Standard 3: Learning Environments
Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments. (p. 1, 41)
Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments. (p. 1, 41)
Indicators
- Creating - Candidates create instructional design products based on learning principles and research-based best practices. (pp. 8, 243-245, 246)
- Using - Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices. (pp. 8-9, 122, 168-169, 246)
- Assessing/Evaluating - Candidates use multiple assessment strategies to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment. (pp. 5-6, 53)
- Managing - Candidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance. (p. 190, 234, 238)
- Ethics - Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to resources. (p. 3, 246)
- Diversity of Learners - Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities. (p. 10)
Artifact 1 - Web Module with Accessible Elements
Context and Conditions
The web-based module was an individual class project in EDET 735 – Technological Applications for Diverse Populations, taken in Spring 2022. This was my first exposure to web design in a practical sense, and certainly, the first time designing learning for website delivery to include accessible elements. The primary focus of the assignment was to learn how to make web design and online courses accessible for diverse populations. Therefore, the front-end analysis and assessment instruments do not exist for this artifact.
Scope
This web-based module was for a school assignment, but I wanted to design a product that could be used in my work. I have not had the chance to use this instruction that was developed, simply because I don’t have the technology platform (LMS) to deliver the web-based training and to track participation. The intended audience for this learning is command staff and senior leaders in law enforcement.
Role
This was an individual effort, and I was the instructional designer and also relied on some of my own knowledge and expertise for the content. I also consulted an individual with an extensive background in law enforcement, as well as, used researched reference material.
Instructional Design
This instruction addressed the problem of newly promoted leaders in law enforcement from different education levels and experiences, not understanding potential risk exposures that exist in a city or town police department. When planning the design of this instruction, I proposed a web-based learning that would be divided into two units. This project focused on the design and development phases of the instruction; therefore, the artifact does not show my true ability with the analysis phase.
Related Performance Indicator
This artifact reflects elements of the AECT Standard 3 – learning environments. As outline in this standard, the module was created for all populations, including learners with some disabilities. The audio is captioned for any learner that is hearing impaired and the training supplies learners with references to technology that can assist in any technology environment.
Reflection
I learned an incredible amount of information in EDET735 about designing instruction for diverse populations. While this class really focused on accessible learning, I understand that all learning should be created using the tools and methods we covered in the class. For example, using appropriate contrasting colors and font large enough for visually impaired. Ensuring that captioning is available for hearing impaired. For learners that may have information process difficulties, start with basic terms and concepts and build with more complex concepts. I learned to use the website, WebAIM to test contrast and accessibility elements. To address digital litercy, clearly outline the navigation of the online environment. As an instructional designer, I understand that you must think about the barriers that could exist within your learner group and the need to address each barrier. In this course, this assignment helped me understand those barriers. As discussed in class, you can’t see learning disabilities, therefore, a good instructional designer must assume that there are learners with barriers and create content so that all learners benefit from the instruction. This coure also afforded the opportunity to learn how to develop an accessible word document.
The web-based module was an individual class project in EDET 735 – Technological Applications for Diverse Populations, taken in Spring 2022. This was my first exposure to web design in a practical sense, and certainly, the first time designing learning for website delivery to include accessible elements. The primary focus of the assignment was to learn how to make web design and online courses accessible for diverse populations. Therefore, the front-end analysis and assessment instruments do not exist for this artifact.
Scope
This web-based module was for a school assignment, but I wanted to design a product that could be used in my work. I have not had the chance to use this instruction that was developed, simply because I don’t have the technology platform (LMS) to deliver the web-based training and to track participation. The intended audience for this learning is command staff and senior leaders in law enforcement.
Role
This was an individual effort, and I was the instructional designer and also relied on some of my own knowledge and expertise for the content. I also consulted an individual with an extensive background in law enforcement, as well as, used researched reference material.
Instructional Design
This instruction addressed the problem of newly promoted leaders in law enforcement from different education levels and experiences, not understanding potential risk exposures that exist in a city or town police department. When planning the design of this instruction, I proposed a web-based learning that would be divided into two units. This project focused on the design and development phases of the instruction; therefore, the artifact does not show my true ability with the analysis phase.
Related Performance Indicator
This artifact reflects elements of the AECT Standard 3 – learning environments. As outline in this standard, the module was created for all populations, including learners with some disabilities. The audio is captioned for any learner that is hearing impaired and the training supplies learners with references to technology that can assist in any technology environment.
Reflection
I learned an incredible amount of information in EDET735 about designing instruction for diverse populations. While this class really focused on accessible learning, I understand that all learning should be created using the tools and methods we covered in the class. For example, using appropriate contrasting colors and font large enough for visually impaired. Ensuring that captioning is available for hearing impaired. For learners that may have information process difficulties, start with basic terms and concepts and build with more complex concepts. I learned to use the website, WebAIM to test contrast and accessibility elements. To address digital litercy, clearly outline the navigation of the online environment. As an instructional designer, I understand that you must think about the barriers that could exist within your learner group and the need to address each barrier. In this course, this assignment helped me understand those barriers. As discussed in class, you can’t see learning disabilities, therefore, a good instructional designer must assume that there are learners with barriers and create content so that all learners benefit from the instruction. This coure also afforded the opportunity to learn how to develop an accessible word document.
Artifact 2 - Instructional Design Prototype
Context and Conditions
The prototype learning module was a class assignment in EDET 722- Instructional Design and Assessment, taken in Fall semester 2021. There are members of my work team that are expected to train and educate employees and they have no experience as a trainer. My intent was to develop a module that may be helpful for those individuals. I had some prior experience with PowerPoint, so when the professor recommended using this application, I knew that I could depend on my current skills for the technology piece, so that I could place more focus on the design of the instruction and assessment elements.
