Projects

Context of Project Work:

This project aims to equip preservice educators with practical skills in mobile documentation, highlighting its role in supporting early childhood learning, family engagement, and reflective teaching practices. Designed to encourage critical thinking and hands-on engagement, the lesson plan introduces mobile documentation through a series of structured activities that integrate three mindtools—concept mapping, a spreadsheet exercise, and a multimedia documentation prototype—to provide a cohesive, deep learning experience within the same content area.

Designed to encourage critical thinking and hands-on engagement, the lesson plan introduces mobile documentation through a series of structured activities that integrate three mindtools—concept mapping, a spreadsheet exercise, and a multimedia documentation prototype—to provide a cohesive, deep learning experience within the same content area.

Lesson Overview:

• Introduction: Short video and reading on mobile documentation in preschool settings, followed by a discussion on its uses, timing, and benefits for teaching and engagement.

• Concept Mapping: Learners create concept maps to explore mobile documentation’s purposes, features, and benefits, shared through a gallery walk.

• Spreadsheet Practice: Students design a sample gradebook in Excel to practice documenting student information and progress.

• Prototype Creation: Each learner develops a multimedia documentation prototype (via social media or app interface) and presents it for peer feedback.

Reflection and Self-assessment:

This project reinforced the importance of using mindtools to foster critical thinking and practical engagement. View the attached lesson plan and prototypes for full details.

Context of Project Work:
This project addresses a procedural training gap among primary school teachers who struggle to incorporate technology into their lectures. Our team developed a blueprint for an instructional solution aimed at enhancing teachers' ability to deliver effective lessons using Microsoft PowerPoint. The project involved designing a comprehensive three-day training program, facilitated by a subject matter expert, which included presentations, hands-on demonstrations, and evaluations to assess learning outcomes.

Phases of the ADDIE Model:

• Analysis: Identified the teaching performance gap and assessed the training needs of primary school teachers to understand their current level of technology integration.

• Design: Developed instructional objectives and a detailed curriculum for the training program, outlining specific skills that teachers needed to effectively use PowerPoint in their lectures.

• Development: Created storyboards and flowcharts to visualize the training content, ensuring a logical progression of information and clarity in instruction.

• Implementation: Conducted the training program over three days, utilizing a mix of presentations, demonstrations, and interactive activities to engage participants.

• Evaluation: Assessed the effectiveness of the training through participant feedback and evaluations, refining the approach based on these results to ensure continuous improvement.

Reflection and Self-assessment:
This project provided invaluable practice in the key aspects of instructional design and development. Through the creation of storyboards and flowcharts, our team recognized the significance of clearly defined instructional objectives and learning outcomes. This experience not only helped us accumulate practical knowledge as aspiring instructional designers but also reinforced the necessity of making instructional goals explicit for learners, thereby clarifying their roles and responsibilities in the learning process.

Context of Project Work:
In this project, our team developed a comprehensive project management plan for the Instructional Design and Project Implementation (IDPI) team to enhance the effectiveness of their various educational projects. The plan aimed to establish a common framework for managing products, timelines, resources, and templates, while also facilitating better management of human resources across projects. The project management plan is structured around the five phases: Define, Plan, Organize, Control, and Close. To meet client expectations, we adapted the project schedule by reducing the timeline by five days based on their specific requirements.

Phases of the ADDIE Model:

• Development: Crafted the project management plan, including creating tools such as Gantt charts, critical paths, and timesheets to outline tasks and timelines clearly.

• Implementation: Executed the project plan within the team, ensuring all members understood their roles and responsibilities while adhering to the defined timeline.

• Evaluation: Assessed the project management plan's effectiveness in meeting client requirements and expectations, utilizing feedback to refine and enhance the plan for future projects.

Reflection and Self-assessment:
This project management plan provided a valuable opportunity for our group to function as project managers in a real-world context, encompassing the planning, implementation, maintenance, and closure of the project. We practiced essential project management tools and methodologies, reinforcing our understanding of each phase's objectives. This complex yet meaningful project taught us the importance of patience, attention to detail, and deliberate planning, as we navigated through the intricacies of designing a comprehensive management strategy.

Context of Project Work:
This project provided our group with the opportunity to apply our technology-related knowledge and skills in a real educational context. We designed a training program for Amazon employees to learn how to use Adobe Connect, enabling them to attend classes from their home locations. This platform allowed for facilitated support in understanding course content while fostering collaboration with peers for team projects.

Phases of the ADDIE Model:

• Analysis: Assessed the training needs of Amazon employees, identifying gaps in their knowledge regarding the use of Adobe Connect for effective learning.

• Design: Created a structured training program that incorporated interactive elements and collaborative activities to enhance learning experiences.

• Development: Developed training materials, including instructional guides and resources, tailored to the specific needs of Amazon employees.

• Implementation: Conducted training sessions using Adobe Connect, facilitating a supportive environment for participants to engage with the content and collaborate with peers.

• Evaluation: Gathered feedback from participants to assess the effectiveness of the training program, making necessary adjustments for future sessions.

Reflection and Self-assessment:
Implementing the Mobile Classroom project allowed us to expand our understanding of mobile learning and its application in professional settings. Collaborating with specialists in the education sector and experts from the business industry provided valuable insights into the integration of technology in education. This project blended technical and management aspects, enhancing our instructional design skills as we created a training model tailored for Amazon employees. Utilizing the ADDIE model throughout the process ensured a structured and effective approach to developing and implementing the training program, ultimately reinforcing our competencies in both fields.

Context of Project Work:
The ISD Model project provided me with the opportunity to apply my instructional design knowledge and skills in a real educational context by designing an Internship Model. I investigated ways to improve the effectiveness and undergraduate satisfaction of the Internship for Credit Program. The primary goals of this model are to guide the Internship for Credit Program team through the phases of Analysis, Design, Development, and Evaluation to enhance program effectiveness and increase undergraduate satisfaction and overall experience. The internship model serves as a checklist for the three stakeholders to clarify their responsibilities in completing the internship program.

Phases of ADDIE Model:

• Analysis: Conducted meetings with university faculty advisors and organization supervisors to identify and understand the needs and expectations of the internship program. We established project objectives, created a shared pool of available projects, and matched undergraduates’ majors and interests with suitable internship opportunities.

• Design: Developed a structured approach to guide faculty advisors and organization supervisors in selecting and planning appropriate internship projects. Defined explicit roles and responsibilities for all stakeholders involved in the internship program.

• Development: Created materials and resources needed for the internship program, ensuring that undergraduates were well-informed about the project tasks and expectations. Designed visual aids to clarify the internship process and enhance stakeholder understanding.

Reflection and Self-assessment:
Designing the Internship Model allowed me to become familiar with the instructional design process following the ADDIE framework. One of the most valuable aspects of this project was improving my skills in identifying target populations and environmental characteristics. Understanding the needs and demands of the target population, as well as the context in which the internship operates, is crucial for effective instructional design. It helped me recognize the importance of stakeholder roles and the influence of organizational missions and values on instructional delivery. This project has equipped me with a better understanding of how to bridge the gap between academic content and practical application in professional settings, ultimately enhancing students’ learning experiences.