Apply Instructional Design Principles
- Identifies and analyzes learning and performance problems
- Design, plans, and develops instructional interventions using appropriate strategies and techniques
- Develops an evaluation plan for a project based on stated goals and recognized standards
An instructional designer needs to apply the
processes of ADDIE (Analyze, Design, Develop, Implement, and Evaluate) when
designing instruction. Within my coursework of EDCI 67200,
Advanced Practice in Learning Systems Design, I identified learning and
performance problems within the Abby Carlin Case. Within the case, I
identified that workers, who were also the subject matter experts, were retiring early and they would not be available to
train the new employees. The retirees
were the only ones that knew the machines well and their expertise and
instruction were never written down. In a production plant, shutting
down production lines equals money lost for the company. I identified
that Abby needed to perform a task analysis of the current employees. Then she needed to
analyze that data to determine the knowledge, skills, and attitudes that employees
need to be successful while training on the machines. Also, due to the high noise
level on the manufacturing floor, issue, I suggested video
taping and microphones in order to capture the processes of operating the
machinery. This then could be utilized to develop future trainings without slowing
production.
Over a year ago, Indiana K-12 districts had to implement teacher evaluations for their educators. Face-to-face trainings were developed that encompassed two and half days of workshops. After surveying and assessing administrators regarding this training, it was discovered that they would also welcome eLearning modules on teacher evaluation. Many administrators could not attend the face-to-face trainings for a particular day, or new administrators were hired in the district or promoted during times when no training was available. With a partner, I developed an eLearning module on observing teachers for a short observation within the classroom. I designed a module centered on the objectives of the training that included activities, assessments and evaluations. It has been implemented and used successfully by administrators within Northwest Indiana. Many administrators will contact me to view this eLearning module to help train new principals or secondary evaluators. Before actually publishing the module, I created a paper prototype to storyboard the design in order to make additions and improvements with ease prior to the digital model.
Another colleague and I also designed, developed, implemented and evaluated training centered around a workshop for APA (American Psychological Association) formatting for EDCI 57200-Introduction to Learning Systems Design. We discovered that only 30% of students and 55% of faculty were well-versed in APA style. Tutoring wait time at the Purdue Writing Lab was 21 days, revealing a gap and need for instruction on APA style, formatting and citing for faculty and students. By implementing this training it would meet a real need and decrease the amount of students needing tutoring in Purdue’s Writing Lab and a happier student body and faculty. This training would be delivered for a 1-2 hour workshop based on questions and answers. To design and develop this training, my colleague and I developed the goals, identified entry behaviors, developed the subordinate skills, and wrote the description of the learners. Furthermore, we developed: performance objectives, assessments, instructional sequence and procedures, pre-instructional activities, terminal objectives, pre and post- test, procedures for evaluation, and data and analysis from small group evaluation.
When I first entered this degree program, following a systematic design procedure seemed foreign to me but now I am building automaticity for the design process. All of the above procedures have helped me become a better instructional designer and communicator. I know to ask questions regarding the goal of an organization to identify the gaps in knowledge, skills or attitude while designing instruction. I plan to always evaluate the knowledge, skills, and attitude of the learners as well as improvements to be made to the systematic design of instruction as part of my evaluation process. I plan to continue to utilize systematic principles to make my projects more improved and clarified.
Over a year ago, Indiana K-12 districts had to implement teacher evaluations for their educators. Face-to-face trainings were developed that encompassed two and half days of workshops. After surveying and assessing administrators regarding this training, it was discovered that they would also welcome eLearning modules on teacher evaluation. Many administrators could not attend the face-to-face trainings for a particular day, or new administrators were hired in the district or promoted during times when no training was available. With a partner, I developed an eLearning module on observing teachers for a short observation within the classroom. I designed a module centered on the objectives of the training that included activities, assessments and evaluations. It has been implemented and used successfully by administrators within Northwest Indiana. Many administrators will contact me to view this eLearning module to help train new principals or secondary evaluators. Before actually publishing the module, I created a paper prototype to storyboard the design in order to make additions and improvements with ease prior to the digital model.
Another colleague and I also designed, developed, implemented and evaluated training centered around a workshop for APA (American Psychological Association) formatting for EDCI 57200-Introduction to Learning Systems Design. We discovered that only 30% of students and 55% of faculty were well-versed in APA style. Tutoring wait time at the Purdue Writing Lab was 21 days, revealing a gap and need for instruction on APA style, formatting and citing for faculty and students. By implementing this training it would meet a real need and decrease the amount of students needing tutoring in Purdue’s Writing Lab and a happier student body and faculty. This training would be delivered for a 1-2 hour workshop based on questions and answers. To design and develop this training, my colleague and I developed the goals, identified entry behaviors, developed the subordinate skills, and wrote the description of the learners. Furthermore, we developed: performance objectives, assessments, instructional sequence and procedures, pre-instructional activities, terminal objectives, pre and post- test, procedures for evaluation, and data and analysis from small group evaluation.
When I first entered this degree program, following a systematic design procedure seemed foreign to me but now I am building automaticity for the design process. All of the above procedures have helped me become a better instructional designer and communicator. I know to ask questions regarding the goal of an organization to identify the gaps in knowledge, skills or attitude while designing instruction. I plan to always evaluate the knowledge, skills, and attitude of the learners as well as improvements to be made to the systematic design of instruction as part of my evaluation process. I plan to continue to utilize systematic principles to make my projects more improved and clarified.