AECT Standard 2

Artifact 3: Instructional Strategy Plan

Context and Conditions

The Instructional Strategy Plan was created for EDET 722: Instructional Design and Assessment during my second semester in the Learning Design and Technologies master’s program. This instructional strategy plan was a part of a larger design document that was used to create a PowerPoint prototype of an instructional module on “Modeling Multiplication” for 4th through 5th grade students with learning disabilities that receive special education services in a small group setting for math. The parts of this instructional strategy plan include a sequencing scheme and rationale, pre-instructional strategy, instructional sequence and strategy, and a design plan.

The sequencing scheme and rationale described the proportional relations concept-related sequencing approach that would be used in the module. This would be used to present visual examples of the different models for multiplication to illustrate the relationships between the different types. This was followed by a description of the pre-instructional strategy, which included both an overview and objectives, and then an instructional sequence and strategy. This sequence listed the five goals, or objectives, of the module and the strategies for each. These strategies included the initial presentation, generative strategy, and learner practice items. Lastly, a design plan was presented in a table format, which described the sequence of instruction with descriptions, the related objectives, estimated time to complete, and instructional strategy that would be used.

Scope

The purpose of creating the instructional strategy plan was to demonstrate my knowledge and abilities as an instructional designer in developing an instructional module by planning how learners would progress through the module, how materials would be organized and presented, and how learners would receive practice and feedback. This instructional strategy plan was connected to a larger instructional design document that was used in the designing of an instructional module that was not a part of a larger unit.

Role

This instructional strategy plan was completed as an individual project. In addition to feedback from my professor, I used my knowledge and experiences as a special educator who serves students with learning disabilities in math to develop the sequence and strategies implemented within a module intended for students with those needs.

Instructional Design

The instructional strategy plan reflects the MRK model in that it was guided through the sequencing of instruction, specific organization of content, and the initial presentation, generative strategies, and practice items that would be used to provide examples, practice, and feedback for students (Morrison et al., 2013), such as how each goal was sequenced in order with an examples of strategies, practice questions, and feedback based on their responses to the practice questions. This instructional strategy plan also reflects the design phase of the ADDIE model in that instructional strategies and materials were selected based on the learning objectives (Durak et al., 2016).

Related Performance Indicators

AECT Standard 2: Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy (Association for Educational Communications and Technology, 2012).

Indicators:

• Creating - Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.

• Assessing/Evaluating - Candidates demonstrate an inquiry process that assesses the adequacy of learning and evaluates the instruction and implementation of educational technologies and processes grounded in reflective practice.

• Managing - Candidates manage appropriate technological processes and resources to provide supportive learning communities, create flexible, and diverse learning environments, and develop and demonstrate appropriate content pedagogy.

• Ethics - Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community.

Reflection

During the process of creating the instructional strategy plan, I practiced independently designing all components of an instructional strategy plan, including the sequencing scheme and rationale, pre-instructional strategy, instructional sequence and strategy, and the design plan, for the purpose of developing an instructional module. In doing so, I gained the skills necessary to ensure appropriate alignment between the various components of an instructional design document. As I reviewed the instructional strategy plan, I still found the learning content addressed the learning objectives and target audience effectively. The instructional strategies, such as the visual examples, catered to the diverse learning needs of the students the module was intended for.

Being that this instructional strategy plan was created during my second semester of the Learning Design and Technologies master’s program and was my first experience designing an instructional strategy plan, there are still some changes I would make if I were to recreate it now. This process allowed me to practice and better my skills as both a teacher and instructional designer in selecting learning strategies and designing activities to meet learning objectives. Therefore, if I were to recreate this instructional strategy plan now, I would have incorporated more engaging activities into the plan, such as more interactive elements to enhance student engagement like videos or graphics. Additionally, this experience was one of my first introductions to the importance of how organized and well formatted a document is in the field of instructional design. An organized report allows for developers and stakeholders to view and access the information without obstacles or challenges.

Artifact 4: 3Cs Treatment Report

Context and Conditions

The 3Cs Treatment Report was created for EDET 703: Design and Development Tools II during my third semester of the Learning Design and Technologies master’s program. It served as the planning and treatment documentation for an e-learning product on “Classroom Procedures” using Kuhlmann’s 3C Model. This planning and treatment document includes a description of the site, interface, style guide, site map, storyboard, and wireframes for the product.

The e-learning product was designed using the 3C model, which is a framework for designing scenarios and interactive e-learning based on Challenge, Choice, and Consequences (Kuhlmann, 2009). The description of the site describes how the e-learning product created is based on classroom scenarios to teach what to do, what not to do, and how to follow classroom procedures. It also discusses how the e-learning product will be created using Google Slides with a layout that follows a linear learning progression to allow for structure as students navigate through slides. The interface then describes how the learners will access and interact with the different scenarios as they work through the product. The interface also introduces the following sections within the treatment report, which include the style guide, site map, storyboard, and wireframes.

The style guide includes the colors and fonts the product will be utilized. The site map shows the progression and navigation of the product. The storyboard includes the layout of the content within the product with sample images and text to be used. Lastly, the wireframes show how the information and navigation will be presented on each slide.

Scope

The purpose of this treatment report was to gain experience in designing an e-learning product using the 3Cs model of instruction. It was also intended to provide further experience in creating a treatment report for the development and design of instruction when creating an e-learning product.

Role

The 3Cs Treatment Report was created as a group project. I worked with two partners as we shared an equal effort in the development of the treatment report for the designing and planning of the e-learning product.

Instructional Design

The 3Cs treatment report reflects the development phase of the MRK model. This is demonstrated as the designer organizes the sequence of content to ensure material is presented to learners in a logical manner that ensures effective learning (Morrison et al., 2013), such as how this report shows how the content will be presented to learners through the storyboard and wireframe. These also reflect the development phase of the ADDIE model as content and materials are mapped out before developing the e-learning product (Durak et al., 2016).

Related Performance Indicators

AECT Standard 2: Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy (Association for Educational Communications and Technology, 2012).

Indicators:

• Creating - Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.

• Using - Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.

• Managing - Candidates manage appropriate technological processes and resources to provide supportive learning communities, create flexible, and diverse learning environments, and develop and demonstrate appropriate content pedagogy.

• Ethics - Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community.

Reflection

Through this process of creating the treatment report, I learned how to create a style guide, site map, storyboard, and wireframe when designing and planning an e-learning module. While the style guide, instructional strategies, and content were appropriate and helped to successfully develop the final product, the description of the site is in need of further explanation and more detail. The description does not include a rationale that explains the reasons for the module. This treatment report should have explained the reasons for choosing the topic for the e-learning module, as well as why and how the 3C model was used to design it. There is no mention of the 3C model in the description of the site.

While this assignment was created midway through my time in the Learning Design and Technologies master’s program, it helped me better understand the importance of providing detailed, in depth explanations within design document reports. The amount of detail provided in these reports impact the overall quality of the module in its development stage. Additionally, this experience provided an opportunity to strengthen my collaboration skills. While it was challenging to work with a group to meet deadlines, it was important to practice these skills with a group as teamwork plays an important role in the field of instructional design.