Scope
This was a class assignment and was a standalone module. I was the instructional designer and depended on the textbooks and resources from the courses I’ve taken in the past to create the instruction.
Role
This was an individual contribution. I chose a topic for this assignment that I wanted to learn more about, and I don’t know that I will ever use the module in my work.
Instructional Design
This prototype was designed using Microsoft PowerPoint. Features of the software were used to create learner interaction. This project was tackled in steps, using the ADDIE model (analysis, design, develop, implement, and evaluate). I will use objective 1.2 in the explanation of the instructional design. In the initial presentation, RULEG is used, stating the definitions, then a generative strategy is used when the learner is asked to recall information. Then the learner is assessed by completing a matching activity. The other units are similar to this format. I also created a job aid for the learners to use when creating learning objectives that accompanied this prototype.
Related Performance Indicator
The elements of this artifact are reflected in AECT standard 3. The creation of the module included using the Posner and Strike’s world-related sequencing scheme, which is based on spatial, temporal, or physical relationships. The content was sequenced by sophistication since some of the concepts begin on a continuum or simple and progress to more complex (Morrison et al., 2013). During the needs assessment, a learner and contextual analysis was completed to understand the learners and the instruction needed. The online prototype uses various assessment strategies to assess the learner. Some examples are: matching activities, distinguishing items into one category or another, multiple choice questions, and true/false.
Reflection
This prototype was the final project after completing the front-end analysis used as artifact 2 – front end analysis. Having the opportunity to do a front-end analysis and then develop the product I designed gave me a sense of the full experience as an instructional designer. As I look back on my learning experience, I don’t think I had a full understanding of how the steps in the instructional design process fit together. I did each step independently without realizing how much the next step depended on the one before it. As I completed the design document, I did each sectioned assignment independently. When I compared the developed prototype to the design document, some of the content is similar, but there is a different look and feel. For example, I ended up using different images in the prototype and some of the sequencing is different. I've struggled with this issue during the program because I am able to see the instruction in a different way as I build it. I put myself in the shoes of the learner and I see that there are better ways to fomat and design the instruction that is different than the design document. I acknowledge that sometimes my developed projects end up deviating from the design document and I've tried to enhance that skill in designing content. This semester, learning about rapid prototyping has addressed that concern for me because I believe that instructional model fits my design abilties better. While I have the foundational knowledge and understanding about front end analysis (instrucional problems learner characteristics), task analysis, objectives, sequencing, and planning instructional strategies, I feel more effective when I can jump right in and rapidly create a prototype to start with. I do understand that designers should know the audience when using this method for online learning instruction design.
The prototype learning module was a class assignment in EDET 722- Instructional Design and Assessment, taken in Fall semester 2021. There are members of my work team that are expected to train and educate employees and they have no experience as a trainer. My intent was to develop a module that may be helpful for those individuals. I had some prior experience with PowerPoint, so when the professor recommended using this application, I knew that I could depend on my current skills for the technology piece, so that I could place more focus on the design of the instruction and assessment elements.
Scope
This was a class assignment and was a standalone module. I was the instructional designer and depended on the textbooks and resources from the courses I’ve taken in the past to create the instruction.
Role
This was an individual contribution. I chose a topic for this assignment that I wanted to learn more about, and I don’t know that I will ever use the module in my work.
Instructional Design
This prototype was designed using Microsoft PowerPoint. Features of the software were used to create learner interaction. This project was tackled in steps, using the ADDIE model (analysis, design, develop, implement, and evaluate). I will use objective 1.2 in the explanation of the instructional design. In the initial presentation, RULEG is used, stating the definitions, then a generative strategy is used when the learner is asked to recall information. Then the learner is assessed by completing a matching activity. The other units are similar to this format. I also created a job aid for the learners to use when creating learning objectives that accompanied this prototype.
Related Performance Indicator
The elements of this artifact are reflected in AECT standard 3. The creation of the module included using the Posner and Strike’s world-related sequencing scheme, which is based on spatial, temporal, or physical relationships. The content was sequenced by sophistication since some of the concepts begin on a continuum or simple and progress to more complex (Morrison et al., 2013). During the needs assessment, a learner and contextual analysis was completed to understand the learners and the instruction needed. The online prototype uses various assessment strategies to assess the learner. Some examples are: matching activities, distinguishing items into one category or another, multiple choice questions, and true/false.
Reflection
This prototype was the final project after completing the front-end analysis used as artifact 2 – front end analysis. Having the opportunity to do a front-end analysis and then develop the product I designed gave me a sense of the full experience as an instructional designer. As I look back on my learning experience, I don’t think I had a full understanding of how the steps in the instructional design process fit together. I did each step independently without realizing how much the next step depended on the one before it. As I completed the design document, I did each sectioned assignment independently. When I compared the developed prototype to the design document, some of the content is similar, but there is a different look and feel. For example, I ended up using different images in the prototype and some of the sequencing is different. I've struggled with this issue during the program because I am able to see the instruction in a different way as I build it. I put myself in the shoes of the learner and I see that there are better ways to fomat and design the instruction that is different than the design document. I acknowledge that sometimes my developed projects end up deviating from the design document and I've tried to enhance that skill in designing content. This semester, learning about rapid prototyping has addressed that concern for me because I believe that instructional model fits my design abilties better. While I have the foundational knowledge and understanding about front end analysis (instrucional problems learner characteristics), task analysis, objectives, sequencing, and planning instructional strategies, I feel more effective when I can jump right in and rapidly create a prototype to start with. I do understand that designers should know the audience when using this method for online learning instruction design.