Course Initial Iteration

For the entire week, I independently worked on the first iteration of the "How to Update the Library Map" course.

Monday, I set up the course on Rise 360. I mapped out how the course will be structured, how the lessons will be divided, and I inserted placeholders for the elements I will add later on (i.e., videos, assessments, key takeaways, etc.). I also started work on the opening spiel for the course and crafted initial learning objectives for each lesson.

Tuesday, I recorded the video demonstrations that will be a main component of the course.

Wednesday, I edited the videos and added overlays that align with Mayer’s multimedia principles to make the videos more engaging and easier to follow.

Thursday, I added other components of the course, such as the key takeaways and the knowledge checks.

Friday, I focused on developing the summative assessment, particularly the scenario-based assessment and self-assessment rubric to support learner reflection and application.

After long hours of work—reaching up to 33 hours—I have a finished initial iteration of the course by the end of the week.

From this experience, I gained three (3) important insights:

First, I realized the value of well-crafted learning objectives. I realized how critical it is to design specific, observable, measurable, and achievable objectives. Using Bloom’s Taxonomy as a guide helped me clearly define what learners should be able to do after each lesson.

Second, I realized the importance of creating an alignment matrix early in the process. It allowed me to ensure that all components of the course (i.e., learning materials and assessments) were directly tied to the intended learning objectives.

Third, I saw the benefits of grounding my design in proven learning theories. I relied on Knowles’ Adult Learning Theory to ensure that my choice of strategies and content was guided by principles that support self-directed, relevant, and experience-based learning that would suit adult learners. I used Gagné’s Nine Events of Instruction to structure each course component and made sure that all key instructional events were addressed. Additionally, I applied Mayer’s multimedia principles in the video demonstrations to enhance cognitive engagement and learning retention.

One problem I experienced during this subphase was that, while designing the summative assessment, I realized that what I wanted the learners to be able to do at the end of the course through the summative assessment was not actually reflected in the intended course objectives I initially designed.

To address this issue, I revised the initial course objectives to better align with the desired learning outcomes. I realized that this is the very essence of backward design: starting with the end, and then working backwards—or in our case, revising backwards—to ensure that every element of the course is aligned with one another.

The strength of how I conducted the course development phase lies in how I grounded my work in learning theories. As mentioned earlier, I applied Mayer’s multimedia principles in the videos and used Gagné’s Nine Events of Instruction for the course design. Video production and course creation can often be a scattered and confusing process, but by using these theories as my guide, I was able to clearly determine from the start what elements should be included in both the video and the course to ensure that learners will attain the intended learning outcomes.

The weakness, on the other hand, lies in time management and project management. I had a hard time balancing thoroughness and efficiency. I was highly focused on aligning every component with established learning theories, to the extent that I spent too much time perfecting specific sections and making constant revisions. While the quality of the outputs improved as a result, I recognized the need to strengthen my time and project management skills to avoid overinvesting time. Though this approach worked in an academic setting, I recognize that in real-world environments, being efficient is just as important as being thorough, especially when working within tight budget and deadlines.

For future phases, I recommend that multiple levels of formative evaluation be conducted (e.g., expert review, small group testing) to ensure that no critical aspects of the course are overlooked before implementation.

For future course development work as an instructional designer, I also recommend creating a checklist to ensure that every event in Gagné’s Nine Events of Instruction is represented by a corresponding component in the course. This can help maintain alignment and instructional integrity throughout development. Additionally, use a project management tool or software to organize tasks, track progress, and manage time more effectively.