ID Model Instructional Design
AECT Standard 4 – Professional Knowledge and Skills
Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice. (AECT, 2012)
EDET 793 - ID Model Instructional Design and eLearning Product
Context & Conditions
During the Spring 2021 Advanced Instructional Design and Development (EDET 793) course with Dr. Michael Grant, we explored additional instructional design models in order to become more expert in at least one other model. I selected the Dick and Carey model of instructional design (Dick, 2015) and used a new development tool to create an eLearning module.
Scope
I designed and developed an eLearning product using a rapid eLearning development tool which was new to me, Udutu. The 30-minute eLearning module was developed to educate graduate-level, novice instructional design students on the Dick and Carey model of instructional design.
Role
For this project, I was the subject matter expert, instructional designer, and developer. Throughout the design and development process of the eLearning module, I relied on my two assigned group members to provide formative feedback and evaluations.
Instructional Design
Following ADDIE (Molenda, 2007) and MRK (Morrison, 2013) instructional design models, I completed a front-end analysis, which included a goal analysis to identify the goals for instruction, a learner analysis to describe the characteristics of the target audience, and a contextual analysis to describe the orienting, instructional, and performance contexts. After researching the Dick and Carey model, I completed a task analysis, developed performance objectives and assessment items, and designed the instructional strategy plan. Next, I created a storyboard with a narration script, a treatment report to describe the eLearning product and rationales, and formative evaluation plan and data collection instruments. Following my instructional design documentation, I then developed the interactive, self-paced eLearning module using Udutu. My two group members provided feedback throughout the process, pilot tested the eLearning module, and completed the formative evaluation. Finally, I made revisions to the eLearning module based on the evaluation results.
AECT Performance Indicators
Collaborative Practice
Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners.
With guidance from Dr. Grant on the learner characteristics and various instructional design models, I completed the instructional design process and relied upon my classmates to thoroughly evaluate the instructional materials.
Leadership
Candidates lead their peers in designing and implementing technology-supported learning.
I provided my group members with formative feedback throughout their instructional design process and pilot tested their eLearning modules.
Reflection on Practice
Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design, development and implementation of technology-supported instruction and learning to enhance their professional growth.
I explored and learned more about the Dick and Carey model, Mayer’s multimedia learning principles (Moreno, 2010), and the new rapid eLearning development tool Udutu in order to further progress in my role as an instructional designer.
Assessing/Evaluating
Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.
During the instructional design process, I created assessment items which directly related to the performance objectives and designed and implemented a formative evaluation plan which provided data for revisions to the instructional product.
Ethics
Candidates demonstrate ethical behavior within the applicable cultural context during all aspects of their work and with respect for the diversity of learners in each setting.
Throughout the instructional design process, the learner characteristics were carefully considered, since the target audience for the instruction was a diverse group of novice instructional design students in an online graduate degree program.
Reflection
Since this was one of the final projects in the M.Ed. program, I had advanced experience with following the MRK instructional design process to develop an eLearning product. However, Udutu was a rapid eLearning development tool which I had not yet used, and I enjoyed learning and gaining experience with this program and seeing other new tools used by my classmates. In addition, I learned about Mayer's multimedia learning principles, such as using conversational-style verbal explanations (rather than just written explanations) and segmenting longer instructional modules into smaller, learner-controlled and navigated segments, and I applied those concepts when designing and developing the eLearning module.