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.
Artifact: Online Learning Experience Design Grid
Reflection:
This artifact is an instructional design planning grid used to develop a short-term online course. This online learning design plan was completed in the spring of 2012 and was used to construct an online course in Moodle. The artifact, along with the fully developed and implemented online course, address third grade Social Studies Georgia Performance Standards. This planning grid aligns the Georgia Performance Standards, which the online course is designed to address, with the related learning objectives, digital resources, performance tasks, and assessments.
Instructional design is addressed in Standard 2.6. This standard establishes the expectations of modeling and facilitating use of research-based best practices in the instructional design of technology-based learning experiences. As evidenced by this instructional design grid for my online course, I utilized a variety of research-based best practices to develop this course. I used these practices to design learning opportunities that facilitated higher order thinking skills and allowed students to be the decision-makers in the learning experience. This planning grid demonstrates that I can effectively plan for and implement technology-based learning experiences that incorporate a variety of research-based instructional practices.
As one of my first experiences in planning for an extended online learning course, I found this to be a wonderful learning experience. Completing this scaffolded grid helped me better understand the important components of a technology-enhanced learning experience. From this experience, I learned that best-practices in a traditional classroom are very similar to best-practices in an online setting. In addition, I learned about relevant ways to incorporate digital tools and resources into the design process. While this was a meaningful learning experience, I would like to further expand this plan. Currently, this instructional design plan addresses six objectives related to the content. Extending this plan to incorporate additional standards and objectives would push me to think more deeply about the content and would help prepare me to effectively teach the content and concepts in the future.
As established in the paragraph above, creating this instructional design plan helped me better understand the development process of an online learning experience. This understanding certainly makes me a more effective facilitator of student learning experiences. The impact of this could be determined by evaluating student achievement data. In addition, this information can be easily shared and articulated to other educators to facilitate acquisition of professional knowledge.
Reflection:
This artifact is an instructional design planning grid used to develop a short-term online course. This online learning design plan was completed in the spring of 2012 and was used to construct an online course in Moodle. The artifact, along with the fully developed and implemented online course, address third grade Social Studies Georgia Performance Standards. This planning grid aligns the Georgia Performance Standards, which the online course is designed to address, with the related learning objectives, digital resources, performance tasks, and assessments.
Instructional design is addressed in Standard 2.6. This standard establishes the expectations of modeling and facilitating use of research-based best practices in the instructional design of technology-based learning experiences. As evidenced by this instructional design grid for my online course, I utilized a variety of research-based best practices to develop this course. I used these practices to design learning opportunities that facilitated higher order thinking skills and allowed students to be the decision-makers in the learning experience. This planning grid demonstrates that I can effectively plan for and implement technology-based learning experiences that incorporate a variety of research-based instructional practices.
As one of my first experiences in planning for an extended online learning course, I found this to be a wonderful learning experience. Completing this scaffolded grid helped me better understand the important components of a technology-enhanced learning experience. From this experience, I learned that best-practices in a traditional classroom are very similar to best-practices in an online setting. In addition, I learned about relevant ways to incorporate digital tools and resources into the design process. While this was a meaningful learning experience, I would like to further expand this plan. Currently, this instructional design plan addresses six objectives related to the content. Extending this plan to incorporate additional standards and objectives would push me to think more deeply about the content and would help prepare me to effectively teach the content and concepts in the future.
As established in the paragraph above, creating this instructional design plan helped me better understand the development process of an online learning experience. This understanding certainly makes me a more effective facilitator of student learning experiences. The impact of this could be determined by evaluating student achievement data. In addition, this information can be easily shared and articulated to other educators to facilitate acquisition of professional knowledge.