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Portfolio (Anderson University)
- 2. IDLT Goal #1 APPLY BEST PRACTICES IN INSTRUCTIONAL DESIGN TO SOLVE AUTHENTIC INSTRUCTIONAL DESIGN PROBLEMS AND CHALLENGES
- 3. Analysis NEED FOR INSTRUCTION Students can’t filter through online job landscape
- 4. Analysis NEED FOR INSTRUCTION Students can’t filter through online job landscape PERFORMANCE ASSESSMENT Students wait for someone else to tell them what to do,
- 5. Analysis NEED FOR INSTRUCTION Students can’t filter through online job landscape PERFORMANCE ASSESSMENT Students wait for someone else to tell them what to do, - or – they look for and apply for jobs in the same small timeframe
- 6. Instructional Goals Upon completion of this training, the Tri-County Technical College students should be able to: 1. Use online job search sites or mobile apps to independently search for jobs. 2. Identify job listings that match personal experience, titles and needs. 3. Construct a timeline of application steps.
- 7. TIMELINE Design PREPARATION PLAN FOR LEARNING TASK INVENTORY
- 8. Design INSTRUCTOR PREPARATION Lesson accessible from classroom Conduct run through of mobile apps Direction to lab distributed to students CLASSROOM INSTRUCTION Students pick up resource packets Example mobile job search Class evaluation of common steps DEMONSTRATION OF LEARNING Engagement in discussions Completion of worksheets Peer review completion… HOW FEEDBACK PROVIDED Class discussions Peer review Graded Spark document
- 9. Design TIMELINE [Day 1] 1. Contact instructors about workshop availability. (Email announcement writing: 15 min.) 2. Once accepted, analyze individual class needs and develop learner profile. (1 hr.)
- 10. Design TIMELINE [Day 2-4] 6. Start design process: (16 hrs.) Create worksheets, guides and fill in charts: Guide: “How to Apply for a Career, Not a Job” Worksheet: “How to Manage Time, for Jobseekers” …
- 11. Design TIMELINE [Day 7-10] 11. Implement lessons: (3 days, 1 hr. each day) Day 1: self-assessment, job search sites evaluation. Applying career assessment (feedback on results/interpretation given in class by facilitator). Worksheet on job search started. Homework: create visual of individual’s job needs…
- 12. Design TASK INVENTORY Instructional Goal Objective Assessment/Test Item 2. Identify job listings that match personal experience, titles and needs. By the end of this lesson, the student will be able to describe personal work experience. Formative: Worksheet: Students will explain three of their own professional skills based on peer reviews of work experience.
- 13. Development
- 14. Development LEARNING PLAN GOAL # OBJECTIVES LEARNING ACTIVITY ASSESSMENT 2. Identify job that personal experienc , titles and needs. By the end of this lesson, the student will be able to examine job search priorities. Students will present Spark Posts in small groups and discuss common themes(salary, location, etc.). On worksheets, they will independently choose factors of relevance for their job search. Students will determine factors and common themes of Spark posts. Formative: Worksheet of important factors to personal job search (3 factors and 1 firm requirement)
- 16. EVALUATION Adobe SPARK of professional skills Timeline representation Discussion Polls Worksheets and charts Journal entries Small group presentation Evaluation Plan Online Assessment On the LinkedIn website or mobile app, explore to find the following: List one job listing for the type of job for which you wish to apply Write the name and title of a professional/ potential contact at the company of interest View the contact’s posts and find a related article that might interest this person. List article title here. Find a contact for this company on a social media site. What were their last three posts about, in general? (family, work, etc.) Professionals or contacts do not like to be greeted with, “Do you have a job?” View the video and list the 3 tips provided for connecting with a potential contact on LinkedIn when you do not know the person. “LinkedIn: How to Connect Like a Pro” https://www.youtube.com/watch?v=9BdbGZtnFnQ 1. 2. 3. Journal entry: If you were an employer, would you hire the person you found on LinkedIn or on social media? If an employer looked you up on social media, would they hire you? What kind of professional interests would you like them to see?
- 17. IDLT Goal #2 DEVELOP INSTRUCTIONAL MATERIALS BY APPLYING INSTRUCTIONAL DESIGN THEORY AND PRINCIPLES WITH THE SUPPORT OF INSTRUCTIONAL TECHNOLOGY.
- 25. IDLT Goal #3 INTEGRATE AND EVALUATE EMERGING TECHNOLOGIES AND MODES OF LEARNING IN SUPPORT OF DESIRED LEARNING OUTCOMES.
