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Challenge 1: Identify instructional strategies that align with instructional goals and anticipated learning outcomes
Criteria for successful completion of this challenge: Evidence of utilizing the best instructional strategies (scaffolding, modeling, cooperative learning, case studies, service learning, etc.) based on the instructional goals and learning outcomes of a project. Reflection must address: How you determined the instructional strategies based on the instructional goals for the project.
Example: Learning Design Activities (EDCI 575), Lesson/Training Plans (EDCI 568), Design Documents (EDCI 572), eLearning Proposal (EDCI 569 if taken prior to Spring 2021), Individual Game Document (EDCI 556), Deliverables from Practicum (EDCI 573), case studies demonstrating learning theories for different situations (EDCI 513, EDCI 672), Design Document (EDCI 569 if taken in Spring 2021 or later), other artifacts (work related or other) matching best instructional practices/strategies to learning goals and outcomes.
Reflection
For the competency “Identify instructional strategies that align with instructional goals and anticipated learning outcomes,” I submit a design document I created in EDCI 572 for my e-learning training course titled “Energy Analysis using the Fluke 437-II.” The design document includes a section that carefully considers the learning objectives, learning activities, and strategies for achieving an effective training intervention. The instructional strategy I included is tightly linked to the desired learning outcomes.
I began this analysis by listing the main steps and each corresponding subordinate step to achieve mastery of the subject matter. I then segmented the training intervention into smaller sections to reduce cognitive load and implement periodic knowledge checks to ensure the learners are engaged and interacting with the content through frequent retrieval. I used Keller’s ARCS model to guide my selection of instructional strategies. The first segment places an early emphasis on grabbing the learner’s attention. This section uses instructional videos, lectures, and hands-on tasks. The following section builds on the relevance of the training by providing scenario-based real-world applications for the learner to complete. After completing this section, learners should be confident that they have learned relevant and valuable skills. Finally, the learners complete a hands-on competency task. This ensures they have mastered the training content and satisfies them so that they can perform the job in their daily roles. The instructional strategies I selected for this training were based on the cognitive model of instruction that promotes active processing, encoding, storage, and retrieval of information.
Before studying learning design, I built training courses without knowing specific instructional strategies. My attempts to create practical training lacked the specificity of a front-end analysis that identifies specific learning goals and outcomes before development. I assumed the learners would combine the pieces if I said the right words and showed the right pictures. Now that I can create training content intentionally focused on specific learning goals, I can apply my knowledge of instructional design strategies to select the best-fit approach to achieve success.
I am excited to continue developing my ability to select specific instructional design strategies based on the identified learning goals. It has become clear that there is no one size fits all approach to effective instructional design. I intend to experiment with various ID models and gain a better intuition of when they are indicated based on the goals of the project.
Challenge 2: Apply appropriate interaction design and interactive learning principles
Criteria for successful completion of this challenge: Evidence of implementing interactional pieces of design (user experience, design and balance, efficiency, understanding the interface) in the development of instructional materials. Reflection must address: Specific examples of interactional pieces in your evidence and how these specific examples work well in the design.
Example: Proposal of adding interactive instructional materials into a design, supplementing learning activities by including interactive pieces, Individual Game Document (EDCI 556), Solutions & Change Management (EDCI 528), Digital Job Aid (EDCI 566), Final Digital Prototype (EDCI 569 if taken prior to Spring 2021), Deliverables from Practicum (EDCI 573), Technology Integrated Project (EDCI 564), Final Project (EDCI 569 if taken in Spring 2021 or later), other artifacts (design, performance, workplace, educational, other) demonstrating interactive pieces added into design.
Reflection
For the competency “Apply appropriate interaction design and interactive learning principles,” I present the e-learning module I created in EDCI 591 titled “Using Articulate 360 to Develop Engaging and Interactive Learning Experiences.” The topic of the module is harassment in apprenticeship programs. I created this module for the Electrical Training Institute as part of their orientation program for new apprentices. Their goals are to reduce harassing behaviors and create an inclusive community that reflects the diversity of the communities in central Indiana. One primary obstacle to overcome during the development of this course was the participant’s resistance to engagement with the material. Historically, harassment training has been viewed as dull and devoid of interaction. I overcame this challenge by including interactivity throughout the module to promote engagement and reflection.
I began the analysis process of this module by creating a storyboard and soliciting peer feedback. The storyboarding process guided my ideation phase and ensured that the module content was arranged logically. I then proceeded to research methods to elevate learner engagement. I reviewed several online articles and read through the Articulate community forum to gather information on current best practices. After researching various strategies, I decided to add a knowledge check to allow the learner to test their comprehension, four scenarios that required the learner to determine whether harassment had occurred, a drag-and-drop quiz that required the learner to identify a proper response to harassment, and a reflective text entry to promote self-reflection. These elements are spaced throughout the module.
