2.6 Instructional Design
Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. (PSC 2.6/ISTE 2f)
Artifact:
Multimedia Design Project/ Webquest
Multimedia Design Project/ Webquest
Reflection:
For this standard I choose my Multimedia Design Project which I created a Webquest about Apartheid in South African and Nelson Mandela. In this Webquest, the students were acting a curator of a exhibit which was going to be displayed in our school library on the topic of Apartheid and Nelson Mandela. They were to use the information gathered through research during the Webquest to design and create videos for the library exhibit. My contribution to this artifact was the research, planning and design of the WebQuest. I also modeled and facilitated the use of the various digital tools such as Weebly website features and design, Voki and iMovie.
What made this artifact fit with this standard was that upon creation of this project, I was able to model and implement numerous research-based best practices to meet the needs of my students. First, this project engaged learners in the activity-based process of acquiring of new information. They were not merely taking notes; they were participating in the process through role-playing. It also involved an authentic task since they were curators of an exhibit in our school library. Students were to critically examine the impact of Apartheid in South Africa and the role of Nelson Mandela. Personalized learning occurred as students created videos in which they shared their viewpoint on Apartheid and the role of Nelson Mandela.
In ITEC 7460, we studied the ADDIE model, and I chose it based on its logical construct. ADDIE stands for Analysis, Design, Development, Implementation, and Evaluation. I used a generic ADDIE lesson plan template to complete the lesson plan, which contains research-based practices. I created a rationale which include a sequence of instruction which ranged from blended and extended learning, individual and group work, creating checkpoints in instruction, and using a post-lesson evaluation tool to solicit learner feedback to inform subsequent revisions.
The artifact further demonstrates that I model and facilitate research-based best practices in design in that I incorporated, such as learner-centered strategies. The artifact supported the learners by addressing the specific needs of the students and by giving them a variety of tools and resources in the WebQuest to help them throughout the process. The WebQuest design took into account my students’ interests, abilities, and their learning styles to make it learner centered. I developed recorded instructions and tired assignments for a variety of leveled learners.
In reviewing the success of this online learning module in the future I would look for ways to provide students more choice in their learning and assessments. The Webquest does allow a variety of different approaches through styles and modes of learning. The creation of a video and eventual summative assessments are the only options five to students to display their mastery of the standards.
The work which took place in creating this artifact impacted student learning, school improvement and faculty development in many forms. An engaging and real life learning environment is what class room instruction and student learning today should reflect. In implementing this project in my classroom, students were able to have hands on learning opposed to reading their textbooks or completing worksheets on the topic. The project meets the needs of a variety of students through tools used in the Webquest and use of a nontraditional assessment. This experience impacted faculty development and school improvement by introducing teachers to a new way of teaching and learning.
References:
Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Boston, MA: Springer-Verlag US.
Roblyer, M. D., & Doering, A. H. (2013). Integrating Educational Technology into Teaching: International Edition (6 ed.). Upper Saddle River: Pearson.
What made this artifact fit with this standard was that upon creation of this project, I was able to model and implement numerous research-based best practices to meet the needs of my students. First, this project engaged learners in the activity-based process of acquiring of new information. They were not merely taking notes; they were participating in the process through role-playing. It also involved an authentic task since they were curators of an exhibit in our school library. Students were to critically examine the impact of Apartheid in South Africa and the role of Nelson Mandela. Personalized learning occurred as students created videos in which they shared their viewpoint on Apartheid and the role of Nelson Mandela.
In ITEC 7460, we studied the ADDIE model, and I chose it based on its logical construct. ADDIE stands for Analysis, Design, Development, Implementation, and Evaluation. I used a generic ADDIE lesson plan template to complete the lesson plan, which contains research-based practices. I created a rationale which include a sequence of instruction which ranged from blended and extended learning, individual and group work, creating checkpoints in instruction, and using a post-lesson evaluation tool to solicit learner feedback to inform subsequent revisions.
The artifact further demonstrates that I model and facilitate research-based best practices in design in that I incorporated, such as learner-centered strategies. The artifact supported the learners by addressing the specific needs of the students and by giving them a variety of tools and resources in the WebQuest to help them throughout the process. The WebQuest design took into account my students’ interests, abilities, and their learning styles to make it learner centered. I developed recorded instructions and tired assignments for a variety of leveled learners.
In reviewing the success of this online learning module in the future I would look for ways to provide students more choice in their learning and assessments. The Webquest does allow a variety of different approaches through styles and modes of learning. The creation of a video and eventual summative assessments are the only options five to students to display their mastery of the standards.
The work which took place in creating this artifact impacted student learning, school improvement and faculty development in many forms. An engaging and real life learning environment is what class room instruction and student learning today should reflect. In implementing this project in my classroom, students were able to have hands on learning opposed to reading their textbooks or completing worksheets on the topic. The project meets the needs of a variety of students through tools used in the Webquest and use of a nontraditional assessment. This experience impacted faculty development and school improvement by introducing teachers to a new way of teaching and learning.
References:
Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Boston, MA: Springer-Verlag US.
Roblyer, M. D., & Doering, A. H. (2013). Integrating Educational Technology into Teaching: International Edition (6 ed.). Upper Saddle River: Pearson.
