Artefact 4
Access must be granted to view this artefact.
Content Analysis
Associated Compentencies
Problem Solving, Analyzing & Decision Making
1.1 Recognize problems
1.4 Define the aspects of problems.
1.5 Evaluate the relevance of information for a given situation.
1.6 Compare alternatives.
1.7 Make reasoned arguements leading to rational solutions.
1.8 Justify these solutions.
1.9 Present them to others.
1.10 Recognize wider implications of specific knowledge.
1.11 Adapt solutions to suit varied situations.
Instructional Design & Development
2.1 Discuss the implications of personal perspectives and epistemological orientations for the teaching-learning process.
2.3 Describe and apply a range of learning and motivational theories to instructional design situations in distance education.
2.5 Develop instructional products or learning objects in distance education.
2.7 Apply instructional design principles and models in distance education, in your workplace, or in other instructional contexts.
Communication & Interpersonal Skills
4.1 Write clearly and in a style appropriate to purpose (e.g. assignments, essays, published documents, and theses).
4.2 Construct coherent arguments and articulate ideas clearly to a range of audiences, formally and informally, through a variety of techniques.
4.3 Justify and defend your ideas orally and in writing in meetings, forumns, seminars, exams and other contexts.
4.4 Support the learning of others when involved in teaching, mentoring, moderating, or demonstration activities.
4.6 Demonstrate effective design, delivery and evaluation of presentations, computer conferences, or seminars.
4.7 Work cooperatively with diverse groups and individuals both within the university and/or in the workplace.
MDDE 604 Instructional Design in Distance Education
MDDE 604 Instructional Design in Distance Education is a project-based course that explores instructional design and application. An extensive approach to instructional design is used to create a unit of instruction that meets the needs of intended learners.
Artefact Summary
The final assignment in this course was to design an instructional unit using instructional strategies covered in course materials. The materials created were required to be in an electronic format and designed to be delivered at a distance. The learning unit was evaluated on the following components:
- Introduction
- Body
- Interactivity
- Learner Assessment
- Aesthetics, Creativity, and Communication
As I continued on my journey, I developed and fostered competencies outlined in the Problem Solving, Analysis, and Decision Making section; the Instructional Design and Development section; and the Communication and Interpersonal Skills section. Each related competency is listed on the left pane under the Associated Competencies heading.
To view this artefact, click on the Interview Questions link located on the left pane under the Artefact 4 heading.
Reflection
Leading up to the creation of this artefact, a needs assessment and a proposal development were required. These two activities addressed the competencies surrounding problem solving, analysis, and decision making. For my project, I chose to revamp the interview section of the online Job Search course offered by Okanagan College. This was a relatively simple choice since recent summative evaluations were taken by students who strongly indicated their dissatisfaction of the Job Interview unit within the Job Search course (1.1). Students expressed that upon completion of the existing unit, they did not feel that they are adequately prepared for job interviews.
While creating this instructional unit, I relied on steps outlined in Instructional Design by Smith and Ragan and learning strategies that I developed in MDDE 603 (2.1, 2.3). As I began analyzing the strategies suggested by Smith and Ragan, I found myself torn between two perspectives. It was apparent that many of the characteristics overlapped, making it difficult to fit my scenario into a specific strategy. I relied on my study buddy for help in this area by e-mailing and conversing back and forth discussing each strategy in detail in an attempt to narrowing down to the most effective method (1.9, 1.10). During this process, I considered personal learning principles that I designed in MDDE 603, as well as the needs assessment performed in a previous assignment (1.4, 1.5, 1.6, 1.7, 1.8). Using these resources, I selected a strategy that best fit the environment. As a guide, I used this strategy to address issues and provide solutions surrounding lack of student engagement. As a result, I incorporated cooperative group work, multimedia, and other tools that encourage student participation (1.9, 1.10, 1.11, 2.5).
The next activity necessary for the creation of this artefact was determining and completing the design specifications that highlighted details surrounding learning objects, examples of test items, enabling objectives, teaching points, and resources. A content template was provided for this activity. The template was in a table format used to organize the content of the unit. I found this template to be a valuable tool; strategies, learning goals, and outcomes began to come together on a single page making me feel confident and provided me with a clear direction (2.5, 2.7). Although I had a good sense of how this unit would unfold, I did find that during this process establishing testing questions proved to be difficult. Advice from the professor was to avoid open-ended questions and move toward multiple choice or short answer which provides faster feedback for the student and a more "scalable" course (2.3, 2.7). I used this advice and course materials to create questions that would reflect student understanding and provide immediate feedback (1.1, 1.5, 1.11).
The next step was to create a "draft" instructional unit. I created the draft by using a web authoring software product called Softchalk(4.6). Once I completed the unit, I loaded it into Moodle for a peer review to take place (4.7). In-turn, I performed a peer review of my partner’s instructional unit. This exchange of work was very significant to my learning. The process of reviewing my partner's work helped me identify areas in my own project that were lacking or inadequate (4.1, 4.2, 4.3, 4.4, 4.6, 4.7). For instance, I was required to calculate my partner's FOG index, at that time I realized that I had completely missed calculating the FOG index in my own instructional unit.
As a result of creating a learning object and receiving feedback, I was able to effectively provide my partner with general praise along with very specific recommendations for change (4.4). Once recommended changes were made by my partner, I submitted my work for grading. My instructor's feedback suggested that the lesson was effective and changes could be made by incorporating higher level practice activities. As a method to address this issue, I revisited the learning object and incorporated more critical thinking activities for the students (1.1, 1.4, 1.5, 1.6, 1.8, 1.11). I included practice activities that required students to create proof stories where they identify a potential problem (specific to an office environment) and explain how they would effectively address the problem.
Application
I am pleased to announce that the application of this artefact and its related competencies are already in place. Once I adjusted this artefact to reflect suggested changes, I implemented it into the online Job Search class. This class is currently in session, and I am incorporating learning principles by playing an active role in supporting, responding, and establishing a positive climate for online learning. I actively participate in discussions by offering expertise in areas of concern. I am anxious to read the summative feedback from the participating students. I must admit that being able to implement relevant course work is a privilege and quite gratifying.
