Standard 4: Professional Knowledge and Skills
Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.
Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.
Indicators
- Collaborative Practice - Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners.
- Leadership - Candidates lead their peers in designing and implementing technology-supported learning.
- Reflection on Practice - Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design, development and implementation of technology-supported instruction and learning to enhance their professional growth.
- Assessing/Evaluating - Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.
- Ethics - Candidates demonstrate ethical behavior within the applicable cultural context during all aspects of their work and with respect for the diversity of learners in each setting.
Artifact 1 - Driver Safety (Using the 3 Cs)
Context and Conditions
This eLearning course was designed and developed in EDET703- Design and Evaluation of Information Access and Delivery, in Spring 2022.
Scope
The assignment was a group project and the course topic was decided by a peer.
Role
This course was designed and developed as a group project. My role was to assist with the design of the content and then to develop the module in storyline. I designed the learning and a peer assisted with recording the audio narration.
Instructional Design
This learning module was developed in Articulate Storyline using the three C’s teaching strategy -- Challenge, Choice, and Consequences.
Related Performance Indicator
This module reflects elements included in the AECT standard 4 – Professional knowledge and skills that included managing the project. Since this was a group effort, I was involved with collaborative practice, working with peers to develop the learning material. I took the leadership role in this project. We used the Three C’s instructional design. The generative strategy is to allow the learner to see the road sign and read the words that relate to it, which is dual coding. The instructional strategy used was RUL-EG and integration. The assessment presented a challenge or scenario to the learner and offered three choices with directions to choose the best action. Depending on what the learner chooses, they see the consequence of their choice. Either they are correct with an explanation of why or they are incorrect with an explanation of why they are not correct.
Reflection
I was pleased with the overall outcome of the instructional design. A goal that my group had was to make the learning interactive during the assessment of the content and that was achieved. The module required the student to interact with the application to learn about street signs. Also, the group decided to have the learner advance the pages to encourage interaction. We designed the instruction to be non-linear. Though the content was numbered 1, 2 3..., the learner could visit any one of the topics anytime. Reviewing the course now, it appears there is opportunity in improving the navigation instructions, as well as the navigation. If the learner does not go in a linear manner, the there is a possibility that some content would be missed. One way to address that would be to make visited modules a different color so that the learner was aware of what modules were left. Another tip that I've picked up during the testing of a module I've created is to go through each page of instruction and ask myself, "what if the learner clicks here?" to see what the learner's experience would be like. By doing this, I've learned that there are nuances to be aware of. For example, on the road sign segment, I set storyline to not advance forward until the learner has selected each of the road signs at least once. I think as an instructional designer, we have an obligation to use these types of operations so that the system forces the learner to read/see/hear all content before moving on with the instruction. And we have to make the expectation clear to reduce cognitive load.
This eLearning course was designed and developed in EDET703- Design and Evaluation of Information Access and Delivery, in Spring 2022.
Scope
The assignment was a group project and the course topic was decided by a peer.
Role
This course was designed and developed as a group project. My role was to assist with the design of the content and then to develop the module in storyline. I designed the learning and a peer assisted with recording the audio narration.
Instructional Design
This learning module was developed in Articulate Storyline using the three C’s teaching strategy -- Challenge, Choice, and Consequences.
Related Performance Indicator
This module reflects elements included in the AECT standard 4 – Professional knowledge and skills that included managing the project. Since this was a group effort, I was involved with collaborative practice, working with peers to develop the learning material. I took the leadership role in this project. We used the Three C’s instructional design. The generative strategy is to allow the learner to see the road sign and read the words that relate to it, which is dual coding. The instructional strategy used was RUL-EG and integration. The assessment presented a challenge or scenario to the learner and offered three choices with directions to choose the best action. Depending on what the learner chooses, they see the consequence of their choice. Either they are correct with an explanation of why or they are incorrect with an explanation of why they are not correct.
Reflection
I was pleased with the overall outcome of the instructional design. A goal that my group had was to make the learning interactive during the assessment of the content and that was achieved. The module required the student to interact with the application to learn about street signs. Also, the group decided to have the learner advance the pages to encourage interaction. We designed the instruction to be non-linear. Though the content was numbered 1, 2 3..., the learner could visit any one of the topics anytime. Reviewing the course now, it appears there is opportunity in improving the navigation instructions, as well as the navigation. If the learner does not go in a linear manner, the there is a possibility that some content would be missed. One way to address that would be to make visited modules a different color so that the learner was aware of what modules were left. Another tip that I've picked up during the testing of a module I've created is to go through each page of instruction and ask myself, "what if the learner clicks here?" to see what the learner's experience would be like. By doing this, I've learned that there are nuances to be aware of. For example, on the road sign segment, I set storyline to not advance forward until the learner has selected each of the road signs at least once. I think as an instructional designer, we have an obligation to use these types of operations so that the system forces the learner to read/see/hear all content before moving on with the instruction. And we have to make the expectation clear to reduce cognitive load.
Artifact 2 - Online Course Video
Context and Conditions
This artifact is a summary video of the online course I designed and developed in EDET755-Design and Evaluation of Information Access and Delivery in Fall semester 2022. The full course was created in Canvas, an online learning management platform. If you are interested in viewing the full course, request access here. The video gives an overview of what the learner can expect. I learned during this assignment that I had already learned about many of the individual components that make up the online class.
Scope
This was an individual assignment that involved the design and development of an online four-week virtual course. The title of the course is Managing Risk in Law Enforcement. The intended audience is municipal Police Chiefs, law enforcement command staff, accreditation managers, or aspiring law enforcement leaders.
