Investigate, and apply instructional design models. Students engage in front-end analysis in order to identify and define an existing problem in an instructional or training environment resulting in an instructional design document. Involves problem identification and definition, content organization and development, implementation strategy and evaluation framework.
Graduate Learning Outcome 2:
Identify, define, analyze and articulate instructional problems and needs.
Generate and organize instructional content.
Develop an implementation strategy.
Create and justify an evaluation model.
Apply basic learning theories to an instructional problem.
Demonstrate collaboration and communication skills.
Work Examples Job Aid As a group, we created a job aid to help special education students mail a package. Group members included: Arnoldo Salas, Deborah Stephens, Wendy Inoyue, and myself.
Group Instructional Design Document As a group, we created an instructional design document for a lesson on long division. The presentation file was presented to our MIST cohort as an overview of the learning theory and instructional process used in the instructional design document. The group members included: Arnoldo Salas, Deborah Stephens, and myself.
Instructional Design Document This product is my first individual instructional design document. The focus of the document is a professional development for creating Common Core State Standards based mathematics test items.
Explore technology systems related to educational environments. Investigate and analyze a variety of technologies for delivering and developing instruction. Discuss history, trends and issues in instructional design and technology: develop common understanding of the basic vocabulary and underlying principles of the field; gain an initial familiarity with major issues in the field; create frameworks that are foundational to life long professional development.
Graduate Learning Outcome 1:
Be able to use basic terminologies with comprehension.
Understand differences between instructional technology, performance technology, and other related concepts.
Compare various instructional design models that are developed over time.
Become familiar with the fundamental theories of learning and their contribution to the field of instructional technology.
Understand major issues in the field in their historical context.
Create frameworks that are foundational to career development and lifelong professional development.
Work Examples Mini-Reports To foster collaboration and introduce to develop deeper understanding of different topics in Instructional Technology we wrote 3 papers as a group. My group, Who is Number 3?, wrote an Op-Ed piece on behaviorism, a presentation on constructivism, and an evaluation of ethical scenarios that could be faced in the instructional technology environment. We created the document by splitting the reading, combining our notes, and having one or two members write the bulk of the material with input from the other team members.
Research Topic This research paper focuses on understanding what school should consider when implementing one-to-one computer to student ratios. It covers appropriate expectations for a one-to-one programs and alternatives to a complete one-to-one ratio.
Provides individualized workshops and tutoring to incoming graduate students in preparation for technology intensive graduate studies. Covering information, technology and communication tools such as learning management systems, information search engines, online storages, basic media design, basic web design and presentation tools. Designed to be taken with or before other graduate level courses. Graduate Learning Outcome 1:
Be able to use basic terminologies with comprehension;
Understand differences between instructional technology, performance technology, and other related concepts;
Compare various instructional design models that are developed over time;
Become familiar with the fundamental theories of learning and their contribution to the field of instructional technology;
Understand major issues in the field in their historical context;
Create frameworks that are foundational to career development and lifelong professional development.
Work Examples ePortfolio Creating an an ePortfolio was necessary for the course, but had a greater purpose of making sure that we are able to represent our work and knowledge in a readily available site. Originally my ePortfolio was created using Google Sites, but there were several limitations. The greatest limitation was in creating a website that could easily be stored in an offline media. I could find no easy method of downloading the complete site, with interactivity intact, to a hard disc. Weebly is a free option that I moved to later for two reasons: it is easy to download a copy of the site and it is easy to purchase your own domain. To make the site as professional as possible I found that a personal domain adds class that a Google Sites address could not compete with.
Should I be Worried about Copyright? Yes, as a client you should worry about copyright laws. If a training course is created for you with improper use of copyright material both the client (you) and designer (me) may open ourselves to litigation from the copyright holders. However, that doesn't mean we can’t use copyrighted materials; we just need to make sure we have the permissions, fair use, or references that match the copyright holder’s expectations.
First, permission for using another’s work can be as simple as asking. If you’d like to use an image you've found on the internet, we contact the photographer or the artist to ask permission for using their work. Even if the image doesn't have a copyright notice on the site, the owner still has a copyright for their work. The creator may give permission, asking only for a reference or link through. The creator may also deny the use of their work; this is their right and we will need to adjust our plans accordingly. Sometimes we will also have to pay for using their work; which will increase the cost of producing the training course. Second, Fair Use is an option for some materials. Though the rules for Fair Use of copyrighted materials are unspecific, and there is no definitive way to tell if the use of a material will fall under Fair Use or not. There are, however, guidelines that can help us decide if the use of the media would likely be considered fair use. Stanford University’s Copyright & Fair Usewebsite has listedfour factors that a Federal Judges would consider in a fair use case:
the purpose and character of your use
the nature of the copyrighted work
the amount and sustainability of the portion taken, and
the effect of the use upon the potential market.
The purpose and the character refers to what you will be using the material for. News reporting, non-profit education, teaching, and restricted access can suggest fair use. Unfortunately commercial activity of profiting from the use generally do not help justify Fair Use. The nature of the copyrighted work refers to the content being used. Factual information, like a mathematical formula, is more acceptable in Fair Use than artistic works. Also, it would be best to use published works. Amount and substance of the copyrighted material doesn't just mean that a small amount used is more acceptable than a large amount. The significance of the part of the copyrighted material used must be considered. The more important to the original work the piece is, the less likely using it will be considered fair use. Finally we’ll have to consider if there will be no significant effect on the sales of the piece. If we give away someone else’s work away for free on your website, we are not using it fairly. One might also considerCreative Commons is also a resource to look into. Some people produce their work specifically to share it with others, they only ask that you do the same. Sometimes we can change the material ourselves, as long as we attribute the original work to the creator. Some may let us use the work, as long as we don’t change it. There aresix different licenses for Creative Commons and as long as we follow their rules we’ll be okay. There will be a need to discuss the necessity of any copyrighted material for an training course or production. However, if we commit to due diligence in contacting the original creator, checking the Fair Use of the resources, or using objects from Creative Commons; there will be a large selection of material available to use on almost any project.
Provides individualized workshops and tutoring to incoming graduate students in preparation for writing intensive graduate studies. Covering writing strategies, academic writing skills, APA style and technologies used in writing. Designed to be taken with, or before, other graduate level courses.
Graduate Learning Outcome 2:
Identify, define, analyze and articulate instructional problems and needs
Generate and organize instructional content
Develop an implementation strategy
Create and justify an evaluation model
Apply basic learning theories to an instructional problem
Demonstrate collaboration and communication skill
Work Examples Aside from properly learning how to use the mechanics of writing and citation in the APA format, I had to identify an element of writing that I struggle with. I chose to research and create a presentation to help others with run on sentences. The assignment was also combined with a task from IST 501 and I created a screen capture of the presentation using Camtsia Relay. At this time the capture does not have closed captioning, but the YouTube version of the video does.