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“Design is the process of specifying conditions for learning” (Seels & Richey, 1994, p.30). Throughout my coursework I have learned how to design different instructional materials that will assist learners in various situations. Through these experiences I have experienced each of the four sub domains for the Design Standard. My experience with Standard 1.1, Instructional Systems Design, occurred during IT 651 Systematic Design of Performance Technology. In this course I worked with a team of individuals to design an eight-hour workshop [IT 651 MyPyramid Workshop pdf file size 44.6 MB]. This workshop was designed to teach a K-12 school’s cafeteria staff about the new food pyramid, entitled MyPyramid. We began this project by conducting a needs assessment, context analysis, learner analysis, and learner task analysis to analyze the present conditions at this particular school. We then interpreted these needs and designed instruction by developing all of the materials necessary to conduct the workshop. After the materials were completed, we implemented our instructional system by teaching our workshop to a small group of people. From this experience, we evaluated the test groups’ results and found that some changes were necessary in order for our instruction to be more successful. The process of designing an Instructional System was beneficial because I learned the importance of using an organized procedure to develop and create instruction. My experience with Standard 1.2, Message Design, occurred during IT 666 Simulations and Games. In this course I designed a set of games that would review vocabulary words for students in grades 3 through 6 [IT 666 Vocabulary Games pfd file size 12.2 MB]. Rather than having students memorize terms and definitions, I created games that allow the students to manipulate pieces while they are reviewing the given information. This interactive element gains the students' attention and allows them to perceive the relationship between a given vocabulary word and its definition while they are playing the game. By designing a game in this manner, the students will be able to retain the relationship between various vocabulary words and their definitions. This understanding will help the students remember what each word means so that they will be able to properly use the words in their daily lives thus expanding their vocabulary. My experience with Standard 1.3, Instructional Strategies, occurred throughout many courses I have taken. One example is from IT 666 Simulations and Games. In this course I had to design a lesson to teach an activity to the class with a partner [IT 666 Around the World pdf file size 80 KB]. We used the instructional strategy of Briefing, Action, and Debriefing. During the Briefing stage we introduced the topic we would be covering and explained what we would be doing during the activity. In this situation we were reviewing math skills using the game Around the World. Next was the Action portion of the lesson. During this time, the students played the game Around the World. When the game was completed, we began the Debriefing portion of the lesson. At this time the students discussed what they had done during the activity and how they felt about what was occurring. This instructional strategy allowed the students to know what they were going to be doing, what was expected of them, and also allowed the students to reflect upon what they had done. My experience with Standard 1.4, Learner Characteristics, occurred in IT 544 Desktop Publishing. During this course I designed a set of handouts that would help teach the Biological process of Mitosis to high school or college students [ IT 544 Mitosis pdf file size 82.3 MB]. Knowing that every student has a preferred way of learning complex material, I designed these handouts for students that learn best by comprehending written text or by visualizing information. For each stage of the Mitosis process, the handouts contained a written description about the process and a visual image depicting what was taking place. These handouts could be distributed individually or paired with a lecture on the topic to further reinforce the process. Overall, I have had many experiences throughout my coursework that address the elements of Design Standard 1. I have effectively implemented Instructional Systems Design, Message Design, Instructional Strategies, and Learner Characteristics in various projects I have completed. |