In LDT 670, I collaborated with clients to create a learning solution from scratch. I served as a learning designer at Waen Design Co. (WDC) in charge of all design, development, and project management processes. I applied Learning Design Thinking, following the ADDIE with other learning models.
The final deliverable is a self-paced online course for Community Engagement, which I have learned on the job in my past positions, so I took a chance to bring it all together as a consultancy project.
The project management plan outlines the essential concerns of the project from start to end, including scope, timeline, budget, and quality assurance. The plan is produced along with the Statement of Work.
The design document is a blueprint for the course. It contains major elements of the ADDIE process and helps ensure everyone is on the same page as the project rolls out. It's also a living document, and updates are frequently added.
Course Type
The three modules guide learners with the step-by-step process and model cases to find key components in their community and plan long and short-term engagements. With the knowledge acquired in the first two modules, the learner will apply it in project-based learning, followed by reflection in the third module.
The storyboard shows the details of the course contents. This is a Module #1 sample.
The feedback and data generated from the usability testing on the prototype uncovered flaws or unintended outcomes. The revision was fine-tuned before fully developing modules at the next stage.
At the final development stage, WDC developed all module pages, discussion boards, quizzes, resource files, introduction, and closing on the Canvas LMS. Some interactive content is authored with H5P, Genialy, and Lectora and uploaded in the LMS.
Opening Introduction Video
The three-minute opening screencast introduces learners to the overview and the navigation to get started.
Accessibility: WCAG A - Closed Caption and basic transcript
Tools: Audacity, Canva, Camtasia, YouTube
Quality Assurance
Ensuring the course quality starts from the design phase. These QA checks are conducted multiple times throughout the project. The overall course is evaluated with the OSCQR 4.0 Course Design Review Quality Course and Teaching and Instructional Practice (QCTIP) scorecards from the Online Learning Consortium as its industry-standard benchmark. In addition, the Course Evaluation Checklist v2.0 will cover the best practices for Canvas LMS.
As for accessibility, in addition to the Universal Design for Learning, the Web Content Accessibility Guideline (WCAG) checklist will be used to comply with level A/AA that covers ADA compliance.
How to View the Course on Canvas LMS
To review the course in Canvas LMS, (1) use a guest student account or (2) enroll yourself by creating a Canvas Student account.
(1) Go to https://canvas.instructure.com/login/canvas
To log in as a guest user, please use the email and password provided.
Email: wagarden6@gmail.com
Password: LDTrytestuser
When you log in, you will see published courses in the dashboard.
Find the course title “Community Engagement v1”.
After checking our course, please log out from the mock student account. This allows another reviewer to log in after you.
(2) This course has enabled open enrollment. You can sign up at https://canvas.instructure.com/register and use the following join code: LYRP9K
Implementation & Sustainability Guide
The guide provides tips for the course administrator and instructor to manage the course after launching. It also outlines how to review learning data analytics with suggested questions.
I acknowledge the time spent reviewing and providing feedback is precious. Before sending the Design Document to the client, I wrote a workflow to effectively collect the most useful feedback.
I estimated the review would take about 30 minutes. Although the Design Document reading time turned out to be 25+ minutes, the document contained the information from the previous State of Work document. I needed to ask my client to focus on the section where her feedback was most helpful.
I explained that this was a working draft and specified what I was looking for from her feedback.
I listed up the three questions consisting of two specific and one open question and pasted them in the email and in the comments on the document to draw her attention to get to these points quickly. In the document, I added an open space to write in any feedback if needed.
I estimated a week to receive her feedback. I requested her earlier in the week, and after six days, I received her feedback.
Tips
Estimate the turnaround and communicate the specific date to the client/SME. Bake in a few buffer dates and stay on top of the project schedule.
Requesting feedback from clients takes place frequently. Keep the email and questions as a template.
Remember—Clients don’t respond in a reasonable time for many reasons, especially during summer break and holiday seasons. When the schedule is tight, plan ahead and have a plan B.
Soon after I requested the client feedback, I started to script the content following the outline, with learning objectives and a module structure I mapped out on Miro, roughly following ADDIE, David & Carey, and Gagne’s Nine Events of Instruction. However, I struggled to draft scripts because A) I needed to see the vision of the course in a tangible way. B) I also needed to feel learners’ engagement at the granular level.
A) For the visual, I started to build the module structure and sample pages in Canvas LMS to see how much of the script would be appropriate on one page with relevant multimedia elements.
B) For the granular level engagement, I looked back at a couple of learning models that might provide me with a guide. I looked into Merrill’s First Principle of Instruction, offering a problem-centered approach with scaffolding with action verbs. When I laid out the existing elements of Merrill’s Principle, I started to see how I could navigate learners throughout the course.
The revision of the Design Document with Merrill’s Principle occurred after submitting the design document to my client. Although the revision didn’t change much of the structure, the action verbs guided me to focus on the intended actions for each unit while writing the script.