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design and development of learning systems

the competency: design and development of learning systems
the goal: number one
To provide students with experiences to develop theory-grounded and research-based competencies for the innovation, aesthetic, effective and sustainable design/development and management of technologies for learning opportunities and systems.
the objective: number 1.1
Students are able to design/develop learning and performance opportunities and systems including direct instruction, constructivist learning, collaborative work, and performance support.
the artifact: Nancy Anzalone's Digital Media Portfolio for IS_LT 7361, in the form of a course.
description of the artifact: The final project for this course required the production of a course using multimedia. My online learning experience was created to show the imagery of invasive plant species and provides documentation via text, imagery, video, and audio. Interactive elements elements were utilized to enhance learning. The audience for the course is college-level horticulture students.
link to project
tools used: Adobe Creative Suite (Audition, Photoshop, Premiere Pro, Illustrator), LumaOne, Vimeo, Google, freemusicarchive.org
production role: sole contributor
learning process: The final project was a compilation of the three projects previously created during the course. The first project used imagery to teach, the second, audio, and the third, video. Each project required the following sections: introduction and learning objective, the original file links and licensing information, the programs and techniques used to create the images, design elements, and reflection. Each project had to meet the needs of a common learning objective.
This project represents objective number 1.1 since an engaging, interactive, online learning experience was designed and created utilizing a variety of multimedia and technologies that met the needs of the learning objective.
reflection: This course was one of my favorites in the program. It certainly was a whirlwind. I had no experience with Adobe PhotoShop, Illustrator, Audition and Premiere Pro. I also discovered a new program, LumaOne, for creating interactive videos. Besides learning the various software programs, I needed to learn storyboarding, licensing of original creations and contacting the owner for permission to use, filming with my iphone, codecs, how to compress media, and narration. The results of my narration gave me a rush. I have never been fond of my voice but I received many compliments on it, including from my professor. In addition to the requirements of the course, I hand-coded the site for my course.
I can't even begin to recall all the techniques I learned in this course, but two important lessons I learned were to be organized in storing my files, and to save, save, save. The project created in this course was probably the one that I am most proud of from my portfolio.
I have used and will continue to use the knowledge I gained from this course in creating online experiences. My goal is to continue learning the Adobe Creative Suite products, and teach multimedia design.
the competency: design and development of learning systems
the goal: number one
To provide students with experiences to develop theory-grounded and research-based competencies for the innovation, aesthetic, effective and sustainable design/development and management of technologies for learning opportunities and systems.
the objective: number 1.1
Students are able to design/develop learning and performance opportunities and systems including direct instruction, constructivist learning, collaborative work, and performance support.
the artifact: Like Magic...Keep Your Meetings on Track! mobile app. for ISLT_7310 (Microlearning)
description of the artifact: The project is a mobile application using scrum to keep meetings on track. The audience is a social media team. The app. media was chosen so that it could be used within the team's workflow. They could hold a meeting anytime or anyplace. The five minute timer included in the app. is crucial to the success of the course so it was important to have media that could incorporate it.
link to project
tools used: Articulate Storyline 360
production role: sole contributor
learning process: Throughout the course I demonstrated that I could create microlearning assets. The culminating project is my mobile application. I chose its' title to draw attention and hook an audience. After all, who hasn't suffered through meetings with long-winded participants? On the landing page, "must to know" information is provided (directions and three Scrum questions that team members in the meeting must answer). A five minute timer is included, as is a section to learn additional information and take a quiz about Scrum.
reflection: At the start of the course, my goal was to learn what microlearning is, and to be able to make my own effective microlearning course that I could be proud of. With the completion of the course, I have accomplished my goal. My definition of microlearning WAS "Training that can be completed in 5-10 minutes, that's interactive and engaging." Well, I had a portion of what microlearning encompasses, but I was missing key fundamental components: 1) Training must support users in the modern workplace, 2) Training must be applicable to the way we learn now, 3) Training must be accessible by all those who need it, 4) Training must be available whenever and wherever needed, 5) The design of the training must be hand-picked to match the message and be the most useful for attaining your goal, 6) We must create to reach our goal, 7) Training that is completed in the workflow, 8) Microlearning does not mean shallow. 9) Microlearning does not have to be take the form of a "course". It can be an "asset".
This course was eye-opening and has accomplished what a great course should. It has created excitement about the topic and spurred my enthusiasm to learn more. I have already promoted microlearning in my current job and plan to create more assets.
the competency: design and development of learning systems
the goal: number one
To provide students with experiences to develop theory-grounded and research-based competencies for the innovation, aesthetic, effective and sustainable design/development and management of technologies for learning opportunities and systems.
the objective: number 1.2
Students are able to design/develop learning opportunities and systems for meaningful learning: promote student engagement in online learning environments and select appropriate technology and learning objects to support learners.
the artifact: "Navigating the Forest of Elearning Tools" for IS_LT 7383
description of the artifact: The project is a prototype of an online course for Instructional Designers that aims to decipher the many tools available to create engaging courses. It explains their functions and demonstrates which tool is appropriate for each type project.
link to project
tools used: Adobe Captivate
production role: sole contributor
learning process: This project was the final artifact in the Rapid Development Tools for Online Learning course. It incorporated the need to learn Adobe Captivate in order to create an impactful, engaging, and visually appealing online course. Every week, I built upon my Captivate skills to develop projects that included more multimedia, interactions, and assessments with remediation, when necessary.
reflection: This course, taught by Dr. Reid, was one of the most rigorous courses in my master's program. I believe that combining the need to learn a software program in order to create artifacts is what made the course challenging and enjoyable. This course taught me that including multimedia in my courses is not just for the "cool effects" factor, but that it must serve a purpose. Additionally, I learned the difference between evaluation and assessment. Prior to this course, I would have said they were synonymous. I now evaluate my courses in order to make them relevant by looking at the learner's reactions, behaviors, and results; and use assessments to determine what the learners have learned. I found the entire course captivating, and am pleased to now be able to design using techniques based in theory.
the competency: design and development of learning systems
the goal: number one
To provide students with experiences to develop theory-grounded and research-based competencies for the innovation, aesthetic, effective and sustainable design/development and management of technologies for learning opportunities and systems.
the objective(s): number 1.3
Students are able to conduct project management activities for both design/development, and implementation of learning opportunities and systems.
the artifact: The creation and management of a proposal for the "Try-It-Out" Career Program project, for IS_LT 9473.
description of the artifact: A proposal for a project named The "Try It Out" career program. It was produced to demonstrate my project management skills.
link to project
tools used: interview techniques, visual observations, Microsoft Word, online research tools
production role: sole contributor
learning process: The purpose of this course was to learn the project management life cycle and then utilize it to create an authentic proposal, using technology. My proposal is for The "Try It Out" career program to be instituted within the local high school to enable students to explore (try out) a wide range of careers. The TIO program has the potential to reach all the students via videos and interactive videos on a website.
During the development of my proposal, I met with the principal of the local high school to discuss my project. Information that he shared was integral to my proposal, and the ability for the project to be successful.
reflection: Prior to this course, I had no formal training in project management. I enjoyed creating my project using true project management tools, principles and process. My greatest takeaway was the learning about Scrum. After completion of this course, I continued to learn more about Scrum and then used my knowledge to create a mobile application for my microlearning course.

