Artefact # 2 MDDE 604 - Instructional Design in Distance Education

I chose MDDE 604 Instructional Design in Distance Education, to explore new instructional design principles and investigate different application platforms. My goal was to work step by step, through the instructional systems design (ISD) process, designing, developing and evaluating distance learning materials. My role was to systematically create an original unit of instruction or learning that meets an educational need or solves an identified performance problem.

The model I chose to support me on this was I the ADDIE model (i.e., - Analysis, Design, Development, Implementation, and Evaluation). Step 1 was to gain insight on an in-depth analysis to understand the learners' needs, the specific problems to be addressed, and the learning environment which would be offered as an online component.

I explored the ADDIE model as it was a new instructional design principle. I had to create a proposal for creating modules that I thought would benefit teachers in an online platform. I chose to create modules for an online reading intervention program for students transitioning JK/SK Kindergarten to Grade 1. Some of the information and reference material came from "The Seven Fundamental Principles" from the Growing Success document from the Ministry of Education. These principles are guidelines for educators to ensure that assessment, evaluation, and reporting practices in Ontario schools are fair, transparent, supportive, and student-centered, based on the needs of all students including those with exceptionalities. By adhering to these principles, educators can create a more equitable and effective learning environment that promotes student success.

Using these principles I carefully created lesson plans, (with curriculum expectations in mind) some online learning tools and curriculum plans for teachers on an online platform. These modules had to be creative in order to engage our young learners, keep their attention, and provide individualized support when needed, and ensure that all modules included assessment, evaluation, and reporting, and were current, valuable and reliable. 

GROWING SUCCESS The Kindergarten Addendum. (n.d.). https://www.edu.gov.on.ca/eng/policyfunding/GSKindergartenAddendum2018.pdf

"As an integral part of teaching and learning, assessment should be planned concurrently with instruction and integrated seamlessly into the learning cycle to inform instruction, guide next steps, and help teachers and students monitor students' progress towards achieving learning goals" (Growing Success, 2010). This quote resonates with me because a huge part of what I do as and educator, and encompasses the many different roles I play. It also aligned with the Addie Model and reminded me that assessments need to align with my instructional practices and learning objectives to ensure cohesion and relevance.

I chose to concentrate on ADDIE, and I wanted to create a proposal that would benefit teachers in an online platform (1.7). The proposal would be developing modules for an online reading intervention program for students transitioning from SK - Grade 1. First, I had to familiarize myself with ADDIE and how to use this as an instructional design platform.  I became more conformable with creating content in this model, and began designing a curriculum unit for teachers teaching young students to read. I made sure the plans were well structured, yet offered flexibility depending on the developmental needs of students that were learning to read, I.e. continually considering ways to engage a young reader (1.8).

I conducted a needs assessment to determine the knowledge gaps and learning objectives related to using this model. In this stage, I found that many factors needed to be addressed before bridging the gap for our early readers (4.6). Some of these questions I had going into the needs assessment were: Did the COVID pandemic strain our young readers? How do we assess young students to be successful in Digital Literacy? What is the data telling us if they are struggling in oral reading? Lastly, how do I bridge the gap as an educator? (5.1, 5.2). These questions led me to interview teachers to examine how teachers were helping students in an online setting.

Through feedback and preliminary questions from other primary teachers, my main goal to focus on the following (4.8): How do we keep children motivated and keep learning at home and at school during the ongoing COVID-19 pandemic? How can schools support the social and emotional needs of their students and trying to bridge the gaps in reading as kids eventually return to school? (1.2).This research taught me that it is difficult to successfully teach reading and writing for young readers in an online setting (1.1). One of the difficulties I faced was student engagement throughout the lessons. At times, home can get really busy and distracting (other children around, parents in the background) for a young reader who is trying to focus.

From this research, I decided that breaking down the material into small components was necessary to help struggling learners reduce cognitive load. I wanted to outline step-by-step ways to support little readers in an online component.  For example, I broke down each module into small learning experiences such as phonological awareness, decoding, alphabetic principles, etc. (2.2, 2.3). I felt that breaking information into smaller steps would not only help the students but also help the teachers with producing small easy steps to support students staying engaged (Small reading passages then 1 comprehension question). 

While completing the development of these modules on kindergarten literacy,  I wanted to use the "assessment" requirements from the Ministry of Education such as a reading diagnostic tool called Fountas & Pinnell Benchmark System. This is widely known to educators to formulate proper diagnostics and support whole-group, small-group and independent learning opportunities, including students in the K-1 realm of readers (5.8). The Fountas & Pinnell Levelled Literacy Intervention System (LLI) is an intensive, small-group, supplementary literacy intervention for students who find reading and writing difficult.

