C. Michael Pedersen's

Processes standard

def. Understand processes such as change, design, development, and learning.

Artifacts from EdTech 544:Instructional Design

Initiating Memo (doc, pdf) - Solo
Initial Analysis (doc, pdf) - Solo
Prototype Report (doc, pdf) - Group
Design Concept (doc, pdf) - Group
Design Notebook Blog - Solo

Reflection

Course: 544 Instructional Design

Purpose: Conduct a full initial analysis, design concept and prototype for a learning product opportunity.

Situation: Identifying the needs and learning opportunities for young adult job seekers. Each student responded to an initiating memo with a potential topic for a learning tool to be developed. For this project I partner with two other students and we choose to develop my proposal (Providing students with the knowledge base and practical skills needed to perform a successful job search). My partners gathered information from various hiring managers from multiple companies and I conducted a survey with 54 students age 16-18. After our initial analysis we developed conducted a literature review, developed a series of instructional goals, created lesson plans, and developed formative evaluation questions. I developed a prototype for a software interface for our job hunting skills program and kept a blog which detailed my design ideas and thoughts throughout the project

What problem(s) or opportunities arose as you were developing this artifact?
This project allowed me to apply the theoretical information I learned in 540 with an actual product. The process of submitting a proposal and working through the first three instructional design steps of the ADDIE model helped me better understand the various stages in developing an educational product. During the course of this project I also read several articles on cognitive theory and how to apply them to our design which helped me to make more connections between the theory and practice.

What did you learn from engaging that problem or opportunity, and how do you hope to apply in the future the experience you gained?
When working in these types of groups I have found that it is easy to lose focus and begin to include too much information in the project. I found the systematic process helped keep up on track. I also learned that it was pivotal to continually focusing on the learner centric method of design to avoid this project creep from occurring. As the process went on it became less about what each individual group member wanted to include and more about what the learner really needed.  I see the value of having this type of group dynamic when working under a deadline which I will adapt for future use.

What does this work demonstrate about you and your capabilities?
I feel the comprehensive nature of the initial analysis and my continual push to focus on the learner added significant value to our group’s final product. The interface I designed provided a visual prototype which helped make the conceptual project seem more concrete. For the report and the presentation, these images helped us to convey what our product would look like. As this was produced in only the second semester of the program I am impressed with the analysis and the final prototype.  While I have additional experience and exposure to theory and practice since completing this project I am still pleased with the results.

What did completing this work teach you about yourself within the field of educational technology?
While I am strong proponent for rapid prototyping and iterative product development, this project helped me recognize the importance of systematic processes. By having a systematic guideline and rigid set of deliverables the group dynamic was easier to manage than a purely constructivist approach. I also found the initial analysis to be incredibly valuable as a starting point for designing products. Prior to this class I frequently wanted to jump directly to developing a product without spending the time to do an analysis. Although I find still find more pleasure spending time in development and implementation I have a new found respect for the analysis phase of the instructional design process. This has also helped me identify where my design proclivities are and what areas I need to watch out for when I don’t have an instructor or a group member there to reign me in.