- 26. Mobile Learning in Higher Education _______________________ COMMUNICATION & ORGANIZATION AUTHENTIC PROBLEM-SOLVING IMMERSION & INTERACTIVITY.
- 27. Mobile Learning in Higher Education _______________________ GAMESALAD – VISUAL PROGRAMMING APP ABILITY TO TRANSFER PROBLEM-SOLVING SKILLS 1
- 28. Mobile Learning in Higher Education _______________________ MYWALLMATE – LECTURE COMMUNICATION LESS ANXIETY FOR INTROVERTED STUDENTS 2
- 29. Mobile Learning in Higher Education _______________________ IPADS AND NITLABEDUCA – HEALTHCARE GREATER ENGAGEMENT IN DISCUSSIONS AND ACTIVITIES, VISUALIZATION OF THEORETICAL 3
- 30. Mobile Learning in Higher Education _______________________ AR – HISTORY OPPORTUNITIES FOR INFORMAL LEARNING 4
- 31. Mobile Learning in Higher Education _______________________ FLIPBOARD AND STITCHER – BUSINESS VALIDATION OF STUDENT TECHNOLOGICAL LIVES AS DIFFERENT FROM INSTRUCTOR 5
- 32. Mobile Learning in Higher Education _______________________ LINKEDIN – SOCIAL LEARNING BUSINESS CONCEPTS LIKE BRANDING, RESEARCH & NETWORKING 6
- 33. Mobile Learning in Higher Education _______________________ LANGUAGE LEARNING APPS GREATER ENGAGEMENT, LIGHTENED COGNITIVE LOAD (ONE TAP EFFORT) 7
- 34. IDLT Goal #1 APPLY BEST PRACTICES IN INSTRUCTIONAL DESIGN TO SOLVE AUTHENTIC INSTRUCTIONAL DESIGN PROBLEMS AND CHALLENGES
- 35. IDLT Goal #2 DEVELOP INSTRUCTIONAL MATERIALS BY APPLYING INSTRUCTIONAL DESIGN THEORY AND PRINCIPLES WITH THE SUPPORT OF INSTRUCTIONAL TECHNOLOGY.
- 36. IDLT Goal #3 INTEGRATE AND EVALUATE EMERGING TECHNOLOGIES AND MODES OF LEARNING IN SUPPORT OF DESIRED LEARNING OUTCOMES.
- 37. “Education is not the filling of a pail, but the lighting of a fire.” - WILLIAM BUTLER YEATS
Editor's Notes
- My instructional design portfolio includes three artifacts that embody three goals of Anderson University’s Instructional Design and Learning Technologies program. I designed them for the Career & Employability Resources office at Tri-County Technical College, focusing on how to incorporate mobile technologies into curriculum to assist student job seekers.
- The first goal of the IDLT program is to apply best practices in instructional design to solve authentic instructional design problems and challenges. In my Online & Mobile Job Search Design, I used the ADDIE approach to solve an authentic instructional problem at TCTC. Our students didn’t know how to look for jobs independently.
- In my analysis, it was not that students didn’t want or need work, but often found it too overwhelming to try to navigate the changing technological online job market.
- Also, the performance assessment revealed that students will often wait until someone else speaks up about a job opportunity, or encourages them to apply.
- They also make the mistake of trying to get immediate results – they expect to look for a job and apply without preparing or tailoring their documents to give them the best possible chance. This is a kind of common challenge when designing instruction – when we don’t see the desired behavior, analysis must be done to determine the reason for the problem or knowledge gap.
- This allows us to develop clear instructional goals. A best practice here is to develop 2-3 clear and measurable goals – what do we want our learners to be able to do? And how will we know when they have done it? To get there, we also need to ask, What do our learners need to know to get there? Here, the instructional goals include learning to use resources – online sites and mobile apps, learning about their own roles and experience, and developing an action plan.
- he design phase shows mastery in creating detailed preparation and planning, including a timeline of instruction and a task inventory.
- Determining needed preparation for both the instructor and the classroom is essential to the design. I have pulled a few examples of each to show the level of thought and detail required to ensure smooth delivery of instruction, also including clear guidelines for how students will demonstrate learning and receive feedback. The IDLT program underscored the importance of feedback, allowing the instructor and design to adapt to best serve learner needs.
- The details in this design phase includes a timeline, helping to plan everything from early communication and research..
- To gathering and designing materials
- To planning the actual delivery of the instruction.
