Design Instructional Interventions
Christopher Hernandez earned this badge on Jun 6, 2020
Design Instructional Interventions
Identify instructional strategies that align with instructional goals and anticipated learning outcomes
Submit evidence of utilizing the best instructional strategies (scaffolding, modeling, cooperative learning, case studies, service learning, etc.) based on the instructional goals and learning outcomes of a project.
- Example: Learning Design Activities (EDCI 575), Lesson/Training Plans (EDCI 568), Design Documents (EDCI 572), eLearning Proposal (EDCI 569 if taken prior to Spring 2021), Individual Game Document (EDCI 556), Deliverables from Practicum (EDCI 573), case studies demonstrating learning theories for different situations (EDCI 513, EDCI 672), Design Document (EDCI 569 if taken in Spring 2021 or later), other artifacts (work related or other) matching best instructional practices/strategies to learning goals and outcomes.
For the challenge “Identify instructional strategies that align with instructional goals and anticipated learning outcomes,” I am submitting my EDCI 513 final literature review.
The challenge asks for a case study in which learning theories can be utilized for different situations. The abstract of the paper, page 2, paints a picture of inspiring a learner driven environment within current day and ages curriculum. The main article for this paper discussed how inquiry-learning, along with technology, can be useful within an educational model. So, the instructional goal is teaching students their required learning objectives through the medium of inquiry-based learning. In order to align this with instructional goals and learning outcomes, I utilized theories from several different authors. Hmelo-Silver, Duncan, and Chinn (2006) implement a scaffolding method to help learners get to their goals more efficiently. I even implemented ideology from Keller (1979, 1987) in that different learning ideologies should be mixed in order to meet learners needs.
I have written a lot of “theory” based papers over my educational career, but this was the most fun to write. The base of the paper was being written in support of constructive teaching methods. Being able to mix and match methods of learning together in order to prove my point was quite fun.
I’m unsure how I would try to improve on this. I often think about this paper and think about expanding it into an entire article. In order to do this I would have to conduct more research into he realm of inquiry-based learning.
Apply appropriate interaction design and interactive learning principles
Submit evidence of implementing interactional pieces of design (user experience, design and balance, efficiency, understanding the interface) in the development of instructional materials.
- Example: Proposal of adding interactive instructional materials into a design, supplementing learning activities by including interactive pieces, Individual Game Document (EDCI 556), Solutions & Change Management (EDCI 528), Digital Job Aid (EDCI 566), Final Digital Prototype (EDCI 569 if taken prior to Spring 2021), Deliverables from Practicum (EDCI 573), Technology Integrated Project (EDCI 564), Final Project (EDCI 569 if taken in Spring 2021 or later), other artifacts (design, performance, workplace, educational, other) demonstrating interactive pieces added into design.
For the challenge “Apply appropriate interaction design and interactive learning principles,” I am submitting my eLearning prototype from EDCI 569.
Rapid prototyping requires a designer to build a functional eLearning prototype in a short amount of time. Although rapid prototyping is done quickly, a designer must remember to incorporate appropriate design interactions as well as proper interactive learning principles. This means designers must implement clean design principles such as: use of appropriate colors, use of images, refraining from cluttering learning spaces, etc. Designers must also remember to incorporate learning that is interactive, such as games. My eLearning prototype presents both appropriate interaction design and interactive design principles. The slides that are incorporated within the eLearning prototype incorporate easy to read text (Black on white background) as well as various images that are properly placed on slides. There is also an interactive PowerPoint guessing game that was added as an interactive learning experience.
This was my first digital eLearning prototype so it is a little bit rough around the edges. However, I do believe that this has given me access to skills and tools that will benefit me throughout my career. I have taken what I learned from rapid prototyping in EDCI 569 and am applying it to my current job by creating digital rooms for parents to share learning resources with their student’s parents.
In the future, I hope to improve my rapid prototyping skills by continuing to create online eLearning courses. I believe that as I become more comfortable with rapid prototyping I will be able to incorporate more interactive elements to my designs.
The Google Classroom Code for my artifact is: dnfaz62
You need a gmail account to view my artifact.
Use appropriate message and visual design principles
Submit evidence of using appropriate visual design (proximity, repetition, alignment, contrast) and message principles (content and delivery) in instructional materials. Other considerations include ADA Compliance, readability, color choices, font choices, space, etc.
- Example: “Before and After” of a project based on feedback regarding message and visual design choices/suggestions, eLearning projects, job aids or other training materials, Certification of Quality Matters certificate, Web-Enhanced Lesson (EDCI 568), Individual Game Document (EDCI 556), Innovative Pedagogies Digital Job Aid (EDCI 568), Artifacts from Practicum (EDCI 573), Digital story or digital job aid (EDCI 566, EDCI 568), Final Project (EDCI 569 if taken in Spring 2021 or later), other artifacts (design, performance, workplace, educational, other) demonstrating use of visual design or message principles.
For the challenge “Use appropriate message and visual design principles,” I have decided to submit a work-related visual training created for parents of my educational facility.
Over a year ago, parents of the Rebecca School began to ask if the school would help to facilitate an online-based group for parents to communicate with one another. So, in a twofold effort, I stepped forward to develop a private online social forum for parents and used the training as the subject of my final for EDCI 572. At first, the training was developed as a video training that was meant to be followed by trainees. The video covered the basics of signing up for the forum, navigating it, and making posts. However, my peers in EDCI 572 helped me to realize that video instruction might not be the best fit for all learners. This resulted in the design and development of a text and photo slideshow guide. The text and photo slideshow guide wound up being the most popular form of training.
