Sub-Badge 2: Systematic design

Challenge 1: Identify and sequence instructional goals

Criteria for successful completion of this challenge: Evidence of ordering learning objectives (not course objectives) for a target audience (what an instructor will teach).  Reflection must address: How learning objectives were identified and sequenced based on the project or needs assessment (e.g., performance problem identification, learning gaps, content).

Examples: Examples: Learning Design Activity #4 (EDCI 575), eLearning Project Proposal (EDCI 569 if taken prior to Spring 2021), Design Documents (EDCI 588), Deliverables from Practicum (EDCI 573), Individual Game Document (EDCI 556), Final Project (EDCI 569 if taken in Spring 2021 or later), course or training design or re-design documents/proposals, artifacts (design, performance, workplace, educational, other) demonstrating the arrangement of learning objectives.

Reflection 

This competency centers around the ability to identify and sequence instructional goals as part of a systematic design plan. The artifact I have chosen to illustrate this competency is the Design Document from EDCI 569, where I designed and developed an e-learning module entitled, Preparing Yourself for Breast Cancer Surgery—A Survivor’s Perspective. This artifact showcases the competency, and fulfills the challenge, because through a Gap Analysis and Learner Analysis, the following Learning Objectives were identified and sequenced for maximum impact in the e-learning module:

·       Learners will be able to identify key steps in preparing for breast-conserving (lumpectomy) surgery, including preoperative instructions, self-care, and emotional readiness strategies.

·       Learners will be able to identify key steps in recovering after breast-conserving (lumpectomy) surgery, including post-operative instructions, self-care, and emotional readiness strategies.

·       Learners will practice targeted breathing techniques to self-regulate in preparation for breast-conserving (lumpectomy) surgery.

The sequencing of these learning objectives in this order was necessary because I first had to address content that would be relevant “before surgery,” then content that would be relevant “after surgery,” and finally content that applied to the full spectrum of the experience of having surgery. 

It is incredibly important for an instructional designer to be able to identify and sequence learning objectives in the projects they design because illogically organized learning experiences that lack cohesive and appropriate learning objectives will not result in successful learning experiences for learners. This artifact demonstrates that I understand the content of the module and I have organized it around relevant learning objectives that are sequenced in a particular way in order to flow with the natural way someone should learn about preparing for breast cancer surgery. In fact, I deliberately placed the breathing exercises at the end of the module because I wanted learners to be able to reflect on what they learned in the Before and After content sections; thus it was necessary to place the breathing techniques practice at the end of the module.  I could have placed that section directly after the “Before Surgery” section but it made more sense to present it once learners had the full view of both the Before and After content sections. Overall, it is effectively planned and sequenced around the learning objectives and accomplishes its tripartite goals.

Firstly, the project itself was born out of my own personal experience with breast cancer. The e-learning module was created so that breast cancer patients could have a survivor’s perspective on preparing for surgery as well as the immediate aftermath. Additionally, because of my background as a yoga teacher and practitioner, I included a much-needed practical stress-relieving approach by providing instruction on two types of breathing techniques from the yoga tradition (i.e. pranayama). Thus, the creation of the Design Document for this e-learning module was informed by my personal experience as SME and my ID expertise. Having taken EDCI 572, where I created a fully functioning module that followed the Dick & Carey model of instructional design, which is a very elaborate approach to the ADDIE process, I was well-prepared to create this type of Design Document. Given my background designing learning objectives from my past work in higher education and in instructional design, I was easily able to identify, write, and sequence the learning objectives for maximum effect in the e-learning module. I have used these skills many times, but one of the most profound was when I wrote the learning objectives and the assessment plan for The Writing Center at University of Detroit Mercy where I was the Director. I have only gotten better at understanding a project’s needs, how to design and develop it, and how to identify and sequence the learning objectives so that it is an effective learning experience.

This Design Document works well as an artifact to showcase my understanding and ability to identify and sequence learning outcomes. In this e-learning module, the goals were simple and succinct, especially because one of the goals of the module was to not add additional overwhelm to the learner given the circumstances of the stress surrounding a breast cancer diagnosis. I would not change anything about the experience of creating this e-learning module, or revise the learning outcomes in any way, because it is a well-contained learning experience that accomplishes its purpose. I could, however, always build upon it given the vast amount of information that wasn’t covered in the module. In that case, I would take an additional analytical eye to how I might make a part 2 of this module and revise any approach to the learning outcomes that seemed necessary based on the content intended to be covered. As I continue to grow as an ID, I will only get better at refining my approach to designing quality learning experiences that are informed by the proper identification and sequencing of learning outcomes. I believe I have a good base so far, and a lot of that base is informed by my time in higher education, and the time I spent working with an ID who taught me the value and importance of learning objectives. Since then, I’ve obviously taken that and run with it because I’ve pivoted into the field of instructional design! The more projects I work on, the better I will get at this specific competency.

Artifact 

Design Document for Preparing Yourself for Breast Cancer Surgery—A Survivor’s Perspective e-Learning Module