- A key best practice in this design is the “task inventory,” which carefully ensures that each instructional goal is aligned with an objective and assessment. Tasks progress up Bloom’s taxonomy from identifying to describing, building upon the knowledge gained, with learners finally constructing their own timeline of application steps needed to apply for their top-matching job.
- Mastery of the design is shown in development phase, which includes a Learning Plan, that similarly aligns goals, objectives and assessments,
- but goes a step further to describe the learning procedures and activities. This part of the plan details small group procedures in which learners present Adobe SPARK post and discuss common themes.
- Finally, the instructional design is implemented. The Learner Plan identifies the audience, schedule and facilities, plans notification of course details and other communication, including final course evaluation survey, which is part of tracking. Designs must plan for not just the learner, but the Facilitator, as well, including identification – gaining the knowledge and experience with the tools and resources, a schedule included planned facilities and tools, and a train the trainer agenda.
- A last, but crucial and cyclical part of the design is the evaluation phase. Here there are plans for visual representations, discussions, journaling, graded assignments and group and individual work to accommodate many different learning styles.
- This brings us into some of our second goal in IDLT – to Develop instructional materials by applying instructional design theory and principles with the support of instructional technology. This design utilized technology like ADOBE Spark, mobile polling, and timeline creation tools.
- In the second part of this portfolio, I have used Articulate’s Rise 360 to really shine a light on using one key mobile technology for employability – the LinkedIn app.
- This multimedia design illustrates many best practices using a variety of interactive tools. A simple and clear introduction is followed by easy navigation, which has been shown to motivate learners.
- Interactive flip and reveal tools combine visual appeal and bite sized information in a way that makes learners interact with the content.
- Continuing to encourage learners to explore content, as with using hot spots on pictures, gives them some control over their learning,
- While incorporating videos adds interest and relevance when using true to life professionals, talking about practical use of the app. Used strategically, videos enhance learning through appealing to different learning styles, like audio…
- and visual learners. Information can also be reinforced by data visualizations. Visual appeal is a crucial part of designing instruction.
- Connecting with learners, of course, is the best way to help them assimilate new knowledge because you are building on prior knowledge and experience. This LinkedIn design evidences constructivist theory, as professionals in the community help to build the knowledge foundation.
- The third goal – to integrate and evaluate emerging technologies – has been illustrated in the use of several instructional technologies, as well as the use of mobile apps – specifically the LinkedIn app; however, to fully meet IDLT’s 3rd goal, I needed to not only integrate them, but evaluate emerging technologies. This is where the final part of my portfolio comes into play.
- My literature review on incorporating mobile learning into higher education traced the evolution of mobile learning from PDA’s, tablets and phones, mostly used for organization and communication, to focusing on the mobile aspect to learn out of the classroom, bringing it into real-world environments and problem-solving, to finally even being able to blend immersion and interaction in Augmented Reality and Virtual Reality.
- I evaluated 7 different areas of study using mobile apps and each proved to have unique benefits. Gamesalad, a visual programming app, helped students to be able to transfer problem solving skills to their own game design after witnessing the initial game.
- MyWallMate allowed students to anonymously post question live in a large, lecture-based classroom, which gave introverted students a low-risk way to engage and ask questions.
- Even in nursing, where hands-on instruction is highly valued, use of ipads increased engagement in discussions and the AR of NitlabEduca created the unique opportunity to visualize theoretical concepts that cannot be practiced or viewed in isolation in real life.
- An AR-guided historical tour let learners explore time period differences and created opportunities for informal learning.
- One that stood out the most to me were news apps use for a business course bc surveyed students expressed appreciation for the effort of including mobile apps as significant, recognizing that their world is different from the instructors earlier one.
- LinkedIn’s social learning was closely tied to business concepts, developing personal branding, conducting business and audience research and, of course, building a network.
- Language learning apps showed greater engagement, which was a common factor among all of the mobile apps studied. Another benefit was the lightening of learners’ cognitive load – mobile apps allow for basically what is one tap learning. The conclusion proved that incorporating mobile apps into curriculum made learning more enjoyable, increasing motivation, and engaging, allowing learners to interact with content in new ways.
- Overall, the process of building the online and mobile job search design, developing the multimedia web course, and engaging in a literature review about mobile learning helped me to understand the process of researching and uncovering the problems and gaps, and proactively addressing potential challenges to instruction.
- Building out the details for learners and facilitators, including use of tools like ipads, online visualization and presentation tools, communication tools, interactive web courses, AR or VR, or mobile technologies,
- will help successfully deliver fresh and interactive learning that can immerse students in newly invigorated content that will keep them (and instructors) engaged and motivated
- to continue to grow as lifelong learners.