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ID Professional Communicator

ID Professional Communicator

Christopher Christopher Hernandez earned this badge on May 18, 2019

Communication as a skillset is absolutely vital and essential for an ID in the field. Communication occurs at every phase of the design process from initial needs assessment, development, and all the way to implementation.

Instructional designers are tasked with many different roles and responsibilities which require a high level of oral, written, and visual communication skills. 

Challenges

  • Write and edit messages that are clear, concise, and grammatically correct

    Upload evidence of conveying ideas in writing using effective techniques and formats suited to help the reader best understand; composes clear, concise   and complete messages.    

    • Examples: Documents, emails, and/ or instructions (design, performance, workplace, educational, or other) that includes but not limited to bullet points, tables, creation of job aids or other instructional materials (EDCI 588, EDCI 572, EDCI 564).

    Learning Outcomes


    Reflection

    For the competency “Write and edit messages that are clear, concise, and grammatically correct,” I have chosen to submit an email chain about accessing my institution’s parent forum via Edublogs.

    Administrators at my educational facility have often desired to create an online parent/family portal where families can exchange ideas, ask other parents for help, and even schedule playdates. The attached email chain references a meeting that occurred between my two supervisors and me. The email chain, artifact, goes on to explain how my supervisors can now access the new parent forum I have created via the Edublogs service. I then instruct my supervisors to explore the new service in order to acclimate themselves with the various posting tools. Also provided, in the email, is a sample paragraph along with bulleted instructions that will be sent to parents, via email, at sign up. Along with the sample paragraph is a video tutorial which will be used as a visual guide to navigating the online forum.

    Email is an important communication medium for my institution. We often find ourselves in instances where we must fully communicate via email due to overlapping meetings. Therefore, clarity when providing instruction via email is significant. That being said, it can often be difficult to provide meaningful instruction via email. This is why each email will contain both the bulleted instruction list and YouTube tutorial. The bulleted list provides an easy to follow "first this, then that" instruction. Then, accompanied by the video tutorial, learners can see how to navigate the space that is being provided properly.

    Finally, when reflecting on this competency and emails, I am glad that I am continuously challenged on all fronts of my skills and knowledge. Writing emails can often be daunting. If we write too much information, we may lose the attention of our recipient. If we write too little information, our recipient may not understand the point we are trying to make. I intend to focus on building my professional skills further in order to develop into a well-rounded instructional designer.

     
    https://youtu.be/zN72mcPJqSY
    Email Communication.pdf Email Communication.pdf
    Email Communication Work verification.pdf Email Communication Work verification.pdf
  • Solicit, accept, and provide constructive feedback.

    Submit evidence demonstrating asking for, providing critique, and utilizing feedback to improve one's own performancy or work.


    • Examples: Reflection which learner utilizes feedback to report own behavior and develop a larger picture of personal performance (actions, thoughts, writing), before and after of projects/papers that show changes based on feedback (projects with feedback from EDCI 528, EDCI 588, EDCI 569, or research paper feedback from EDCI 513 or 531) work-related evidence (design, performance, workplace, educational, other) showing acceptance of constructive feedback or giving feedback.

     

    Supra-Badge: Professional Foundations in LDT

    Sub-Badge: ID Professional Communicator

    Challenge: Solicit, accept, and provide constructive feedback

    Reflection

    For the competency “Solicit, accept, and provide constructive feedback,” I have chosen to submit my work-related “year-end review.”

    At the Rebecca School, a year-end review is conducted between a supervisor and an employee within their department. It is an opportunity for an employee to express their weak points during the year and receive feedback on how they can avoid these pitfalls. It is also a time to reflect on what the employee can do to improve their skillset/education. The attached year-end review was my first self-review within my Media Specialist position. I was wary of what to write at the time as my position was still growing within the school. The review highlights that my position mainly revolved around managing tech for our school’s regional conference, managing our social media, and running my video game development groups with the students. In the end, my supervisor suggested that I improve on our social media presence, finding a better vendor for our conference’s tech, and redesigning our website.

