Evidence of Learning Design

As Schiffman (1986) stated,

“ISD (Instructional Systems Design)

is a blend of psychology, education, communications, management, systems theory, and social science”

(Schiffman, 1986, pg. 18).

Closing the Language Gap Project -The following are professional development presentations and interactive mobile technology student language development modules I created to support English Language Learners through interactive mobile technology and Screencastify. These programs are easily integrated within TEKS-based curriculum that promotes language and technology skills development through engaging formats that simulate state exams. I created 5 different student modules overall during my Summer Internship with the United ISD Curriculum and Instructional Technology Department (See examples below). I also designed assessments to evaluate student practice utilizing the program Classmarker.com (Sample Assessment Link), and student and instructor surveys. Furthermore, I developed Flipgrid interventions following the same format as well. The project summary below describes the overall pilot program I would like to base my dissertation proposal on and obtain initial data for yearly comparison and program improvement.

Instructional Technology: Closing the Language Gap Project

Screencastify PD

Screencastify PD Presentation

Includes how to set up Screencastify, sample lessons, resources and hands-on professional development.

TELPAS Speaking Practice

Screencastify TELPAS Speaking Practice Modules Set 1

TELPAS style speaking practice modules for English Language learners.

TELPAS Speaking Practice 2

Screencastify TELPAS Speaking Practice Modules Set 2

Instant activity with audio and video interactive modules.

Flipgrid Interventions

Flipgrid in the Classroom

eroflipgrid.pdf

Flipgrid Presentation for Teachers

This presentation is a training on how to set up and begin utilizing Flipgrid in their classroom. I also have them explore sample grids I have created to target language acquisition and divergent methods for set up depending on student age and device being used. For example, for Chromebook users-Google sign in would be best, whereas classrooms with iPads would benefit from establishing entry through individual student QR codes.

Please note: The button below will navigate to an open Flipgrid, currently being utilized in on-going interventions as part of the campus improvement plan to address language development. The access code below will allow the user to login with a Guest Code of the grid. For security purposes, only viewing is allowed. While there are numerous other grids I have designed, the others require a Google login to access and are protected under the school district network. However, for dossier purposes, I feel that this suffices as evidence to my learning design competency.

Flipgrid TELPAS Interventions for 2nd Grade-Current Intervention

ERO Signatures of Flipgrid Training Conducted-over the course of several days during planning periods.
Survey Results below

Consultation Proposal: Needs Analysis of Intervention

This presentation purports the needs analysis and solutions to improve the TELPAS interventions for Flipgrid based on ISDT principles and organizational goals. The full report proposal is also provided.

Copy of Alvarado_Consultation_Proposal

Copy of Alvarado_Needs_Analysis

Evaluation Sample

Course evaluationPlease submit feedback regarding the course you have just completed, including feedback on course structure, content, and instructor.

This is just one sample of an evaluation. I performed various trainings and provided a course evaluation to adjust future trainings.

Other Coursework Evidence within Learning Design Competency

Defining the Field

This paper discusses my philosophy of learning design and foundational learning theories that influence the future of design in my field.

Instructional Design in K-12

Instructional Design: K-12 Setting

This presentation explores knowledge gained in the learning design aspect of instructional design as it pertains to my perspective career goals including the role expectations, theoretical frameworks, and contextual factors.

Competency Development and Plans of Action

Through my internship and my own experience conducting these interventions and trainings, I feel that my learning design competency is developed. I would like to further my professional career by collaborating with the Curriculum and Instructional Department and Bilingual Department in the future to continue improving these modules and identifying best practices (Reiser & Dempsey, 2018). To improve in my learning design competency I intend to continue presenting on how to implement Screencastify and Flipgrid to other district staff professional development sessions. Furthermore, I intend to continue to develop research regarding interactive mobile technology and the impact is has on the Hispanic, English language learner population. I am currently conducting these on-going interventions with small groups and would like to develop a pilot study to evaluate Flipgrid and Screencastify on speaking modalities of second language acquisition. This research will be submitted to professional journals for future publishing, and offer insight to best practices. Regarding a specific timeline, my immediate career goals of becoming an curriculum and instructional technology (CIT) coordinator or director of CIT do not require specific experience in learning design of LMS, or other platforms. Therefore, my development in this competency has been met for the immediate future, and as such, my timeline for professional growth is within the next 5-10 years. During this time, I would like to apply to VIPKid to teach online English courses to students from other countries. This will allow me to gain more experience in the course design process within second language acquisition and educational technology, and promote my end goal of adjunct faculty at our local university or online curriculum director in 20+ years.

VIPKID School District Flyer (2).pdf

Reference:
Reiser, R.A., & Dempsey, J.V. (2018). Trends and issues in instructional design and technology (4th ed.). New York, NY: Pearson Education.
Schiffman, S.S. (1986). Instructional systems design: Five views of the field. Journal of Instructional Development, 9(4), 14-21.http://www.jstor.org/stable/3220829

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