Candidate demonstrates the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.

Reaching Out With Respite

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Context: This instructional module was developed as the primary course project for EDET 793: Advanced Instructional Design and Development in the spring of 2013. This is considered to be one of the capstone products of what is typically one of the final courses within the Educational Technology program.

Conditions: The module was developed for potential use by the SC Respite Coalition as an overview of the concepts and models of respite care as might be approached by an interested faith-based organization. It was designed so as to be a resource to which they could link from their organization’s Web site. There was an existing body of text and audio content available, however the project was completed with the pre-approval of, but without direct contribution of input from, the SME or the SC Respite Coalition.

Scope: This project has met the assignment completion requirements for the course, however it is still subject to further modifications based on an anticipated review by the SC Respite Coalition.

Role: As this was an individual project, I filled all of the requisite roles in completing it.

Performance Indicators:

1.1.b Identify a variety of instructional systems design models and apply at least one model.
1.1.1.a Write appropriate objectives for specific content and outcome levels.
1.1.1.b Analyze instructional tasks, content, and context.

This project followed an abbreviated ISD model of “Decide, Design, Develop” that covered an approximate 6-week timeframe. Peer evaluation of the project has taken place, with revisions made accordingly. Within the “Decide” phase, specific instructional objectives were written based on what was known about the learners, the content, and the instructional context.

1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.
This project allowed me the opportunity to work for the first time with Articulate Storyline, which I had been very interested in learning to use after having been introduced to it within my internship. I have since begun following several Articulate focused blogs and I look forward to using it extensively in the future.

1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs.
The module reflects the consideration of a range of learner needs and preference by placing the playback of media within the learner’s control and the inclusion of transcripts for the audio files both as downloadable documents and within the module itself.

1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences.

The module has undergone a formative peer evaluation and it is anticipated that summative evaluation of the module will take place in the coming months as the requesting agency reviews it for that purpose.

1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction.
1.2.b Apply principles of educational psychology, communications theory, and visual literacy to the development of instructional messages specific to the learning task.
1.2.c Understand, recognize and apply basic principles of message design in the development of a variety of communications with their learners.
1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.

Because this module was designed both to provide instruction about the various types of respite programs and to persuade decision makers within faith-based organizations to consider initiating or expanding their organization’s participation in providing respite, how the message was structured and the appearance of the module itself were considered to be significant. So as to maximize the visual quality of the module, a particular effort was put into obtaining high quality stock photos, which comprised all of the cost associated with producing the module. Additionally, particular emphasis was placed on both the diversity of individuals represented and the types of programs depicted so as to portray as accurately and inclusively as possible the full range of potential respite partners and services.

1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.

Learner characteristics that influenced the selection and implementation of strategies included an understanding that if individuals are at the Respite Coalition Web site, they already possess at least a basic understanding of internet usage and have functional internet access. Because the learner group could comprise individuals from any number of faith backgrounds, by design the module did not reflect a specific religious affiliation.

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