Role
My role in this project is the instructional designer as well as the instructor for this virtual course. I collaborated with a subject matter expert to design the course.
Instructional Design
Some concepts learned in Designing Effective Instruction by Morrison et al. were used when designing the online course. For example, creating the learning objectives, I used observable verbs to create cognitive objectives and included a level of expected achievement in each objective (Morrison et al., 2013). Other concepts I learned in this project are: developing a syllabus, creating module agenda assignments, and the importance of creating an organized assignment calendar. I designed the course with the goal of decreasing the extraneous cognitive load of the learner by designing the layout of the material in a logical, easy to navigate format (Morrison et al., 2013). During this assignment, we explored how we would use different online tools to create the online course.
Related Performance Indicator
The elements of this artifact are reflected in AECT Standard 4 - Professional Knowledge and Skills. This course was designed in Canvas, a learning environment with a platform specifically for online learning. The technology of the application allows the learner to easily access different elements of the course, such syllabus, modules, discussions, quizzes and grades. During the design of this course, I used law enforcement references, as well as collaborated with a law enforcement subject matter expert.
Reflection
While I enjoyed this project and appreciate what I learned during the process, I found it to be challenging. This assignment taught me about all the details that go along with designing an online course, such as developing the course description, syllabus, creating the detailed class schedule and course agendas, developing the content for each lesson or module, developing engaging activities, discussions, and assessments. An instructional designer should make it a priority to be sure that expectations are clearly presented to the student, which requires extraordianry attention to detail. Using what I learned in this course, I thought about the opportunities that existed in courses that I'd taken as a student. In previous classes I can remember not being clear on what was expected or when, or being confused about what I needed to do. It made me see my own previous expereinces from a different perspective. I truly have an appreciation for the professors I’ve learned under over the past few years. In this project, I developed a four-week course with three modules and this was time consuming and seemed tedious making sure all parts of the online course were consistent with the others. Also, as I developed the content, I constantly thought about how I would view the learning material, the layout of the course and the announcements as a student. I gained the realization that an instructional designer sees the content over and over as the course is built, but you must evaluate the course thinking about the fact that students will be taking the course that has never seen it before. So, in my opinion navigation and course layout is very important. This artifact represents this standard because I worked with a subject matter expert to create some of the content. I used teaching strategies previously learned, such as scenario based assessments and the 3 Cs. Also, for each module, I created video cast lectures, using dual coding, displaying word or phrases as I discussed the information. The learning also assessed the learning understanding in each module by having them complete an activity.
This artifact is a summary video of the online course I designed and developed in EDET755-Design and Evaluation of Information Access and Delivery in Fall semester 2022. The full course was created in Canvas, an online learning management platform. If you are interested in viewing the full course, request access here. The video gives an overview of what the learner can expect. I learned during this assignment that I had already learned about many of the individual components that make up the online class.
Scope
This was an individual assignment that involved the design and development of an online four-week virtual course. The title of the course is Managing Risk in Law Enforcement. The intended audience is municipal Police Chiefs, law enforcement command staff, accreditation managers, or aspiring law enforcement leaders.
Role
My role in this project is the instructional designer as well as the instructor for this virtual course. I collaborated with a subject matter expert to design the course.
Instructional Design
Some concepts learned in Designing Effective Instruction by Morrison et al. were used when designing the online course. For example, creating the learning objectives, I used observable verbs to create cognitive objectives and included a level of expected achievement in each objective (Morrison et al., 2013). Other concepts I learned in this project are: developing a syllabus, creating module agenda assignments, and the importance of creating an organized assignment calendar. I designed the course with the goal of decreasing the extraneous cognitive load of the learner by designing the layout of the material in a logical, easy to navigate format (Morrison et al., 2013). During this assignment, we explored how we would use different online tools to create the online course.
Related Performance Indicator
The elements of this artifact are reflected in AECT Standard 4 - Professional Knowledge and Skills. This course was designed in Canvas, a learning environment with a platform specifically for online learning. The technology of the application allows the learner to easily access different elements of the course, such syllabus, modules, discussions, quizzes and grades. During the design of this course, I used law enforcement references, as well as collaborated with a law enforcement subject matter expert.
Reflection
While I enjoyed this project and appreciate what I learned during the process, I found it to be challenging. This assignment taught me about all the details that go along with designing an online course, such as developing the course description, syllabus, creating the detailed class schedule and course agendas, developing the content for each lesson or module, developing engaging activities, discussions, and assessments. An instructional designer should make it a priority to be sure that expectations are clearly presented to the student, which requires extraordianry attention to detail. Using what I learned in this course, I thought about the opportunities that existed in courses that I'd taken as a student. In previous classes I can remember not being clear on what was expected or when, or being confused about what I needed to do. It made me see my own previous expereinces from a different perspective. I truly have an appreciation for the professors I’ve learned under over the past few years. In this project, I developed a four-week course with three modules and this was time consuming and seemed tedious making sure all parts of the online course were consistent with the others. Also, as I developed the content, I constantly thought about how I would view the learning material, the layout of the course and the announcements as a student. I gained the realization that an instructional designer sees the content over and over as the course is built, but you must evaluate the course thinking about the fact that students will be taking the course that has never seen it before. So, in my opinion navigation and course layout is very important. This artifact represents this standard because I worked with a subject matter expert to create some of the content. I used teaching strategies previously learned, such as scenario based assessments and the 3 Cs. Also, for each module, I created video cast lectures, using dual coding, displaying word or phrases as I discussed the information. The learning also assessed the learning understanding in each module by having them complete an activity.