The goal of LLI is to lift the literacy achievement of students who need to achieve grade-level expectations in reading. Using this benchmark tools allowed me to integrate a way to determine students' independent and instructional reading levels online in a way that was already familiar to teachers. For example, using this tool, teachers could use a synchronous learning tool such as Google Meet to observe and quantify student reading behaviours. This would enable them to make informed decisions that connect assessment to responsive teaching (i.e., one on one conferencing with students). From this experience, I came to understand that using the right tools can support young readers. Some of these include: songs to support phonic awareness, create visual learning magnet alphabets for blending and "read-alouds" that offer students a chance to build fluency and rate.

It was also important for me to Incorporate the science of reading for kindergarten children into online learning. The program of ‘Science of Reading’ is not a one-size-fits-all approach, a program of instruction, or a specific component of instruction. By using already established assessment and learning tools and transferring them to an online setting using synchronous tools, I overcame some barriers to online kindergarten education. I was able to help teachers identify their students' areas of strength and areas needing improvement. These models also helped provide teachers with data to inform instructional decisions, differentiate instruction, and provide targeted interventions. I also aligned all of my modules with the Ministry of Education's data-driven assessment (5.9). In creating this module, I learned the importance of using "Science of Reading" allows educators to focus on. An example of this would be to support phonemic awareness such as the ability to identify and manipulate the smallest unit of sound in spoken words (how the letter "D" "O" and "G" sounds separately first them blending the word into Dog),

Feedback from students, parents and educators, on their experiences with the online modules enabled me to identify strengths, tweak areas for improvement, and make necessary improvements for each modules (4.3). I learned that it is important for continual feedback so that we can continue to see students growth in reading and deeper learning.

Canvas was the LMS system that we were required to use for creating these online modules. This program allowed me to create and upload multimedia content (i.e., My introduction "all about me" video  see example) (3.1).

Intro to Modules for teachers

This was the first time I had ever experienced Canvas and there was a great deal of apprehension about how this program worked. I found it was not an easy program to navigate section by section, never mind trying to build each module (4.1). As I was already familiar with platforms such as Moodle, Google Classroom and Brightspace, I needed to get into a "better head space" and looking at Canvas negatively. I watched "how to videos" that our course syllabus provided and began to see that Canvas was actually a very easy to use tool once I began exploring and navigating my way around the LMS platform. One advantage Canvas had was loading and adding module pages as I went through the creation of individual modules. 

"Sample Pilot in Canvas” provided me with a step by step look at how to create each page view and interact with course modules with easy drop down menus. Each page allowed me to organize my thoughts through each module page created. I recognized that technical challenges contributed to both the learning curve and the success of the completion of this course (2.2). One of the disadvantages to Canvas however, was it was not user friendly to mobile tech tools such as tablets and did not work well with Google Classroom or SeeSaw (which is broadly used by most teachers). Also the initial setup and navigation of the Canvas program had the occasional glitches that often resulted in having to reboot my computer (4.2).  At times, I found it complex to navigate as there were limitations to uploading material such as e-books and phonic visuals that were engaging and colourful to kindergarten students (3.5). There was also some difficulty accessing certain features such as uploading videos and images. I wondered if this program was going to present a challenge for parents, teachers and students. It was important I had the necessary time to conduct proper feedback from teachers in order to adjust the program accordingly (5.8).

In the end, was it my favourite program to use? No. I found the disadvantages outweighed the advantages. I learned that not every program is going to work for me. I do prefer the simplicity of Moodle, Brightspeace or Google Classroom, perhaps it is because these are the programs I have been familiar with for 10+ years. Canvas however, provided me with an opportunity to enrich my learning by introducing me to new programs and also taught me to be more patient and flexible as I navigate through new technology systems in my professional life. 

As a result of this assignment, I have developed efficient online modules employing the ADDIE instructional design process. Understanding this process has allowed me to create content that is student and teacher centred, and additionally I have gained confidence in using new technological applications to enhance learning experiences for online learners.

I think I was successful in my goal by creating these modules for online learning to provide training to teach online reading for an early literacy learner that has "not yet met" grade level reading. I provided an easy to use step by step learning guide in clear, concise and specific language for teachers for their online literacy lessons. These modules provide strategic actions for working on different levels of texts in grades K & grade 1. I feel like I created modules that  will also be useful for teachers who are working with older students reading below grade level. These modules explore ways to use appropriate tools in a variety of teaching settings  and small-group interventions. It is important for us as educators to use all facets of our assessment tools and teach engaging lessons that will continue to support and build students phonemic awareness, fluency and rate, vocabulary, and comprehension. (6.4).