2.6 Instructional Design
Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. (PSC 2.6/ISTE 2f)
Artifacts: Hybrid Mini-Module (ITEC 7480), French 1 Syllabus,
French 1 Vocabulary 1.1, French 1 Quiz 1.1a
Reflection:Designing an online or hybrid mini-module was a culminating assignment for ITEC 7480, Introduction to Online Learning. This particular artifact was created to be an opening assignment for a high school French 1 class. Students completing this mini-module were required to learn the letters of the French alphabet via instruction and practice provided online, as well as collaborative work in class with partners. Activities included a VoiceThread presentation that introduced the sounds of the French alphabet, online practice from a variety of websites geared towards both French toddlers and students of French as a foreign language, and finally an online assessment on Quia. Upon completion of the mini-module, students were assessed in class using a digital language lab, where they were asked to apply what they learned by writing words as spelled out loud by the instructor and to record themselves spelling words provided by the instructor.
Creating this artifact allowed me to demonstrate mastery of Standard 2.6, which states that “candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences.” The mini-module was developed after researching best practices in teaching and learning online. This included studying various modes of delivery of online content, methods for assessing student learning online, and appropriate means of integrating online instruction with face-to-face instruction to maximize student learning and relationship building. Students prepared by exploring the online course folders, by introducing themselves in a course discussion board, and by taking a sample assessment over the contents of the syllabus when this mini-module was implemented in my class the following semester. These steps ensured that students were familiar with the process for accessing the course material online, as well as the requirements for online access and behavior.
The concluding assessment when implemented did not go as planned. The language lab experienced a technical glitch and was unavailable for nearly two weeks. As a result, I was unable to use it to perform the final piece in the assessment where students record themselves spelling words provided in French. If I were in a situation to implement this module again, I would prepare better for such an eventuality by asking students to record themselves using their phones or other portable device and then upload the sound file to our online learning management system. This would allow for students to self-correct as well, which always helps to improve the learning process.
To facilitate the implementation of a similar hybrid module with another teacher, I would need to make several changes. Because this module was part of the very beginning of a level 1 French class, there was no need to pre-assess students to see what they already knew. Working with a different class, I would need to help guide the teacher through the stages of instructional design. To begin, we would discuss what the learning outcomes are, the pedagogical considerations for the best way to present the learning activities, and the time needed to complete the module from introduction to final assessment. As we designed a module that would meet the criteria that we decided upon, we would need to be conscious of designing activities that would meet the needs of different learners, as well as a module that was visually clear and appealing. Before introducing the module to students, it would also be important to test all of the online activities and be certain that they all worked in the intended way. Throughout the implementation of the module, the teacher and I would need to take note of what worked and what needed to be improved for the future. Lastly, after completing the final assessment, the teacher and I would sit down to discuss and evaluate the success of the module.
Creating this artifact allowed me to demonstrate mastery of Standard 2.6, which states that “candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences.” The mini-module was developed after researching best practices in teaching and learning online. This included studying various modes of delivery of online content, methods for assessing student learning online, and appropriate means of integrating online instruction with face-to-face instruction to maximize student learning and relationship building. Students prepared by exploring the online course folders, by introducing themselves in a course discussion board, and by taking a sample assessment over the contents of the syllabus when this mini-module was implemented in my class the following semester. These steps ensured that students were familiar with the process for accessing the course material online, as well as the requirements for online access and behavior.
The concluding assessment when implemented did not go as planned. The language lab experienced a technical glitch and was unavailable for nearly two weeks. As a result, I was unable to use it to perform the final piece in the assessment where students record themselves spelling words provided in French. If I were in a situation to implement this module again, I would prepare better for such an eventuality by asking students to record themselves using their phones or other portable device and then upload the sound file to our online learning management system. This would allow for students to self-correct as well, which always helps to improve the learning process.
To facilitate the implementation of a similar hybrid module with another teacher, I would need to make several changes. Because this module was part of the very beginning of a level 1 French class, there was no need to pre-assess students to see what they already knew. Working with a different class, I would need to help guide the teacher through the stages of instructional design. To begin, we would discuss what the learning outcomes are, the pedagogical considerations for the best way to present the learning activities, and the time needed to complete the module from introduction to final assessment. As we designed a module that would meet the criteria that we decided upon, we would need to be conscious of designing activities that would meet the needs of different learners, as well as a module that was visually clear and appealing. Before introducing the module to students, it would also be important to test all of the online activities and be certain that they all worked in the intended way. Throughout the implementation of the module, the teacher and I would need to take note of what worked and what needed to be improved for the future. Lastly, after completing the final assessment, the teacher and I would sit down to discuss and evaluate the success of the module.
