Artifact 3: eLearning Design Document & Treatment Report

Scope

The purpose of this course was to share researched-based practices for teaching vocabulary with elementary teachers. This course was designed as a short course only focusing on a few of the methods recommended for vocabulary instruction. The suggestions included for ways to teach vocabulary, as well as the length of the course could be extended into a longer course offering. The subject for this course was based on skills acquired working for a professional development team for an educational products company. I did have to learn about the 3C’s model and how to incorporate it into the training course.

Role

I worked with a partner to create this e-learning document and treatment report. I was the subject matter expert (SME) for this course content and created the bulk of the instruction.

Instructional Design

This instructional design document reflects many of the design steps in the MRK model (Morrison et. al., 2013), beginning with the intent or aim noted at the beginning of the e-learning course document. For this project, the instructional problem and learner characteristics were decided by the instructional designers, so no formal survey was used. This design plan outlined the content sequencing, the instructional objectives, instructional strategies, as well as the assessment questions. The assessments for this short course consisted of knowledge check questions at the end of each of the section.

The ADDIE model (Kurk, 2018) is more reflected in this artifact in the design stage. The target audience and instructional problem to be solved was assumed by the designers for this project. The design of the instructional unit is represented in this artifact with the site map, style guide, and detailed in the storyboard outline.

Related Performance Indicators

AECT Standard 2 (Content Pedagogy): Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content pedagogy.

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.

• 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.

Reflection

This artifact was created in the first semester of my second year in the master’s program, so I felt a little more comfortable with creating new types of instructional design documents. The artifact represents a first in incorporating development tools, such as a style guide, site map, and detailed storyboards. It was also the first project created utilizing the 3 Cs model for instruction.

This was a fun project to create, which made the treatment report less challenging. I was very comfortable with the subject matter as I had created longer training courses for work on the same topic. In reviewing the instructional design document, I see that we should have detailed the consequences of not choosing the best answers in the knowledge check. The assignment required the use of the 3 Cs model, and although an explanation was included in the developed product, it is not reflected in the artifact. I like the 3 Cs model for elearning courses, and I hope I have an opportunity to utilize it in a course creation in the future.