Instructional Design Document 400x

The Instructional Design Document is a guiding blueprint for key individuals and collaborators to grasp the overview of the course. Here in 400x, all of the elements are put together. Scroll down to see it on this page or view it in a PDF version. 

Please note that 400x inputs will be added as the course progress.

As society is gearing up for the post-pandemic world, many organizations adopted the hybrid working model. Wide Field (a fictional company) is one such organization and learned that many of Wide Field's employees are experiencing a hard time keeping up their work and life balance. To increase the organizational performance goal, the Learning and Development (L&D) team needs to support the employees to motivate themselves by clarifying the goals that benefit both them and the company.

Need Analysis

As Wide Field adopted the hybrid working model after the pandemic years, they conducted a survey and received employee feedback on this model. One of the highlights showed that many employees are experiencing a hard time keeping up their work and life balance. Their L&D team investigated the root cause of the issue since the well-being of employers is one of their top priorities to make the hybrid model sustainable for the long term. The root cause appeared to have links to coping skills and motivation. The organization tried webinars about coping skills, however, intrinsic motivation was hard to reach solely through webinars. To increase the organizational performance goal, the L&D team needs to support the employees to motivate themselves. The L&D team is also responsible to create a skill inventory of employees and provide training for self-motivated employees to fill skill gaps projecting future needs. They plan to structure personalized development plans that benefit both employees and the organization. Increasing employee motivation will be a foundation to create personalized learning plans and organizational skill pool plans.

Learning Gap

Not all individuals know their purpose and concrete goals for the long term. Most individuals have wishful thinking but when it comes to taking action, they often experience not being able to hold onto their wishes. To tap into the learner's intrinsic motivation and turn it into concrete goals, some processes are required. However, not everyone is familiar with the process. 

Type of Course

This is a three-module course that lays the foundation for developing career paths before developing personalized learning plans with the L&D team in the organization. The step-by-step process will guide learners to reflect on their careers from different angles. Learners analyze their assets and predict situations in future years to plan their career blueprint with well-balanced work and life.

Learning Theories

This course is designed primarily on Constructivism learning theory with much consideration of Andragogy because all of the learners are adults in their mid-career. The activities and tasks ask them to reflect on their past experiences and rely on intrinsically motivated learners to take active roles (Zimke et al, 2007) as they progress through the course. Although learners can complete the entire content individually, when possible, it is highly recommended to invite them to discussion boards and video conferences, applying Social Constructivism with 4 to 5 learners in a small group for an optimal outcome (Berkeley, n.d.).

1) Course link on Canvas

https://canvas.instructure.com/login/canvas

To log in as a learner, please use the username and password provided. If the Canvas dashboard shows "Access Denied", the possibility is that you are logged in to your own account or the other peer is logged in at the same time. First, log out from your account, then try the credentials below after some time. Thanks for reviewing!

• Email: wagarden6@gmail.com

• Password: LDT400xfall2022

2) If you just want to view the course without your login tracked, access to web files below.

• Module #1   review in progress

• Module #2   review in progress

• Module #3   review in progress

Course Goal

Taking the course leads to increased work performance and employee satisfaction in the organization.

Terminal Objectives

The terminal objectives are overarching objectives assigned to each module. Under the course goal, the terminal learnings are measurable, and they activate the learner's behavioral change.

Bloom’s taxonomy verb (list level) + condition + degree

(1) Remember  (2) Understand  (3) Apply  (4) Analyze  (5) Evaluate  (6) Create

By the end of this course, the learner will be able to…  

☑️ Provide (3) a long-term vision of your ideal work and life balance by defining success and collecting images.

☑️ Clarify (2) your purpose, values, and strengths to re-create your career blueprint.

☑️ Create (6) your career goals and priorities that you can share with the people involved.

Lesson/Enabling Objectives

The lesson/enabling objectives are building blocks toward the above terminal learning objectives. They have a narrower focus and are measurable.

At the end of module #1, the learner will be able to:

✔️ Identify (1) your definition of success.

✔️ Visualize (2) your long-term vision.

✔️ Contrast (2) your long-term vision and current state.

At the end of module #2, the learner will be able to:

✔️ Articulate (2) your purpose.

✔️ Clarify (2) your values.

✔️ Distinguish (2) your strengths.

At the end of module #3, the learner will be able to:

✔️ Classify (3) the difference between a goal and a system.

✔️ Prioritize (3) the gap analysis item for your mid-term planning.

✔️ Formulate (6) your SMART goals.

The first 6 assets were developed during the 300x course. The last 3 assets were added to during the 400x course.

There are many considerations when producing eLearning content and incorporating any asset created by others. I listed them in a Digital Media Checklist that identifies criteria including licenses and compliances.

Copyright, Fair Use

Copyright is a legal concept that gives the creators of intellectual property (IP) the right to assert ownership over the things that they create. According to the World Intellectual Property Organization (WIPO), IP covers various “creative” work and prevents other people from taking an individual’s IP without their permission. However, WIPO also explains that the concept of “fair use” allows the use of works without the permission of the rights owner, factoring in the nature and purpose of the use. In its most general sense, fair use is any copying of copyrighted material done for a limited and “transformative” purpose, such as to (1) commentary and criticism, or (2) parody a copyrighted work (McNulty, 2016; Stanford Libraries, 2013). 

The content sources in the course are attributed appropriately. Whenever applicable, information on copyright, fair use, and Creative Commons is provided close to the location where it appears. For example, the video shows credits and Creative Commons information at the end of the clip as well as the description section of Youtube. In the course content, a link to the source is provided right after it is used and also more detailed citations can be found in a references section at the end of each module.

Creative Commons

This self-declaring license encourages setting the terms of use to grant sharing and open access to information. Each asset produced in this course adheres to one of the six license types to declare the level. 

Compliance/Accessibility

The course carefully adheres to The Americans with Disabilities Act (ADA) and Section 508 of the Rehabilitation Act. It also follows Web Content Accessibility Guideline (WCAG) 2.1 conformance level of at least A and when possible, AA as a technical standard. Each digital media produced in 300x was assessed with compliance and accessibility in the Digital Media Checklist. In addition, my research on accessibility narrates details on the portfolio page each week.

The brand style is established for the course which provides a professional impression and consistency in color, fonts, and decorative elements. The spelling and grammar are corrected and the texts are formatted with the style order to improve the navigation structure and increase readability. 

A self-scorecard of this course with the Online SUNY Course Quality Review (OSCQR) rubric is attached to the capstone presentation page to list items that require iterative reviews to ensure overall quality. The responses to the course evaluation from learners will be integrated into the subsequent version updates.