Principles
Understand many theories and models, choose from among them appropriately, and apply them effectively.
Artifact: EDTEC 544 Design Concept
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Context
This artifact was a solo project created in EDTEC 544, Instructional Design. I developed this Design Concept to help military instructors who regularly use Microsoft PowerPoint as their primary mode of instructional delivery, but regularly violate basic graphic design principles. Before completing this design concept, I worked with a team to conduct a needs and task analysis after which we created a System Specifications. It was determined that instruction was needed in graphic design principles and that the internet was the best delivery method. I used the System Specifications developed during the analysis phase as well as instructional psychology and contemporary design theory to guide and justify my design process.
Demonstrating the Standard
Why instruction? This question challenged my thinking throughout my experience in EDTEC 544 because I assumed instruction was always the answer. However, as I began to study and review the many principles, theories and models presented in the course, I started seeing that instruction was not always needed and was often the most costly choice – especially face-to-face instruction. After analyzing the constraints and enablers from the System Specifications (SS), an internet-based course was selected mainly due to the cost constraint. After this decision was made, I looked at the System Specifics to determine what type of learning would be taking place during my particular module. Most of the content was designed around Ruth Clark’s principles for teaching concepts. The conceptual information presented in lessons one and two require the learner to be able to apply the concepts and discriminate between one situation and another. Clark recommends that conceptual instruction be structured around four elements: definition, example, non-example, and analogy. For example, I used analogies to help the learner understand the concept of alignment. I followed that with examples and non-examples as well as guided practice followed by immediate feedback. Dual coding theory, the Zoom Principle, Knowle’s Theory of Andragogy, Simulations, and Analogy were some of the other principles and theories upon which I based my instructional design decisions. I have carried these theories and principles with me into future courses and my professional work.
Challenges / Opportunities
The biggest challenge for me was that I had to make decisions based on theories, principles, and models. Up to this point I was accustomed to making decisions based on how I personally would learn best. This project forced me to read and sort through a great deal of literature trying to match the right theories, principles, and models in order to achieve my learning objectives. The work load in the course was a little overwhelming, but we were provided with a detailed Project Plan, and I gained valuable experience in staying on schedule and budgeting my time and resources.
Personal Growth
This was my third EDTEC class and the experience helped give me a strong foundation in principles and theories that I have steadily built upon. Being able to support my instructional decisions with theory and proven models empowered me as an educational technologist, and my confidence in my ability to design instruction grew. I often look back at this class as the turning point in both my educational and professional careers - partly because this was the time I began to put less value in my instincts and more value in the work of other people who have gone before me, and partly because there was a lot going on in my personal and professional life that I had to overcome in order to complete the course and turn in my best work. There were a lot of sleepless nights and several times I felt like giving up, but I persevered and now stand at the brink of graduation.
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