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 Report
Multimedia Design Project Website
Reflection:
The Multimedia Design Project was a webquest designed to teach students more about genetically modified organisms (GMOs) and was created individually as a class assignment. The webquest was designed to be accessible to all learners and adapts to a variety of learning styles. Each step of the webquest, the introduction, task, process, evaluation, conclusion, and teacher page, has information needed to complete the lesson.
Standard 2.6, Instructional Design, asks that candidates demonstrate the ability to “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). The webquest generated for this class assignment is evidence of my ability to do so. In designing the webquest, I modeled the use of research-based best practices by planning and designing the website to meet the needs to the wide variety of learning abilities of my learners, which include students with learning disabilities and students with visual and hearing impairments. I facilitated the use of research-based best practices including links to further information about key vocabulary terms, providing both audio and transcripts to instructions, giving each team member specific roles to accomplish in the task, and providing graphic organizers to aid students with learning disabilities.
In this learning experience, I learned a wide variety of ways of making digital information accessible to all of my students, despite the wide variety of learning styles and disabilities of my students. Developing strategies to reach all learners was a critical piece of this learning experience. If I were to do it again, I would go back and make more audio links to more of the instructions. I had a student during implementation that uses software to make the screen print larger but it would have been much easier for him to use audio for all of the tasks.
The impact on student learning can be assessed at the end of the project by using the rubrics created for the task. The impact on faculty development and school improvement from this experience is harder to measure directly but since this experience, I have helped teachers design their own technology-enhanced learning experiences, while also making recommendations on instructional design. Teachers now seem to take more into consideration when designing or selecting technology-enhanced learning experiences for their students.
The Multimedia Design Project was a webquest designed to teach students more about genetically modified organisms (GMOs) and was created individually as a class assignment. The webquest was designed to be accessible to all learners and adapts to a variety of learning styles. Each step of the webquest, the introduction, task, process, evaluation, conclusion, and teacher page, has information needed to complete the lesson.
Standard 2.6, Instructional Design, asks that candidates demonstrate the ability to “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). The webquest generated for this class assignment is evidence of my ability to do so. In designing the webquest, I modeled the use of research-based best practices by planning and designing the website to meet the needs to the wide variety of learning abilities of my learners, which include students with learning disabilities and students with visual and hearing impairments. I facilitated the use of research-based best practices including links to further information about key vocabulary terms, providing both audio and transcripts to instructions, giving each team member specific roles to accomplish in the task, and providing graphic organizers to aid students with learning disabilities.
In this learning experience, I learned a wide variety of ways of making digital information accessible to all of my students, despite the wide variety of learning styles and disabilities of my students. Developing strategies to reach all learners was a critical piece of this learning experience. If I were to do it again, I would go back and make more audio links to more of the instructions. I had a student during implementation that uses software to make the screen print larger but it would have been much easier for him to use audio for all of the tasks.
The impact on student learning can be assessed at the end of the project by using the rubrics created for the task. The impact on faculty development and school improvement from this experience is harder to measure directly but since this experience, I have helped teachers design their own technology-enhanced learning experiences, while also making recommendations on instructional design. Teachers now seem to take more into consideration when designing or selecting technology-enhanced learning experiences for their students.