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)
Artifact: Multimedia Design Project
Reflection:
A multimedia design project/WebQuest was created in ITEC 7445 for standard 2.4, higher order thinking skills. Cobb County School District uses Microsoft Office 365 and all students have accounts. Instead of using the suggested Weebly to create my WebQuest, I got permission to transform my WebQuest into a OneNote activity. This afforded me the opportunity to instantly see and respond to student work and for students to learn how to utilize a tool that will follow them through high school. The students were given the task of creating a seven-day family vacation. Students were to research places on all seven continents and eventually decide where they wanted to take their family. Once they decided on the location, they had to research travel, lodging, food and excursions. Then students had to use Excel to create a budget and evaluate expenses. To incorporate the use of other digital tools, students had a variety of challenges to choose from. For example, students could use Canva to create a vacation brochure; use Adobe Spark to create a vacation commercial; use PowerPoint or Sway to create a report of current events in decided destination; use Google Tour Builder to map out family vacation visually; or they could come up with a project of their choice. This project encouraged students to self-regulate while using problem-solving and decision-making skills. My contribution to this project was the sole designer, facilitator and implementer of the project.
Mastery of 2.6 was demonstrated by this artifact because the digital tools, resources and technology-enhanced learning experiences were effectively developed and designed with research-based, best practices in instructional design in mind. Through my teaching I used modeling First Principles of Instruction (Merrill, 2002). Merrill is a big name in the Instructional Design field. Merrill’s First Principles of Instruction include:
1) Learners solving a real world problem
2) When learners have the opportunity to activate their existing knowledge
3) New knowledge is demonstrated to the learner
4) New knowledge is applied by the learner
5) New knowledge is integrated into the learners world.
The format of the WebQuest was easy to manipulate and consistent from one page to the next. The color scheme, text and color scheme flows, is appealing and easy to read. To make the project more interactive a Voki and welcome video are included as well as other videos with visual instructions. The WebQuest was designed to give students voice and choice to differentiate and meet the needs of all students. The WebQuest as well as the projects created by students appeal to a variety of learner preferences. Assistive technology devices are built into OneNote, like read to and dictate to assist students wanting and needing assistance. The tasks and resources involved in the project aligned with math, reading, social studies, geography and technology standards for fourth grade.
From completing this artifact, I learned the value of requiring students to use higher order thinking skills. Students applied skills rather than memorizing information and because they were required to self-regulate, they took ownership in their learning. I also learned that student engagement increases when they are solving or creating authentic, real-world applications. When I do this lesson again, I want to have professional travel agents come in and talk to students about travel options. Then at the culmination of the project, students would present a created artifact to the travel agents.
The artifact impacted student learning. Students were challenged to use higher order thinking skills to create and solve a real-world problem. As a result, the students became more responsible digital citizens being able to effectively use digital tools and resources. The school was also impacted. Students learned how to use Office 365, which they will use through high school. Using this tool will allow teachers to more efficiently give student feedback, students can easily collaborate, and we can reduce Brumby’s carbon footprint while turning in assignments electronically.
Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Design, 50(3), 43-59.
A multimedia design project/WebQuest was created in ITEC 7445 for standard 2.4, higher order thinking skills. Cobb County School District uses Microsoft Office 365 and all students have accounts. Instead of using the suggested Weebly to create my WebQuest, I got permission to transform my WebQuest into a OneNote activity. This afforded me the opportunity to instantly see and respond to student work and for students to learn how to utilize a tool that will follow them through high school. The students were given the task of creating a seven-day family vacation. Students were to research places on all seven continents and eventually decide where they wanted to take their family. Once they decided on the location, they had to research travel, lodging, food and excursions. Then students had to use Excel to create a budget and evaluate expenses. To incorporate the use of other digital tools, students had a variety of challenges to choose from. For example, students could use Canva to create a vacation brochure; use Adobe Spark to create a vacation commercial; use PowerPoint or Sway to create a report of current events in decided destination; use Google Tour Builder to map out family vacation visually; or they could come up with a project of their choice. This project encouraged students to self-regulate while using problem-solving and decision-making skills. My contribution to this project was the sole designer, facilitator and implementer of the project.
Mastery of 2.6 was demonstrated by this artifact because the digital tools, resources and technology-enhanced learning experiences were effectively developed and designed with research-based, best practices in instructional design in mind. Through my teaching I used modeling First Principles of Instruction (Merrill, 2002). Merrill is a big name in the Instructional Design field. Merrill’s First Principles of Instruction include:
1) Learners solving a real world problem
2) When learners have the opportunity to activate their existing knowledge
3) New knowledge is demonstrated to the learner
4) New knowledge is applied by the learner
5) New knowledge is integrated into the learners world.
The format of the WebQuest was easy to manipulate and consistent from one page to the next. The color scheme, text and color scheme flows, is appealing and easy to read. To make the project more interactive a Voki and welcome video are included as well as other videos with visual instructions. The WebQuest was designed to give students voice and choice to differentiate and meet the needs of all students. The WebQuest as well as the projects created by students appeal to a variety of learner preferences. Assistive technology devices are built into OneNote, like read to and dictate to assist students wanting and needing assistance. The tasks and resources involved in the project aligned with math, reading, social studies, geography and technology standards for fourth grade.
From completing this artifact, I learned the value of requiring students to use higher order thinking skills. Students applied skills rather than memorizing information and because they were required to self-regulate, they took ownership in their learning. I also learned that student engagement increases when they are solving or creating authentic, real-world applications. When I do this lesson again, I want to have professional travel agents come in and talk to students about travel options. Then at the culmination of the project, students would present a created artifact to the travel agents.
The artifact impacted student learning. Students were challenged to use higher order thinking skills to create and solve a real-world problem. As a result, the students became more responsible digital citizens being able to effectively use digital tools and resources. The school was also impacted. Students learned how to use Office 365, which they will use through high school. Using this tool will allow teachers to more efficiently give student feedback, students can easily collaborate, and we can reduce Brumby’s carbon footprint while turning in assignments electronically.
Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Design, 50(3), 43-59.