Context & Conditions

This Canvas course was created for EDET 755: Design and Evaluation of Information Access and Delivery. This course was completed at the end of my first year in the Learning Design and Technology master’s program. 

The topic I chose for the Canvas course was Introduction to Psychology for high school level students. The course was designed into four modules, which the following topics: Introduction to Course, Introduction to Psychology, Psychological Research Methods, and Data Analysis. Within Canvas, a course overview and syllabus were provided that went over the specific objectives and activities. At the end of the course, students were to complete an End of Course Assessment. Throughout the course, students were to participate in assignments in the follow multimedia’s: Google Slides, Google Docs, Google Forms, YouTube Videos, Discussion Posts, Blooket, as well as assessments within the LMS. Additionally, I prepared a video for my students that goes over the course, how to navigate the course and what is needed to start the course.

Scope

The purpose of this Canvas course was to gain knowledge and experience in designing, developing, and implementing a Learning Management System to provide an online course learning experience. Overall, this Canvas course provides only a unit but could be included in the overall semester course of any high school Psychology class. This assignment included information from all units of the EDET 755 course and was used as proof that I can successfully create an online course.

Role

This Canvas course was designed and developed independently by me. I was also the SME, as I have years of experience teaching the content in an in-person and blended learning setting.

Instructional Design

When designing and developing this course, learner characteristics, instructional objectives, content sequencing, instructional strategies, evaluation instruments and development of instruction were utilized. The MRK model was utilized by incorporating content sequencing to present the course information in a way to help the learner understand better (Morrison et.al., 2013). This was present in the Canvas course by having students complete the modules in order. Aspects from the MRK model is also evident with pre-instructional strategies such as an overview and objectives being provided.  The design phase in ADDIE was also utilized to design this course by selecting instructional methods and medias (Allen, 2006).

Related Performance Indicators

AECT Standard 1: Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical application of educational technologies and processes (Association for Educational Communications and Technology, 2012).

Indicators:

• Creating: Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches.
• Using: Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.
• Assessing/Evaluating – Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.
• Managing – Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals.
• Ethics – Candidates demonstrate the contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology.

Reflection

When creating this course in the Learning Management System Canvas, it was neat to see it from the aspect of an instructor as I only had experience with Canvas as a student. I also got to explore Canvas and see just how different it is from the other LMS’s I have utilized in the past to gain a better since of the pros and cons of each. For example, Canvas has a more minimalist and updated look over Schoology, whereas Schoology has more assessment tools that incorporate labeling images. As for creating my course on Canvas, I overall was very proud of my product. I felt the course did a great job of utilizing modules to group content and organize the course for easy navigation. I felt the course also was a great example of the overall types of assessments I utilize and incorporate in my teaching like utilizing projects, video quizzes and assignments. I feel this course would be just as effective online as in person. Overall, my experience with creating a course on Canvas was positive and I would gladly have Canvas as the LMS my job utilizes. The only struggles I found when utilizing Canvas was just the initial figuring out of what tools are best like if to integrate a Google Form or internal Canvas assessment features. In the end, I utilized both features.

Creating a fully online course was easy due to my experience with blended learning. Due to recent events, I already had materials that worked for in person or online. When creating this course, I, however, made sure to focus on videos for better comprehension since I would not be lecturing and only providing slideshow notes for main course content. This made me reflect that I also should be utilizing more videos in my classroom as students may comprehend the video and my lecture better. Additionally, an aspect of this Canvas course was to create an introduction video that went over how to navigate the course and what the expectations were. This was a new feature I have never done and overall, if I was to teach an online course in the future, would be a feature I utilize. I believe by incorporating a video presentation for each module or week is super effective for online learning. This provides the learners to see you and/or hear your voice and go over the expectations for the module, what is all due for that model and for any other announcements to be made. I feel these videos make the instructor appear more friendly and involved.

Context & Conditions

This eLearning product was created for EDET 793: Advanced Instructional Design and Development. This course was completed in the second to last semester of my Learning Design and Technologies master’s program.

The topic I chose to do for the eLearning product was the ASSURE instructional design model. The product was designed for online graduate instructional design students. The product had 3 learning goals that the course was centered around students understanding what the ASSURE model is, how it compares to the ADDIE and MRK instructional design models, and how ASSURE can be utilized in real world scenarios. The product includes knowledge checks and assessment items to ensure students learning along with images and videos for better comprehension.

Scope

The purpose of this eLearning product was to apply my knowledge of the MRK instructional design process to develop and design an online learning module about a different instructional design model: ASSURE. Throughout the development process, I was to apply my knowledge of Mayer’s multimedia learning principles (Moreno, 2010). This project also allowed me to gain new knowledge and experience using Adobe Captivate, while also seeing the bigger picture of start to finish in the design and development of a course from the design document and evaluation, to the development of the course.

Role

The eLearning product was designed and developed independently by me. A fellow peer in the Learning Design and Technologies master program was the SME.

Instructional Design

To design and develop this eLearning product, I utilized the MRK instructional design process by utilizing the development stages of content sequencing, instructional strategies and designing the message (Morrison et al., 2013). Prior to creating this course, a design document was created that followed the MRK model of having a goal, learner, contextual, and task analysis to then establish appropriate instructional objectives to design the eLearning product around. Utilizing the Development stage of ADDIE, I was able to properly design the eLearning product from the treatment report.  I also conducted a formative evaluation to ensure eLearning product is effective and efficient based on feedback from an SME and one-on-one trial (Allen, 2006). Due to the revisions the eLearning product was properly designed and developed.

Related Performance Indicators

AECT Standard 1: Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical application of educational technologies and processes (Association for Educational Communications and Technology, 2012).

Indicators:

• Creating: Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches.
• Using: Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.
• Assessing/Evaluating – Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.
• Managing – Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals.
• Ethics – Candidates demonstrate the contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology.

Reflection

When creating this eLearning product, this was the first time I used Adobe Captivate. I decided to create my eLearning on a software I had never used to gain more experience with other applications. When working with Adobe Captivate, I found it to be very limiting and restricting in the design aspects, but extremely accessibility friendly. When designing the actual product, I got to use my knowledge of Mayer’s Cognitive Load theory and utilize design principles of text and color which are evident on each slide in the contrast and size of font (Moreno, 2010). Due to Captivates limiting, the module is more basic looking than I would prefer, but still provides an effective learning experience that I am proud of.

Designing this eLearning product was quite simple due to my Treatment Report I had made prior. Throughout this program, I have come to realize just how essential Design Documents are for designing the product. Due to me taking the time to make a style guide, storyboard, and task analysis, I was able to make the product efficiently and effectively in a timely manner due to the content/assessment items done and colors selected. This also helped me realize just how detailed Design Documents need to be when creating the actual product when there are elements you don’t think about or limiting aspects within Captivate like only having one question on a slide when the story board shows several questions on the slide. By gaining this experience with Captivate, I now know in the future of this design feature/limitation.