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.
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.
Artifact - Multimedia Design Project
I chose the multimedia design project I created for
ITEC 7445, Multimedia & Web Design, as my artifact for this standard.
This project required me to create a webquest using digital Web 2.0 tools to
enhance instruction and create a student-driven learning experience. I developed this lesson plan over the summer
semester and implemented it in the following school year with a collaborating
math teacher.
This project integrates best practices for instructional design through completion of a WebQuest. As I designed this project, first I wanted it to be authentic. I settled on a math project wherein students created a monthly budget based on factors such as career income, family size, mortgage and other loan payments, utilities, and other real-life expenses. As they worked in pairs to complete the budget, students got a taste of the financial challenges they will face as adults and gathered knowledge that will help them make choices about their education and career goals. The project objectives are aligned with content and technology standards.
In the course of completing this project, students worked in pairs using a number of Web 2.0 tools and productivity software. Their budget was created on Microsoft Excel. The WebQuest challenged them to find numerous financial calculators and to learn how to estimate taxes, groceries, insurance, and other expenses. Students coping with reading or writing disabilities had access to Don Johnston "Read Outloud" and "Write Outloud" software which reads internet sites and documents aloud to the students and takes dictation for those who have difficulty processing writing skills. Some audio and video was included as part of the WebQuest as well.
The WebQuest was designed as a co-taught lesson between the media specialist/instructional technology coach and a high school mathematics teacher. The teacher was responsible for teaching the content and the media specialist was responsible for designing and introducing the WebQuest and serving as support while students completed the project. This aspect of the project helped me improve my instructional technology coaching skills and build a new partnership with a teacher who had not often used technology in the classroom. I modeled and facilitated how educators can incorporate technology into classroom instruction to enhance learning and engage students.
This experience helped me become a better instructional designer as I considered all elements of content and web design. I made errors along the way. First, I chose Wikispaces as my platform because of the interactivity this site offers. I quickly realized, however, that the visual elements I wanted to incorporate were not there and I really did not need as much interactivity as I had originally thought I might need. I switched to Weebly which allowed me to create an attractive web design with easy navigation. As I built my WebQuest, I kept in mind the rules of alignment, proximity, repetition, and contrast to create a site that would appeal to my audience, be easy to navigate, and function seamlessly.
As I designed and implemented this artifact I learned the value of weighing the advantages and disadvantages of various Web 2.0 tools as you create a digitally driven lesson. If a site is flexible, but hard to navigate and visually unappealing, it is less likely to engage learners than one that is visually appealing and easy to navigate. I really enjoyed creating this lesson and seeing the students working together with enthusiasm when it was implemented. A well-designed webquest is a valuable tool for enhancing instruction with technology. If I had to do it over, I would have preferred to work with the collaborating teacher as I designed the project instead of presenting it to her already completed. For collaboration to be most effective, it is important to build partnerships and design instruction with multiple perspectives.
This artifact impacted school improvement by incorporating technology into instruction as mandated by our School Improvement Plan. It affected faculty development by nurturing the partnership between the classroom teacher and the instructional coach and introducing the teacher to a new instructional approach. Student learning was impacted as students engaged in real-world, technology-rich, student-driven research.
This project integrates best practices for instructional design through completion of a WebQuest. As I designed this project, first I wanted it to be authentic. I settled on a math project wherein students created a monthly budget based on factors such as career income, family size, mortgage and other loan payments, utilities, and other real-life expenses. As they worked in pairs to complete the budget, students got a taste of the financial challenges they will face as adults and gathered knowledge that will help them make choices about their education and career goals. The project objectives are aligned with content and technology standards.
In the course of completing this project, students worked in pairs using a number of Web 2.0 tools and productivity software. Their budget was created on Microsoft Excel. The WebQuest challenged them to find numerous financial calculators and to learn how to estimate taxes, groceries, insurance, and other expenses. Students coping with reading or writing disabilities had access to Don Johnston "Read Outloud" and "Write Outloud" software which reads internet sites and documents aloud to the students and takes dictation for those who have difficulty processing writing skills. Some audio and video was included as part of the WebQuest as well.
The WebQuest was designed as a co-taught lesson between the media specialist/instructional technology coach and a high school mathematics teacher. The teacher was responsible for teaching the content and the media specialist was responsible for designing and introducing the WebQuest and serving as support while students completed the project. This aspect of the project helped me improve my instructional technology coaching skills and build a new partnership with a teacher who had not often used technology in the classroom. I modeled and facilitated how educators can incorporate technology into classroom instruction to enhance learning and engage students.
This experience helped me become a better instructional designer as I considered all elements of content and web design. I made errors along the way. First, I chose Wikispaces as my platform because of the interactivity this site offers. I quickly realized, however, that the visual elements I wanted to incorporate were not there and I really did not need as much interactivity as I had originally thought I might need. I switched to Weebly which allowed me to create an attractive web design with easy navigation. As I built my WebQuest, I kept in mind the rules of alignment, proximity, repetition, and contrast to create a site that would appeal to my audience, be easy to navigate, and function seamlessly.
As I designed and implemented this artifact I learned the value of weighing the advantages and disadvantages of various Web 2.0 tools as you create a digitally driven lesson. If a site is flexible, but hard to navigate and visually unappealing, it is less likely to engage learners than one that is visually appealing and easy to navigate. I really enjoyed creating this lesson and seeing the students working together with enthusiasm when it was implemented. A well-designed webquest is a valuable tool for enhancing instruction with technology. If I had to do it over, I would have preferred to work with the collaborating teacher as I designed the project instead of presenting it to her already completed. For collaboration to be most effective, it is important to build partnerships and design instruction with multiple perspectives.
This artifact impacted school improvement by incorporating technology into instruction as mandated by our School Improvement Plan. It affected faculty development by nurturing the partnership between the classroom teacher and the instructional coach and introducing the teacher to a new instructional approach. Student learning was impacted as students engaged in real-world, technology-rich, student-driven research.