Before studying instructional design, I rarely considered the value of interaction in e-learning modules. My primary focus was to present content and hope the learner was actively engaged in the presentation. The threat of failing a post-course assessment was my primary engagement tool, which, reflectively, often resulted in mediocre outcomes. I am now familiar with the large body of evidence supporting the introduction of interactive principles into e-learning. An ID professional cannot assume that all learners will come to the training highly motivated or interested in the material. We must meet the learner at their current state of engagement and use research-based strategies to promote buy-in of the learning materials.
I fully accept the value of intentionally including engagement through interactive e-learning modules. Online training often gets a bad reputation as being dry and unengaging. I look forward to building my skillset by incorporating interactive elements that promote engagement and retention. To accomplish this goal, I intend to review my peers’ work, continue participating in the e-learning community forums, and complete professionally developed e-learning courses to stay up to date with the latest research and trends in interactive design.
Challenge 3: Use appropriate message and visual design principles
Criteria for successful completion of this challenge: Evidence of using appropriate visual design (proximity, repetition, alignment, contrast) and message principles (content and delivery) in instructional materials. Other considerations include ADA compliance, readability, color choices, font choices, space, etc. Reflection must address: Specific examples of message and visual design principles in your evidence and how these specific examples work well in the design.
Example: “Before and After” of a project based on feedback regarding message and visual design choices/suggestions, eLearning projects, job aids or other training materials, Certification of Quality Matters certificate, Web-Enhanced Lesson (EDCI 568), Individual Game Document (EDCI 556), Innovative Pedagogies Digital Job Aid (EDCI 568), Artifacts from Practicum (EDCI 573), Digital story or digital job aid (EDCI 566, EDCI 568), Final Project (EDCI 569 if taken in Spring 2021 or later), other artifacts (design, performance, workplace, educational, other) demonstrating use of visual design or message principles.
Reflection
I submit the asynchronous e-learning module I designed and developed during coursework in EDCI 569, “Introduction to eLearning.” I built this project using the publishing tool Articulate Storyline. The e-learning module is titled “Reversing Motor Controller Training: An Essential Skill for the Industrial Electrician.” The target audience of this training is electrical apprentices in their third year of training who have previous exposure to basic electrical control system installation and maintenance. Since the training is designed to be delivered asynchronously, the messaging and visual representation must be effective as a standalone training product with no instructor support.
I began designing this module by drafting a project plan and design document. Next, I created a storyboard to ideate how the content in my design document would come to life visually. During this phase, I also segmented the content into discrete scenes presenting the message logically. As I began developing the module, I chose a color scheme with sufficient contrast to satisfy WCAG 2.1 Level AA standards using an online accessibility checker. I also added ADA 508-compliant subtitles to the self-produced video I created and included in the module. After receiving feedback from my peers during the QA phase of our course, I modified the text font and line spacing to enhance readability. In addition to the accessibility improvements I made to the module, I made intentional choices in the overall design of the project by sticking to a consistent narrator’s voice, including headings on each page that clearly articulate the content and purpose, adding several knowledge check activities to ensure the learner is comprehending the material, and using animated circuit diagrams to help the learner visualize the operation of the motor controller.
My prior experience designing training materials did not consider accessibility challenges the learners may face. I had to perform some research to learn the WCAG guidelines and ADA 508-compliant video subtitle requirements. I am pleased with my progress in this area but realize I have much room for growth. As I reviewed the accessibility guidelines, my eyes were opened to the struggles of individuals with disabilities or those using technologies that limit their ability to view web content. At my work desk, I use a 34-inch computer monitor. I now realize that the designs I create in this environment look drastically different to a learner who only has access to a mobile phone or uses a screen reader for accessibility.
So, what are my next steps? I need to review in greater detail the WCAG guidelines and investigate additional sources of good versus bad design principles. I also need to focus on adding subtitles to all audio content I create in future projects. I discovered that if I upload my videos to Vimeo, the website will auto-generate subtitles with high accuracy. I plan to investigate additional tools to expedite the creation of subtitles in the future.
Challenge 4: Apply appropriate motivational design principles
Criteria for successful completion of this challenge: Evidence of creating instructional materials, assessments, or design choices based on motivational theories (Keller’s ARC Model, social cognitive theories, goal theory, expectancy-value theory, attribution theory, other motivational theory). Reflection must address: Specific example(s) of motivational design principles in your evidence and how these are applied or used in your design choices.
Example: Motivation Evaluation Instrument, Final Project, or Infographic Project (EDCI 588), assessment for e-learning (EDCI 569 if taken prior to Spring 2021), discussions focused on the use of motivational theories to make design choices (EDCI 588, EDCI 572), other instructional materials created based on motivational theories (design, performance, workplace, educational, other).
Reflection
For the competency “Apply appropriate motivational design principles,” I present the e-learning module I created in EDCI 591 titled “Using Articulate 360 to Develop Engaging and Interactive Learning Experiences.” The topic of the module is harassment in apprenticeship programs. I created this module for the Electrical Training Institute as part of their orientation program for new apprentices. I approached this topic with the Keller ARCS model of learner motivation in mind.
