Develop Instructional Materials
Christopher Hernandez earned this badge on Jun 2, 2019
Produce instructional materials in a variety of delivery formats
Submit evidence of creating instructional materials (lectures, readings, textbooks, multimedia components, Open Educational Resources (OERs), simulations, and other resources) in a variety of formats (online, eLearning, face to face, blended, microlearning, etc.). Two or more documents must be uploaded.
- Examples: Design and Develop HPT Solutions and Evaluation Plan (EDCI 528), Technology Integrated Project (EDCI 564), Learning Design Documents (EDCI 575, eLearning Proposal and/or Digital Prototype Assignment (EDCI 569)), job aid (EDCI 566, EDCI 568, EDCI 528), artifacts of instructional materials (design, performance, workplace, educational, other).
Develop materials that align with the content analyses, proposed technologies, delivery methods, and instructional strategies
Submit evidence of creating instructional materials based on the design of a project (course, training, etc.) while taking into consideration content analyses, technologies, theories and strategies.
- Examples: Design and Develop HPT Solutions and Evaluation Plan (EDCI 528), Technology Integrated Project (EDCI 564), deliverables/artifacts from practicum (EDCI 573), Individual Game Design Document (EDCI 556), Learning Design Documents (EDCI 575, eLearning Proposal and/or Digital Prototype Assignment (EDCI 569), artifacts of instructional materials that meet the above criteria (design, performance, workplace, educational, other).
For the competency “Develop materials that align with the content analyses, proposed technologies, delivery methods, and instructional strategies,” I have chosen to submit my work-related "travel training” pamphlet that is meant to quiz students on safety and travel within the community.
The end goal for most educational facilities that deal with students with neurodevelopmental delays is to help the student arrive at the point where they can travel safely within the community. Whether they are traveling to their new school or a job, we want our students to understand where they are going and how to stay safe. This is where my facilities transitions program comes into place. Travel trainers help develop a student's sense of awareness while out and about in the community. This starts out as simple trips to the store which eventually grows into student-led trips to the store where a student oversees finding all the items that are needed for the day. This evolves into helping a student obtain an internship and, eventually, a job. The created materials are still within their designing phase. The purpose of these materials is to provide students and parents the ability to review and practice safety within the community. The materials involve challenges where students must answer simple questions about the community or draw, from memory, where safe environments to travel in are.
These instructional materials were designed with guidance from another colleague of mine. Over the past year I have developed and designed my own instructional materials, but none to this magnitude. The photographs located in the worksheets were found on various royalty free websites and were paired with exercises that force the learner to think and express what they feel to be true about staying safe. Part of this special education program is to help foster this kind of critical thinking.
The material meets the challenge in several ways. First and foremost, at its core, the artifact is an instructional material that is based on the design of our transitions/travel training program. Using DIR Floortime (Developmental, Individual-Differences, Relationship model) we avoid using screen technologies and stick to traditional worksheets to teach safety.