The trainings design and messages meet the challenge requirements as they were developed with the basic design principles (proximity, repetition, alignment, and other message principles) in mind. Each slide was designed to keep the appropriate information grouped together (proximity). They each also repeat similar steps in order to get users use to the navigation of the platform. All visual elements are aligned properly next to their corresponding and guided text. The text itself is written to be concise and describe exactly what they see in each guided image. These choices work well together. The text compliments each image and vice versa. The text provides learners with narrated direction and the images provide learners with visuals for them to refer back to. Lastly, the navigation buttons are large and bright orange so that learners can spot them easily.
This is not the first training I have designed but this is the first set of in-depth materials I have developed. It was an eye-opener for me to realize that multiple means of design must be implemented within the training. I am confident that these materials meet the challenge requirements as they are digital eLearning/training materials that were designed to meet the needs of various learners.
I hope to continue growing and designing more in-depth training materials. A con with these designs is that they are not linked to one another, meaning a trainee must have every individual design link. However, this is a constraint that is a product of the platform that was used to design the materials. For the future, I hope to connect each training into one continuous slideshow flow. Unfortunately, due to budgeting issues, I was unable to take advantage of the premium version of stonly which allows users to connect 12+ slides in a row.
Apply appropriate motivational design principles
Submit evidence of creating instructional materials, assessments, or design choices based on motivational theories (Keller's ARC Model, social cognitive theories, goal theory, expectancy-value theory, attribution theory, other motivational theory).
- Example: Motivation Evaluation Instrument, Final Project, or Infographic Project (EDCI 588), assessment for e-learning (EDCI 569 if taken prior to Spring 2021), discussions focused on the use of motivational theories to make design choices (EDCI 588, EDCI 572), other instructional materials created based on motivational theories (design, performance, workplace, educational, other).
For the challenge “Apply appropriate motivational design principles,” I am submitting my EDCI 569 project proposal part 1.
The challenge asks for evidence of creating instructional materials/assessments that’s design choices are based on motivational theories. The attached artifact is an eLearning project proposal that is designed using Horton (2012) learning context design. The artifact also has a target learner analysis that is based on the Dick, Carey, & Carey (2015) learning analysis instruction which was used to design future learning assessments for the project.
The importance behind applying motivational design principles is to demonstrate a clear understanding of using “best practice” methods for developing instructional materials. My EDCI project proposal utilizes Horton (2012) best practices for developing a motivational/interactive development environment. This can be seen under “Learning Context” within the artifact. Horton (2012) explains that a great motivational feature of eLearning is utilizing recorded presentations in order to utilize design concepts such as narration, animated graphics, and a build up display.
This was my first time every utilizing a motivational theory to develop/propose an online educational platform. So, I had no experience prior to this project. However, this project did prepare me for the current situation that we are in. Because I learned about best practices for supporting distance learning, I was able to help teachers at my facility set up online classrooms, upload materials, and continue teaching students.
This experience has taught me a lot in terms of developing motivational/interactive online learning experiences. Learners require a lot of narration and visuals to remain engaged in an online setting. In the future I hope to apply what I’ve learned to other LMS platforms such as Clever.
Generate design documents
Submit evidence of creating design documents.
- Examples: Motivation Design Documents (EDCI 588), Design Documents (EDCI 572), Paper Proposal or eLearning Paper Prototype (EDCI 569 if taken prior to Spring 2021), Evaluation Plan (EDCI 577), Individual Game Design Document (EDCI 556), EDCI 528 Assignments, Digital Storytelling Design Document (EDCI 566), Digital Job Aid Framework (EDCI 566), Tech Integration Project (EDCI 564), Web-Enhanced Lesson (EDCI 568), Design Document (EDCI 569 if taken in the Spring 2021 or later), work related design documents, etc.
For the challenge “Generate design documents,” I am submitting my EDCI 577 Evaluation plan.
The challenge calls for evidence of creating design documents. Design documents are typically developed as a means of outlining the design of instruction. The EDCI 577 Evaluation plan is a design document that is based on the design of evaluation elements rather than the design of instruction. The evaluations design was developed using Kirkpatrick & Kirkpatrick’s Four Levels of Training Evaluation. Pages 5-6 demonstrate the data collection and measurement instruments that would be designed for the instruction. Level 1 & 2 outline the design of the intended evaluation. Then, pages 9-12 have a prototype design of the evaluations that would eventually be created.
This was the first time I had ever designed evaluations and, as anyone can tell, I need a lot more practice when it comes to developing assessments. It was quite difficult to apply Kirkpatrick’s four levels to my schools teaching methodology, DIRFloortime. DIRFloortime is a somewhat constructive methodology so most assessments are formative. As this was a summative evaluation plan, I quickly realized that I would have a rough time developing this. The purpose of the design document was to create an evaluation method that measured students on their ability to retain complex computer science knowledge.
Moving forward, I hope to gain more experience in developing advanced assessments. I currently teach coding to students with autism and this is how I will develop my skills in creating assessments. I plan to begin developing summative assessments as these provide more concrete evidence in that learning has occurred.