2.6 Instructional Design
Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. (PSC 2.6/ISTE 2f)
Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. (PSC 2.6/ISTE 2f)
I created the Multimedia Design Project in ITEC 7445 using the ADDIE method of instructional design. Considering the learning target, the students, and the technology, I decided to create a WebQuest on Weebly that guides students through the concept of audience in rhetoric in three days. Ultimately, I believe I created a classroom experience that was enhanced by the technologies included in the project. I am the sole contributor to this project.
This artifact shows my mastery of Standard 2.6: Instructional Design. As the first step in design, I took stock of available technology, learner profiles, and learning targets. I knew I wanted to include multimedia content, especially since it’s helpful for English Language Learners, in the teaching phase of lesson—with the TedTalk—and the multimedia student product in order to make this a project that includes Universal Design for Learning (UDL). I also knew that some of my students are ready for a serious challenge while others need more scaffolding and support for complex tasks. Based on this analysis, I decided on a timeframe for the project as well as daily objectives and rubrics to assess student learning. I included closed captioning on the YouTube video and a link to the transcript from Ted.com to support students with disabilities and English language learners. I took care to use contrasting colors and to avoid colors, like red and green, which cannot be seen by everyone. Additionally, I use all Creative Commons licensed images on every page of the website, to make instruction visual and to adhere to copyright best practices.
For development, I tested the project on a small group of teachers to get their feedback and to see if all the links worked as planned. I received valuable feedback, which I then incorporated into my design. To test whether the Webquest was well-designed from a student perspective, I observed and took notes during implementation on the first class. I made adjustments between classes as needed in response to student questions and obstacles. Additionally, I asked students to provide feedback in a short Google Forms survey to evaluate the quality of the product from a student perspective.
Through creating this project, I learned to have patience with technology and to troubleshoot or change directions when I encounter problems. Additionally, I liked that I had to push myself to let my students be the knowledge constructors. In the past, I taught this topic in lecture format as a mini-lesson, but I can see the value of having students teach me the concept. If I were to revise this project, I might make it less narrow; I might make it “rhetorical situation” or a larger, more complex topic rather than a very specific topic, like audience.
I shared the learning that went into this project with teachers in my school, in my district—during a summer training program—and ultimately with teachers and interested parties outside of my school, since the project is published on a publicly available Weebly website. The learning that went into this project had an impact on student learning since students discovered content as active learners instead of being taught content passively. Additionally, the web-enhanced texts—with closed-captioning, transcripts, visuals, and multimedia tools—improved the equity of this project for learners. The impact can be assessed using the rubrics from this project and comparing student AP exam results to others schools with demographically similar student populations.
This artifact shows my mastery of Standard 2.6: Instructional Design. As the first step in design, I took stock of available technology, learner profiles, and learning targets. I knew I wanted to include multimedia content, especially since it’s helpful for English Language Learners, in the teaching phase of lesson—with the TedTalk—and the multimedia student product in order to make this a project that includes Universal Design for Learning (UDL). I also knew that some of my students are ready for a serious challenge while others need more scaffolding and support for complex tasks. Based on this analysis, I decided on a timeframe for the project as well as daily objectives and rubrics to assess student learning. I included closed captioning on the YouTube video and a link to the transcript from Ted.com to support students with disabilities and English language learners. I took care to use contrasting colors and to avoid colors, like red and green, which cannot be seen by everyone. Additionally, I use all Creative Commons licensed images on every page of the website, to make instruction visual and to adhere to copyright best practices.
For development, I tested the project on a small group of teachers to get their feedback and to see if all the links worked as planned. I received valuable feedback, which I then incorporated into my design. To test whether the Webquest was well-designed from a student perspective, I observed and took notes during implementation on the first class. I made adjustments between classes as needed in response to student questions and obstacles. Additionally, I asked students to provide feedback in a short Google Forms survey to evaluate the quality of the product from a student perspective.
Through creating this project, I learned to have patience with technology and to troubleshoot or change directions when I encounter problems. Additionally, I liked that I had to push myself to let my students be the knowledge constructors. In the past, I taught this topic in lecture format as a mini-lesson, but I can see the value of having students teach me the concept. If I were to revise this project, I might make it less narrow; I might make it “rhetorical situation” or a larger, more complex topic rather than a very specific topic, like audience.
I shared the learning that went into this project with teachers in my school, in my district—during a summer training program—and ultimately with teachers and interested parties outside of my school, since the project is published on a publicly available Weebly website. The learning that went into this project had an impact on student learning since students discovered content as active learners instead of being taught content passively. Additionally, the web-enhanced texts—with closed-captioning, transcripts, visuals, and multimedia tools—improved the equity of this project for learners. The impact can be assessed using the rubrics from this project and comparing student AP exam results to others schools with demographically similar student populations.