When an adult learner is asked to complete a training course or module, it is natural for them to question, “Why do I need to learn this?” or “Is this relevant to my job?”. Since this training was based on avoiding harassment in the workplace, I felt that I could increase learner motivation if I followed the Keller ARCS model and be intentional in the relevancy of the training materials to real-world applications. I began by grabbing the learner’s attention by listing the learning objectives and defining how harassment affects workers in an apprenticeship. I used graphics of construction workers, realistic scenarios, and dialogue consistent with real-world applications to promote the relevancy of the training content to the learner. As the learner progresses through the module, they ideally will develop confidence that they (A) understand the material by demonstrating their comprehension through various interactive knowledge checks and (B) can identify and adequately address any harassment they encounter on a jobsite. Finally, my course is designed with learner satisfaction in mind. This is accomplished by challenging learners and rewarding their performance on the various interactive knowledge checks.
I frequently rely on the Keller ARCS model as I design training material. It is a simple but powerful approach to motivating my learners. When I reflect on the training I have completed over the years, the primary motivating factor often was the threat or embarrassment of failure. This stems from my naturally high degree of intrinsic motivation. It has become increasingly evident that not all learners share this degree of intrinsic motivation and, therefore, benefit from an intentional design that promotes motivation despite a lower level of entry motivation. Adult learners are often skeptical of learning and struggle to find value in training courses due to their inability to see the relevancy of the material. My role is to guide them to some interest by alerting them to the value of learning and mastering the content.
Motivational design strategy is an area where I have room for personal development. Though I have come to rely on Keller’s ARCS model extensively, I am confident that other motivational modes are a better fit for specific projects. I intend to expand my knowledge and use additional models to hone my intuition of selecting the motivational model to lead to the best possible outcomes for my learners.
Challenge 5: Generate design documents
Criteria for successful completion of this challenge: Evidence of creating design documents. Reflection must address: The purpose of the design document you created and the importance(s) of generating design documents in instructional design
Examples: Motivation Design Documents (EDCI 588), Design Documents (EDCI 572), Paper Proposal or eLearning Paper Prototype (EDCI 569 if taken prior to Spring 2021), Evaluation Plan (EDCI 577), Individual Game Design Document (EDCI 556), EDCI 528 Assignments, Digital Storytelling Design Document (EDCI 566), Digital Job Aid Framework (EDCI 566), Tech Integration Project (EDCI 564), Web-Enhanced Lesson (EDCI 568), Design Document (EDCI 569 if taken in the Spring 2021 or later), work related design documents, etc.
Reflection
I submit a complete design document based on the Dick and Carey model of systematic design of instruction. The design document includes all phases of the Dick and Carey model, which systematically walks through the process of performing a gap analysis, drafting a goal statement, listing performance objectives, analyzing the performance and learner contexts, and developing an assessment plan. This artifact demonstrates my ability to produce detailed design documents that serve as a blueprint for designing a training module for adult learners on the topic of performing an energy analysis. I completed this design document as part of my coursework in EDCI 572 “Introductions to Learning System Design.”
A design document begins by identifying the gap between the learner’s actual and desired knowledge status. The importance of this initial finding cannot be overemphasized, as it forms the justification for moving forward with the instructional design project. The next phase of my design document tackles an equally important phase by documenting the goals of the training module and breaking them down into learning objectives. Though tedious to compile, this detailed list of plans provides the instructional designer a target to aim for as they shift from the analysis phase to the design and development phases of the ADDIE model. My design document also considered the learner’s motivation, learning preferences, and attitudes toward training. Next, I assessed the performance context, also called the real-world application of the training. Now that I had a clear plan of who my learners are, what they need to learn, and where they will apply this knowledge, I was ready to begin developing an implementation plan. For his step, I mapped my lesson plan and tied assessment items directly to the key learning points in my learning objectives. This ensured that the assessed knowledge was (A) included in the training module and (B) necessary for the learners to transfer their training to their workplace. My final step was to develop survey tools to gauge the learner’s satisfaction with the training and follow through with any additional training required to meet my objectives. The design document was a valuable reference that I frequently revisited as I moved forward with my design.
My limited previous experience in generating design documents consisted of listing learning objectives. Following the Dick and Carey model opened my eyes to the importance of a detailed front-end analysis. In the corporate world, we often work on tight timelines to quickly get a training concept into production. This may lead to less effective training if we are not working from a detailed, articulate blueprint.
Looking toward the future, I am excited to implement detailed design documents in my professional life. Though I used the Dick and Carey model's systematic approach, I want to remain open to investigating other mainstream design document models to ensure I am flexible to specific project requirements. I have reviewed my peers’ design documents to strengthen my understanding of design documents and broaden my perspective. Finally, I have discussed design document best practices with some of my professional colleagues and look forward to continuing to develop my skill set.
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