front-end analysis and systems evaluation

the competency: front-end analysis and systems evaluation
the goal: number two
To provide students with experiences to develop skills in data collection, analysis and evaluation for reflecting on and applying to the design/development of learning opportunities and systems.
the objective: number 2.1
Students are able to conduct analysis in order to translate and use theoretical frameworks and existing research to design/develop learning opportunities and systems.
the artifact: A learning analytics dashboard created for IS_LT 9466. This project is not the final project in the course, since I am still participating in the course.
description of the artifact: A learning analytics dashboard created in Tableau documenting data from the 2019 National Assessment Test given at the end of Key Stage 2, in England.
link to project
tools used: : Dataset: UK Department of Education Attainment at the end of key stage 2 tests by subject and gender 2019, Tableau data visualization software, Google
production role: sole contributor
learning process: My process began with searching for a dataset. The dataset I used was interesting to me since I had pre-conceived ideas about the results. The question asked of the data is "Are girls better at punctuation, grammar and spelling than boys, in England?" The dataset required cleaning and tidying before I understood and analyzed the data. My goal in creating the dashboard was to assist in improving the decision-making about England's grammar curriculum creation and delivery for level Key Stage 2 pupils. After creating my dashboard, I discovered that my pre-conceived idea about the outcome was not true. The boys and girls in England rated very close in the grammar assessment test.
reflection: This course required not only understanding analytics but also much time researching to find datasets, reading studies, and learning Tableau(data visualization software). I feel that analytics and Tableau both have a steep learning curve. Dr. Reid created a comprehensive course and provided excellent feedback and assistance. Once I began creating in Tableau I began to enjoy the course. The discussion post topics required research and I was pleased that I was able to use my infographic creation skills in the posts. This course has sparked my interest in learner engagement and instructor feedback, and I will continue to research and explore these topics so I am better able to inform decisions in my role as an Instructional Designer.
I am currently enrolled in this course, thus I am unable to provide my final project here. I would, however, like to explain it. I am exploring a dataset to determine engagement detection in online learning. The project entails posing a question of the data, acquiring or creating a dataset, and then cleaning and tidying the dataset. I will then move to understanding the data, refining the question, and visualizing the data into a dashboard and story. The story will clearly tell the meaning of the data, and how it can be applied to developing or modifying the way material is taught and learned.
the competency: front-end analysis and systems evaluation
the goal: number two
To provide students with experiences to develop skills in data collection, analysis and evaluation for reflecting on and applying to the design/development of learning opportunities and systems.
the objective: number 2.2
Students are able to manage and optimize analytics collected by learning and performance systems to develop criteria to measure learning impact and talent development.
the artifact: Performance Analysis for IS_LT 9474
description of the artifact: The completion of a performance analysis of volunteer emergency response team members to understand why they are not performing to the First Responders standards for volunteers.
link to project
tools used: Interviews, performance and skills assessment, Microsoft Word
production role: sole contributor
learning process: After interviewing First Responders, I determined that they did not trust the volunteers who worked with them. The volunteers did not appear to be performing to the standards expected of them by the First Responders. I compiled a list of poor behaviors that the volunteers exhibited and their possible causes.
I was able to use the data that I compiled from the interviews to determine the causes of the mistrust of the volunteers by the First Responders, and why the volunteers could not meet the standards for the job. I determined that the discrepancies could not be ignored so I compiled the deficiencies that the team members had. All of this information was used to develop standards, a training program and assessments for the volunteer program.
reflection: The interviews and data used in this project are from my experience as an Emergency Coordinator for a municipality. I had seen and heard first hand the problem that I discussed and knew that a solution must be found.
This project earned me an "outstanding" from Dr. Marra, and the request to use it as an example in future courses. Wow, I was so happy and flattered. This comment from Dr. Marra was especially important to me since I was in the process of packing up my home, trying to find a place to live in a different city, all to accept my first job as an Instructional Designer! It was a big accomplishment in a wild week.

