The days leading up to the town hall presentation might be some of the most stressful moments I have experienced in my instructional design project. There is a feeling I can’t quite name where despite knowing that you fully understand your material, you feel unprepared. This is precisely what I felt as the time for the presentation ticked closer.
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Even before the program started, one thing I kept in mind was to be open to critique and suggestions on my Self-Learning Modules. In fact, I was hoping to get a lot of feedback on my work because I have not yet found a content expert who could give me comments and recommendations regarding the SLMs’ content and design. Therefore, I saw the town hall presentation as an opportunity to gather insights. However, since there is still a lack of a content expert to evaluate and validate the SLMs, this became one of the biggest loopholes in my project.
To solve this issue, I consulted a teacher in my alma mater to assess my SLMs. She is a former SK Council president and is now teaching Araling Panlipunan at Sapangbato National High School. I applied the suggestions she shared with me to improve the design and flow of the SLMs.
On the other hand, a genuine overlook on my part is the lack of formative and summative assessments on the SLMs. This was pointed out to me during the presentation and after the program ended, I immediately consulted knowledgeable people on how they choose the appropriate type of assessment for their classes. I constructed a pre-test for each SLM with multiple-choice and true or false questions while the summative assessment is a combination of multiple-choice questions, short written responses, and a brief essay for reflection. A criteria table is included to inform the learners of the standards by which their essays will be assessed. Additionally, I followed the design of the Department of Education’s SLMs where the answer key for the assessment is.
The insufficient amount of visual elements in the SLMs was also pointed out to me during the presentation. I believe that this is the result of my basing the SLM’s designs on the college-level study guides I became familiar with the day I started university. Although they are comprehensive from explicitly stating the learning objectives to providing practice activities and supplementary resources in various formats, they are too text-heavy and unfit for my audiovisual target learners who are in the youth age cluster. Sir Ley emphasized that despite being SK council members, they are still young, and thus, incorporating more stimulating visual and graphical elements would do them well. I acted on this feedback and completely overhauled the SLMs’ design. I still followed instructional design principles on print media by Lamb (2005) but I made sure to include richer visuals in the SLMs.
I discussed in elaboration the changes I made in the SLMs' design and content in the ePortfolio dedicated to Module 1, Module 2, and Module 3.
Sitting in front of my laptop’ screen while presenting my project in front of fifty-plus people was nerve-wracking. My hands were shaking and my palms were so clammy that I had to clutch a handkerchief the whole time as I listened to the feedback of esteemed professors, my peers, and the dean. However, instead of feeling defeated by the many loopholes found in my project, I felt so motivated to improve it further. I’ve seen more aspects of my project that I had not noticed before because fresh eyes looked into it and gave me constructive comments. I am still currently improving the SLMs with the evaluation of my first content expert. Hopefully, I can wrap up the design and finally proceed to pilot testing.
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