Understand many theories and models, choose from among them appropriately, and apply them effectively.
Artifact:
Reflection:
This artifact is the result of the individual learning assignment from EdTech 671 – Learning Environment Design. For this assignment we were asked to design and build a small, individualized e-learning tutorial. I chose the topic of how to improve your Google search results.
Completing this project involved proposing an appropriate instructional goal, drafting a task analysis, drafting an appropriate learning outcome statement and classifying it according to the content-performance matrix. During development we also incorporated appropriate opportunities for practice and assessment.
In addition to fundamental instructional design principles for content definition, task analysis, outcome statements, etc. this project also required consideration of principles related to motivation, cognitive load, practice, assessment and feedback and how to integrate them all with one another.
For example, the following outcome statement illustrates the application of the Component Display Theory (CDT) as presented in Ruth Clark’s book “Developing Technical Training: A Structured Approach for the Development of Classroom and Computer-Based Instructional Materials.”
Outcome Statement:
Main Objective: Given a set of scenarios, the student will be able to correctly use the Google search operators that will maximize the effectiveness of the search results. (apply principle)
Sub-tasks:
- The student will be able to correctly recall the Google search rules. (remember fact)
- The student will be able to correctly recall the Google search operators (remember fact), how they impact the search results (identify principle) and how to use them properly. (apply principle)
- When given a scenario, the student will be able to determine which combination of search operators to use to achieve the most effective search results (apply principle)
Since this project could be on any topic we wanted, the first challenge was narrowing down the possibilities and properly defining the scope of the content. Some personal conversations led me to the realization that most people rarely use anything beyond the most basic Google search features which is why I selected this topic.
This work served as an excellent opportunity to implement many of the principles, theories and models that I had encountered up to this point in the program. Applying the content-performance matrix, relevant design theories, and technical development principles on a successful project was a nice tangible way to tie them all together.
This work shows how I’m able to understand and appropriately apply instructional design and e-learning principles to design successful e-learning content. This artifact implements instructional theories and principles such as:
- cognitive load theory – individual pages are not overloaded with information, audio narration is not accompanied on the pages by redundant text which would negatively impact learning (although it is available for participants without audio capabilities); assessment and practice to encourage learners to process the content thoroughly.
- usability principles – successfully passed accessibility test by webxact.watchfire.com; narrated text is available by choice for those who are hearing impaired or lack appropriate audio equipment.
- visual design principles – shows appropriate use of design elements such as color, contrast, typography, and white space.
The project served as an excellent lesson on how to successfully integrate the various principles, theories and models into a single, tangible learning product. It reminded me how all the relevant pieces interact and combine with one another to form the resulting solution.
This was also another project that reinforced the need for a testing process. Usability, technical and learnability testing are almost always beneficial. Particularly when e-learning technology is involved.