    Also submitted as evidence is my direct supervisors’ evaluation of my work and needed areas for improvement. This review takes place after an employee submits their self-review. This review reflects upon whether an employee has seen growth since their self-review. It is also a moment to reflect on what our goals for the following year should be.

    Before this position, I have had several years of experience in social media management, event planning, and graphic design. However, I had always worked for a company that already had systems in place for me to follow. It was difficult to be placed in a position with no systems, vendors, or equipment in place.  This placed my supervisor and I in a position where we had to figure out where we felt growth should occur. However, it was nice to see that my supervisor had observed my growth within this position, even though my presence had only been established for a short period of time. Also, not depicted is our conversation about the other ways in which my position could grow. Examples of this are: expansion to other social media sites and using tech to create a more inclusive community within the school.

    Reflecting on last year’s review is somewhat humorous to me. It is strange how menial the goals are that were created by my supervisor and I. Since that review my position has seen tremendous growth. My coding groups have gone from one group to six. I helped both flawlessly run our conference, from the tech side, and spoke at the conference as well. I have expanded our social media to several other platforms as well as created a weekly podcast. This has all been accompanied by the creation of a new website for the school, which was a project my supervisor suggested I undertake. One thing that could have improved this artifact was if it was accompanied by this year’s year-end review. Having this year’s review would truly show how and when I accomplished my previously set action plan milestones. Unfortunately, the school year has not ended so I have not received my new review.

    Chris_Year End Review 2018.pdf Chris_Year End Review 2018.pdf
    Chris & Tina_Year End Review 2018.pdf Chris & Tina_Year End Review 2018.pdf
    Year End Reviews Work Verification.pdf Year End Reviews Work Verification.pdf
  • Deliver presentations that effectively engage audiences and communicate clear messages

    Submit evidence of a professional presentation (in-person, online, etc.) with a clear, concise, and credible message (limited main points, opening and ending, visually appeasing, and grammatically correct).

    • Examples: Presentations (work related or course related) via PowerPoint, Google Slides, Prezi, Infographics (EDCI 588), “7 Things to Know” project (EDCI 564), presentations (design, performance, workplace, educational, other).

    Reflection

    To complete my second challenge “Deliver presentations that effectively engage audiences and communicate clear messages,” I have chosen to submit a work-related presentation on using the DIR Floortime methodology to teach the process of video game production.

    This presentation demonstrates the use of the DIR Floortime methodology within a small group setting. DIR Floortime is a method of teaching through relationships (discovery learning) with an emphasis on following the child’s lead. In other words, if we follow the student's interests, we can help adapt and integrate their interests to their individualized learning curriculum. The belief is if we can form a positive friendship with a student, then we can help foster a growth of knowledge through academic activities. In the presentation, before talking about video games and how they can benefit education, the beginning slides are used to explain exactly what a video game is. After this is established, I focus on how video games can develop critical thinking skills and help develop logical bridges. This is followed by videos of each group, progressively. The beginning videos show that the students have minimal knowledge on the subject of video game development. There is also a lack of cohesion amongst the group members. This can be seen by the physical distance they keep from each other. This comes to a climax where one student begins to attempt to bully another, but they become friends in the end. This results in one student relaying his level of understanding and knowledge onto another student who is having trouble with coding. Through this, we come to understand that video games can be educational and can help foster positive communities.

                    This happens to be my first national presentation that I gave and I believe this evidence demonstrates my ability to deliver presentations that effectively engage audiences. Having worked in DIR Floortime for over two years I have learned that it can be adapted to academic based groups while still focusing on fostering positive relationships between peers. Also, my institution provides weekly staff presentations which helps in learning how professional presentations should be structured. For example, every Wednesday we hold a case study meeting in which the school chooses a student who is difficult to work with. We then brainstorm as a unit on ways to effectively work with the student and write our ideas into a presentation format. The presentation that is made up of this newly acquired information is sent to parents and must be structured in a professional and concise manner.

                    Finally, reflecting on this makes me feel a sense of pride in my work, even during difficult times. I hope that I can continue developing presentations about utilizing different educational methodologies within group settings. For the future, I will focus on writing out better presenter notes so that I can structure my talking points in a more organized manner. I am confident that this artifact has met the challenge.