Welcome to my Instructional Design and Learning Technology (IDL) course ePortfolio! Here you will find samples of assignments and projects from my coursework from January 2021 through April 2022. Instructional Design and Learning Technology is a growing field and is an important discipline in the world of education.

The Wright State University Instructional Design and Learning Technologies (IDL) program was formerly called Educational Technology (EDT). The IDL program trains participants on how to design robust instruction with research-driven pedagogy and andragogy in an online environment. Also covered in IDL are educational research and methods. The IDL major is a synchronous online program within The College of Health, Education, and Human Services. The IDL program is tailor-made for creative, team-players that are ready to learn new technologies and theory-driven multimedia design concepts.

health-education-human-services.wright.edu/education-and-leadership/master-of-education-in-instructional-design-and-learning-technologies

The courses in the IDL program go from the science of learning to trends in educational research and methodology. The courses outlined have research-driven pedagogy as the framework.

Course Name: IDL-7110-Learning in a Digital World

Content Summary:

The course text for IDL-7110 is Make It Stick: The Science of Successful Learning (Brown et al., 2014). The course teaches learners the cognitive science behind learning and memory. Learners will read and write chapter summaries from the assigned text. Design a Beyond Bullet Point (BBP) PowerPoint slide presentation on a topic covered in the assigned text. Create an instructional video using Camtasia and Snagit on the same topic. Then upload the finished video to their YouTube site. Finally, write an evaluation on electronic flashcards, then make a recommendation on the most effective product.

Reflection on Learning:

Before taking IDL-7110, I was working as a library media specialist. I graduated from Wright State in 2009, so I was a little out of practice doing scholarly coursework. Now, I am confident because I know that it is imperative to have a growth mindset in order to take on new academic and career challenges. I now "see" curriculum and instruction differently. I am more aware of the limitations of working memory and how to design lessons that incorporate retrieval practice, spaced practice, and self-testing. This knowledge can assist me when designing professional development as well.

Course Name: IDL-7140-LMS & Evaluation

Content Summary:

This course teaches the learner the major components of learning management systems. Learners are assigned two notable learning management systems to analyze and compare. The components learners will compare and contrast are:

• Setting up courses on the LMS.

• Creating modules on the LMS.

• Setting up the attendance tools.

• Create content using the HTML editing tool.

• Add DEMO student to the LMS.

• LMS quality check.

• Make a final recommendation to the fictional board of directors.

• Complete the Independent Applying QM Rubric (APPQMR): (Statewide Systems) course.

Reflection on Learning:

Before I took the LMS & Evaluation course I had a beginner's experience with learning management systems. I had a Google Certified Educator Level 1 and a professional development course using Canvas LMS. I used Google Classroom to house library media-related information and events, but not as a classroom teacher. This course has been eye-opening. I was able to experience as an instructional designer, what the teachers in my building experienced. Learning the structure, tools, and administration information helped me understand how important it is to select the LMS that fit the needs of your demographics. As a result of this course, I can assist my colleagues with Google Classroom issues. Also, I can assist with evaluating other learning management systems if needed.

Course Name: IDL-7150-Digital Professional Development

Content Summary:

The course text for IDL-7150 is The Adult Learner (Knowles et al., 2015). This course teaches learners what andragogy is and how it compares to pedagogy. The core aspects of andragogy are rooted in the learner's "need-to-know," "self-efficacy," and "motivation." Knowles et al. (2015) assert that most adults are motivated to learn when there is a life problem to solve. Learners create an instructional video for the adult learner using the theory of andragogy.

Reflection on Learning:

I did not know the term, andragogy, before this class. Now, I understand what the adult learner's instructional needs are. I gave my colleagues a survey to find out what they knew about our online library catalog and online databases. This data informed the content of the instructional video I created. I am a better instructional partner to my teacher colleagues because of what I learned from this course. Now I am more confident when I am asked to share my expertise with my colleagues.

Course Name: IDL-7220-Instructional Design Concepts and Theories

Content Summary:

Learners are presented with an instructional design challenge that calls to analyze the problem, propose a solution, and then write an evaluation report. The ADDIE (Analyze, Design, Develop, Implement, Evaluate) Process was used as the foundational theory. The problem: "The university has recently transitioned to a new synchronous web conferencing software. The software allows for group work, chat messaging, interactive whiteboard use, and can also be used for hosting one on one meetings with students. The task: help to design the training for faculty that will be used during the faculty orientation."

Reflection on Learning:

Before I took the Instructional Design Concepts and Theories course, I did not know any instructional design models. I have a greater appreciation for instruction and curriculum. I have started using the ADDIE process in my library media lessons. Using this model has added structure and clarity of purpose to the instruction I design.

Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: the science of successful learning. The Belknap Press of Harvard University Press.

Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2015). The adult learner (8th edition). New York, NY: Routledge.

Mayer, R. E. (Ed.). (2014). The Cambridge handbook of multimedia learning (Second Edition). Cambridge University Press.

Salkind, N. J. (2017). Exploring research.

This electronic portfolio is a required assignment for graduation. I acknowledge the electronic portfolio will be shared for program review with individuals such as accreditors, professional organization reviewers, or university/college/department/program reviews.