Context & Conditions

This web-based eLearning product was created in EDET 703: Design and Development Tools II in my second semester of the Learning Design and Technologies master’s program.

This web-based eLearning product was to educate students on the states of matter. The Module first introduced a video going over what the states of matter are and then presented the lesson objectives. Learners were then presented with written content and images to re-explain what matter is along with what a solid, liquid, and gas are. Students were then given three knowledge checks to show mastery of the lesson objectives. Students were given assessment items that included matching, sorting, and check all that apply.

Scope

The purpose of this web-based eLearning product was to create a linear web page that implemented the skills and concepts defined from the accompanying design planning documents. Knowledge checks were to be implemented as well with feedback for the learner. This project allowed me to gain more experience and knowledge with developing instructional modules and with Rise360.

Role

This project was completed with a partner. We worked together for every step in the developing process. Feedback was provided from our instructor.

Instructional Design

This web-based eLearning product incorporates the Designing the Message and Development of Instruction steps of the MRK model (Morrison et al., 2013). Effective use of pictures and graphics were utilized throughout the product and cognitive load was used to not overwhelm the learner (Morrison et al., 2013). We also made sure to incorporate visual and message designs like consistency, rhythm, white space, balance, and repetition.  As for ADDIE, the Development stage is utilized by actually developing and creating the product to be ready for learners (Allen, 2006).

Related Performance Indicators

AECT Standard 4: Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice. (Association for Educational Communications and Technology, 2012).

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.
• Leadership – Candidates lead their peers in designing and implementing technology-supported learning.
• 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.
• Assessing/Evaluating – Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.
• 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.

Reflection

With this being a group project, I was able to create a product that was not intended for high school level students. Due to my partner being an elementary level teacher, I agreed to have the module be intended for elementary level. Due to this, I was not used to providing lower vocabulary words and providing less in-depth details. This made creating the module a little difficult, but also so much easier than past projects with easier assessment items.

Due to this course being in the beginning of the program, this was one of the first courses where we got to experiment and figure out new software’s and programs to develop products on. It was also nice to learn how to navigate this platform with a partner and make a friend early on in the program. Looking back now, I would make sure to include accessibility features within.

Context & Conditions

The Formative Evaluation Plan was created in EDET 722: Instructional Design and Assessment in the first semester of my Learning Design and Technologies master’s program. The Formative Evaluation Plan is one section of the Instructional Design Document. Prior to the Formative Evaluation Plan, a needs assessment, goal analysis, learner analysis, contextual analysis, task analysis, performance objectives and assessment items were designed. Additionally, an instructional strategy plan and prototype on the Prohibition were developed as well.

The evaluation plan first introduced that the purpose of the evaluation was to help modify and revise the prototype for effective instruction and went over who would be receiving these results. The plan then addressed the evaluation objectives via a SME notes form, observation forms, pre/posttests, interview protocols and attitude surveys. The plan then provides a matrix of when the one-one trials, SME review, small-group trials and field trials would take place. Appendices of these instruments are included as well. Additionally, evidence of how these data gathering instruments will be utilized throughout the evaluation was included as well. Lastly, the plan states how the results would be analyzed and reported after the evaluation took place.

Scope

The purpose of conducting a Formative Evaluation Plan was to gain experience conducting a formative evaluation and developing appropriate evaluation instruments. While this was connected to an overall larger document, this assignment was my first time conducting a Formative Evaluation Plan.

Role

I independently created this Formative Evaluation Plan along with the entirety of the Instructional Design Document. I then acted as the designer and developer of the PowerPoint Prototype. My instructor reviewed and provided feedback and suggestions for improvements.

Instructional Design

This artifact incorporates the MRK model for Instructional Design by implementing Evaluation Instruments and Formative Evaluation aspects (Morrison et al., 2013). Objectives are an important aspect to utilize to be able to guide the evaluation instruments I selected/created throughout the Evaluation (Morrison et al, 2013). As for the Formative Evaluation part of the MRK model, the evaluation plan took place before the prototype was finalized which allowed for feedback and revisions to be made which allows for effective instruction. As for the ADDIE model, this formative evaluation plan would be part of the Evaluation stage as testing would be completed in this stage to see if the objectives were reached (Allen, 2006).

Related Performance Indicators

AECT Standard 4: Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice. (Association for Educational Communications and Technology, 2012).

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.
• Leadership – Candidates lead their peers in designing and implementing technology-supported learning.
• 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.
• Assessing/Evaluating – Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.
• 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.

Reflection

This Design Document and Formative Evaluation were created when I had no prior knowledge or experience due to this course being one of the first classes I took in the master’s program. Due to this, there was confusion, and I did not have full comprehension of what an evaluation plan fully was. It was not until later in the program that it finally came full circle with the Tina Sears Case Study Evaluation Plan and in my Formative Evaluation for my eLearning product for 793 that I fully understand how important evaluation plans are. Due to evaluation plans be utilized often in this program, this formative evaluation plan served as a good tool to look back on for reference. Since this evaluation plan, my writing has also improved which is evident in the other evaluation documents.