Artifact 4: MDDE 604 Canvas Learning Object

As I embarked on the seemingly mammoth project of creating a learning object, I recognized there would be many steps to take and factors to consider. There were assignments to complete, both individual and group. I had some strategic planning and a significant amount of learning ahead of me. To accomplish all of this, I would have to exercise a great deal of self-discipline. Therefore, to manage the workload, personal and scholastic commitments, and keep me on track and meet all deadlines, I created a project management timeline on Excel that included tasks and due dates.(6.5)

The first step, which consequently was also the first assignment, was a hypothetical needs assessment. To complete the needs assessment, I considered some preliminary questions based on the recommendation of McCawley (2009) and then followed the steps that Smith and Ragan (2005) suggest on how to perform a crisis model needs assessment.(1.3) A needs assessment will be needed to determine any gaps or problems that I could address with the learning object. I drew from my existing knowledge of the program that I chair to answer the needs assessment questions. I determined:

• there was a problem,
• the root cause,
• what solution could improve student performance, and
• what curriculum would be required to solve the problem. (1.1, 1.2)

After considering all of the data I collected from surveys, student evaluations, as well as formal and anecdotal feedback, I determined that students were not adhering to best practices and implementing safety protocols. Upon further consideration and follow up interviews with preceptors and students, I concluded that there was a gap in student knowledge and skill that could be addressed with further training and education.(1.1, 1.7) The data indicated that the knowledge gap related to personal safety in particular, and more specifically knowledge regarding injury prevention and ergonomics; as sonographers are prone to injury, therefore I felt I had to address it.(1.2)

Now that I had defined the knowledge gap and determined the design of my learning object, I had to start by asking questions. I had to know where I was headed, how I would get there, and how I will know that I have arrived. This was a great jumping off point, but to really be able to make some decisions and formulate a plan, I needed to I refine the questions. I asked myself: what are the goals of the instruction, what instructional strategy would I use, what medium I would use to deliver the learning, how will I assess the learning, and how will I evaluate the learning object.(1.3) 

I submitted my original proposal for a learning object, which included PowerPoint slides, videos, a discussion forum, and a student group presentation, to my professor. His feedback was encouraging, however he felt I could do more to engage the learner and address the gap. Some of the feedback I received is:

“The main problem with Powerpoint Slides is they are not very interactive and the advanced interactive features do not reliably reproduce on older computers or non-PC devices. So dumping them into D2L for download isn’t going to make them more effective. With a few hours investment in time you could learn to transfer the content to a more multimedia LMS like Canvas” (Griff, 2017).

The idea of creating a course on a platform I did not know was daunting, however it was clear I needed to adapt and evolve to better involve the learner; I had to move beyond what I knew and leave my comfort zone by creating a more interactive learning object.(1.11)

For my final assignment in MDDE 604, I continued to build on the previous course work and incorporate professor’s feedback to create a learning object for use in my program as it is meant to educate learners, specifically sonography students, on ergonomics and injury prevention.(2.5, 3.5) I incorporated and combined aspects related to declarative knowledge, cognitive instructional strategies, and concept learning.

As I investigated different activities and made decisions on instructional design, I examined some motivational theories such as Maslow’s Hierarchy of Needs, McClelland’s Theory of Needs, Vroom’s Theory of Expectancy, and the Humanistic Theory to get a sense of what motivates people. I also examined different activities and how they aligned with learning theories such as connectivism, social constructivism, and humanism. During my investigation, I discovered that reward, achievement, and success are important motivators and students like to feel a sense of connection, to each other and to the material, and that the learning activities have meaning.(2.3) Armed with this information, I included collaborative group work and discussion, as well as ensured that I had connection activities and clearly stated the learning objectives. I also created formative quizzes that provided the learner with instant feedback.(2.5)

The objectives are dependent on the student scaffolding the learning; the verbs and expectation increased in higher order as the modules went on. The expectations for students started as explain and define, but then progressed to differentiate and design by the final learning activities. The learning object is designed so that participants take part in both self-directed and collaborative learning activities in order to improve their knowledge on the subject.(2.5) I understand that some learners prefer self-directed activities and take issue with the group work for a variety of reasons, such as time constraints or preference to work as an individual. However, collaboration can help to hone their creative thinking, and problem-solving skills, and connection to each other, therefore it is an important component to included.(2.4, 4.2)