began building a front-end analysis. Morrison, Ross, and Kemp (MRK) model for this project. Both Brandy and I agreed upon the performance goals and the learning objectives. We both decided that since this was an alternative to attending Sunday school and completely voluntary, we would not impose a set of requirements. After the completion of the front-end analysis, that included a needs assessment, I moved into the design phase – creating a storyboard and selecting material that aligned with the content. Along the way, I connected with Brandy for review and feedback. After the storyboard was approved, I moved into the development phase of the work. This took up most of the time with testing and retesting the material. I used Articulate RISE to develop the eLearning module. Additionally, I created what would be considered a job aid or reference for learners to have. These were to be printed and given as a handout at the church.
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Reflection
Looking back on my internship, I’m pleased with the results of the final product as well as the experience. Not only did I get to create something for the church to use and open the door to a new way of learning, I, too, got to learn more about a topic of interest. It helped me to grow deeper into my faith and gave me a sense of pride when the work was completed. One of the areas that I wish I could have spent some more time on within the eLearning content was the scenarios. I used Rise to create the scenarios which has limitations to interactions. If I were to revise the scenarios I’d consider using another software like Articulate Storyline or Adobe Captivate.
Online Course Review
AECT Standard 4
Collaborative Practice - Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners.
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EDET 755
SUMMER 2024
Context & conditions
This artifact represents a course review video that I created on a course in Canvas on Creating Interactive vILT Modules. I chose to create this course because the topic relates to my field of work, and this is a challenge that I often face. Additionally, this project allowed me to work in another LMS space, testing my knowledge on navigation and deployment utilizing LMS’s.
What I enjoyed about this project was being able to “sit in the driver seat”. I’ve taken several online courses through USC and have seen different professors organize their content in different ways. I wanted to take the best of what I’d seen throughout my college career and create an LMS experience that I thought would work best for the topic. This artifact aligns with AECT Standard 4 (2012) by collaborating with peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners.
Scope
I developed this work individually, but I did reach out to my peers in our cohort for some feedback. I also revisited previous courses to review how the courses were laid out. What I ultimately chose was to dissect the learning into modules for an easy to navigate experience for the learner. I had experienced both well organized courses and less than organized courses, and when you are already tasked with managing your own learning, it can become quite frustrating to have to fumble around for information. Setting clear expectations for the learner and making the course easy to navigate were very important elements of the project to me.
Instructional Design
I also wanted to add some diversity to the content for maximum engagement. For example, providing videos and PPT modules for reference material. The PowerPoint modules I created, but the videos I linked from YouTube. Here is an PowerPoint I created for Module 2 as an example. I wanted to make sure that the course didn’t feel rigid and that I could entertain learning styles.
My primary goal for this project was not just to add content to a course page but to thoughtfully organize a course that would be easy to navigate. MRK emphasizes the importance of analyzing learners, the context, and their learning needs when creating a course. I strived to put this principle into practice as I considered the content, organized it effectively, and engaged learners through a virtual platform/LMS.
Reflection
Drawing inspiration from the best and worst elements of courses I had previously taken, I carefully considered how people would learn the material. My design process involved structuring the content in a way that was easy to navigate and avoided ambiguity. In a previous course, I encountered difficulty locating elements that were not inherently obvious within the modules. My goal was to minimize this kind of frustration.
I intentionally included diverse content, such as PowerPoint presentations I created and helpful linked videos. I aimed to increase participation and support different learning styles. I planned the course structure and content carefully to help all learners succeed in improving their skills in running virtual instructor-led training (vILT). After reflecting on this work, I thought about how I could continue to build on this project to make it more robust. I’d like to incorporate SCORM elements to increase engagement and add an element of design. Also, I’d like to add in more resources to students to create a vILT learning, such as mention the tools that live within the free versions to ZOOM or Teams to elevate the vILT sessions, like breakout rooms, and white boards.