Standard 4
Professional Knowledge and Skills
This proposal was the result of a peer reviewed design process. This IDP/Plan includes a needs assessment and identification of target audience, learner characteristics and user personas. We established meaningful goals and performance objectives as a defining structure of the design development, setting expectations. The content structure was created through a collaborative team effort guided by research-based instructional strategies. This team worked exceptionally well together and while each of us took an independent lead based on individual strength, we all contributed to every phase of the project. I took the lead throughout this project on the learning goals and objectives and alignment to the course content, assessments and the organizational planning and management of the process.
In this example, the actual project and the process of developing the project are equally evidence of the sub-standard mastery. This project was completed over the course of the semester. We developed the CBT through an iterative process based on the SAM ISD model. We completed a front-end analysis, created behavioral objectives, developed an IDP/Plan, storyboarding, style sheets and assets, creation of multiple prototypes, testing and evaluation using Kirkpatrick’s Model of Evaluation. This project was my greatest source of pride during the program in large part because the team I worked with on it. We were very supportive and complementary of each other. I assumed the role of project manager very early on and we had weekly check-in meetings to run through progress, work distribution and any issues that arose. I utilized a variety of technological tools to keep the team informed and on track. There was nobody that worked in isolation, we all contributed to every phase of the project, and it was very rewarding. Click to learn more about the project's process and background.
This study was completed over the course of the semester to analyze the learning experience and usability of the Duolingo learning platform. Each member of the group performed the assessment with two participants and then the group worked collaboratively to make determinations and recommendations to support learning. Results were analyzed based on task completion success, time to complete, clicks per task, errors, learnability, satisfaction, and user experience. We had regularly scheduled meetings to evaluate progress and work collectively on the shared document that would become the final report.
Instructional Design Proposal: Hazard Communication Training
EDF 6284 Problems in Instructional Design for Computers – Fall 2023
Standards: S.4.1
Instructional Designer Competencies and Skills:
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Perform a needs assessment/analysis
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Plan and monitor training projects
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Assess the relevant characteristics of the target audience
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Assess the relevant characteristics of the setting
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Perform job, task, and/or content analysis
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Write criterion-referenced, performance-based objectives
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Select instructional media
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Recommend instructional strategies
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Develop performance measurement instruments
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Develop training program materials
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Prepare end-users for implementation of courseware materials
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Evaluate instruction, program and process
Click the image above to view the artifact
Articulate 360: Hazard Communication Training
EDF 6284 Problems in Instructional Design for Computers – Fall 2023
Standard: S.4.2
Instructional Designer Competencies and Skills:
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Perform a needs assessment/analysis
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Plan and monitor training projects
-
Assess the relevant characteristics of the target audience
-
Assess the relevant characteristics of the setting
-
Perform job, task, and/or content analysis
-
Write criterion-referenced, performance-based objectives
-
Select instructional media
-
Recommend instructional strategies
-
Develop performance measurement instruments
-
Develop training program materials
-
Prepare end-users for implementation of courseware materials
-
Evaluate instruction, program and process
Click the image above to view the artifact
Usability Study
EME 6208 Interactive Media – Spring 2023
Standard: S.4.3
Instructional Designer Competencies and Skills:
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Plan and monitor training projects
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Assess the relevant characteristics of the target audience
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Assess the relevant characteristics of the setting
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Perform job, task, and/or content analysis
-
Select instructional media
-
Develop performance measurement instruments
-
Evaluate instruction, program and process