leadership and social responsibility

the competency: leadership and social responsibility
the goal: number three
To provide students with experiences to become socially responsible, reflective/sensitive on the interaction of technologies and society and act ethically in response to current and future challenges of emerging technologies for learning.
the objective: number 3.1
Students demonstrate technology leadership and knowledge of ethics as applied to current and future socio-technical context.
the artifact: A research proposal exploring the use of augmented reality technology in disaster response training for IS_LT 9450
description of the artifact: The proposed study explores the use of augmented reality(AR)technology in disaster training versus traditional methods, thus providing a socially responsible solution to a serious problem.
link to project
tools used: EBSCOhost research database, observational checklists, paper and pencil survey, PSPP, Microsoft Word
production role: sole contributor
learning process: The course began with a very interesting quiz "What's you epistemology?". In a course that contained material that was completely new to me, I thought this was not only a fun way to begin but provided a researcher that I could relate to. By the way, my quiz results said that "I am Francis Bacon". I am not surprised that the person whose epistemology I reflect is Sir Francis Bacon. Since a young age, I have observed the world and asked "why", and then continued to observe and continued to ask "why". I recognize that humans have biases, and I work diligently to base my conclusions solely on observations and don't allow my biases to interfere.
The course then exposed me to research ethics. As we proceeded, I began to see the interconnectivity of topics and how they would be used to form my research proposal. When I began citing references, I thought it was very confusing, but now I actually find it fun and relaxing! This course provided me a solid foundation and useful skills for continuing my program.
reflection: This was my first exposure to research methods and all of the other topics included the course. It was also the first course I took in my master's program. I spent many hours researching, writing, and analyzing data, and was pleased with my research proposal. Dr. Adkins provided comprehensive feedback that has enabled me to revise my proposal. The writing of a survey was also included in my project. This skill has been used in almost every subsequent course I've taken, and also in my job as an Instructional Designer.
the competency: leadership and social responsibility
the goal: number three
To provide students with experiences to become socially responsible, reflective/sensitive on the interaction of technologies and society and act ethically in response to current and future challenges of emerging technologies for learning.
the objective: number 3.1
the artifact: A course titled "For All! - Creating accessible websites and eLearning courses", created in the Canvas learning management system (LMS), for IS_LT 7374.
description of the artifact: A course created in the Canvas LMS teaching the importance of creating accessible websites and eLearning Courses, and how to do so.It includes quizzes, checklists, assignments, accessibility testers, and resources.
link to project
tools used: Canvas LMS, w3.org, webaim.org, Chrome extensions, a11y.com, boia.org, section508.gov
production role: sole contributor
learning process: To set-up, design, and manage an original course in the Canvas LMS, from the perspective of an instructor.
reflection: Prior to this course, I had created, and administered a course in Canvas but this course boosted both my knowledge and confidence. In the course, I discovered the Canvas Community, and Canvas Commons. Throughout the course Professor Leigh was supportive and responsive.
My project was the creation of basic course on accessibility. I enjoyed the opportunity to research and learn about accessibility while creating my Canvas course. My interest in accessibility increased and I have since obtained the Section 508 certification, have tested sites for a government contractor, and am working on the Trusted Tester certification. I also think my peers found the material in the course useful. This course exhibited my skills in leading a course as well as promoting an understanding of accessibility. My future goal is to instill in my peers the importance of creating accessible media, and to perhaps teach a course in accessibility in the Mizzou Instructional Technology and Design Program.
I currently work as an Instructional Designer, building courses in Canvas. I use the tools and resources learned in this course, to try new features of the LMS, and search for compatible external resources to improve my learner's experiences. I appreciate that Canvas LMS still offers a free version, and that it is used by many higher education institutions thus providing a plethora of opportunity to learn from other creators.