Brooke Marton's
ePortfolio
DEVELOPMENT
Definition
"Development is the process of translating the design specifications into physical form" (Seels & Richey, 1994, p. 35). The domain of development includes four subdomains : Print Technologies, Audiovisual Technologies, Computer-Based Technologies, and Integrated Technologies. Development is tied to other areas of theory, research, design, evaluation, utilization, and management (AECT Standards). This standard contains 4 subdomains that facilitate the transformation of design into "physical form."
Reflections
The development stage is an exciting and creative part of the instructional design process. When I first started learning about instructional design, I really enjoyed the development process. So much in fact, that I had to pull back and not rush into this step before performing the analysis and developing a design plan first.
This is my last semester in the Master's program and I am working on several projects. In this, I am learning a few things about my strengths and weaknesses. For instance, I am working on an eLearning project which entails the development of a storyboard. If I hadn't read up on eLearning development, I would not have known I needed to build a storyboard. I would have laid out plans for the flow of the online module, but not a set template.
In the beginning of the program, I was quite limited with the technological tools I was comfortable and familiar with. So basically, PowerPoint was the only tool I could use in order to create instruction as a presentation. Although the IDT program doesn't offer courses on Captivate, Articulate, Camtasia and other tools instructional designers should be familiar with, I took the initiative to learn them on my own as well as discovered some lesser known tools along the way as well.
In the Design for Learning course, our group project involved teaching problem solving to children using a coding tablet app. This was a particularly fun project in that I had to learn the app and create a problem for learners to solve. In order for the activity to be meaningful, we had to consider the performance and learner context as well as consider how the learners will learn the app, so we developed a physical reality-based version of the app in order for them to learn and transfer those skills into the app. This really made me focus more on the learners in order to maximize learning and goal achievement.
In my GA work, I developed face-to-face Canvas training workshops. I also worked on creating a online Canvas module. The module's goal was to enable participants to be able to build out a rubric in the Canvas LMS. The module takes participants through the basics of what rubrics are, the types of rubrics, and what components make up a meaningful rubric and then leads the learner's through the process of using the Canvas tool in order to develop rubrics. Overall, I found that it is important for instructional products to be rooted in design that considers theory, environment, tools, and learners.
Artifacts
2.1 Print Technologies
Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes. (Seels & Richey, 1994, p. 37). The domain of development includes four subdomains : Print Technologies, Audiovisual Technologies, Computer-Based Technologies, and Integrated Technologies. Development is tied to other areas of theory, research, design, evaluation, utilization, and management (AECT Standards).
This is the instructional material as part of the project mentioned in the previous standard. This was for a project that was mostly comprised of an in-app game, although I did produce several print materials that we used. This includes a STAR model reference sheet for the learners, as well as two guides for the parents.
This artifact is a job aid used to assist faculty who are using a certain classroom. I created the job aid using PowerPoint and printed it and laminated it. A lot of information had to be condensed and put into visual form in order to make this material effective and concise.
As shown before, I created this using project using PowerPoint and printed it as a job aid to help faculty utilize the classroom WebEx media setup. Many facilitators would go into this room not knowing how to use WebEx, this material provides information to help them get set up.
2.2 Audiovisual Technologies
"Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages." (Seels & Richey, 1994, p. 38). Audiovisual technologies are generally linear in nature, represent real and abstract ideas, and allow for learner interactivity dependent on teacher application (AECT Standards).
This again is the Design for Learning project. The project required each member in the group to produce their own in-app problem for learners to solve. In order to do this, we each had to code the app with texts and visual messages to help the learners proceed through the problem scenarios. As part of the physical activity, we created a floor mat and directional blocks to help learners navigate through the floor mat maze. This taught them the logistics of how the app navigation worked. This artifact reflects those materials including the in-app problem I created.
This artifact is an instructional video on how to tie a tie that I created for Tech Tools. I used a video camera and Videopad Editor to create this project.
This is an artifact from my rubrics project for the Project and Report course. In this document, I outline the slides for the rubrics module using Captivate.
This is the narration as part of the rubrics online module. I wrote the text and then pasted into Captivate, and lastly modified the timing of the narration to better suit the audience. This was the final script for the project.
2.3 Computer-Based Technologies
Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources. (Seels & Richey, 1994, p. 37). Computer-based technologies represent electronically stored information in the form of digital data. Examples include computer-based instruction(CBI), computer-assisted instruction (CAI), computer-managed instruction (CMI), telecommunications, electronic communications, and global resource/reference access.
Again, in this artifact, a computer was used in order to create all of the instructional materials for this in-app learning game. The game itself was created using the ScratchJr coding game application using a tablet device. The physical activity materials were created using Word and PowerPoint.
As mentioned before, this is a project I am working on for Project and Report. This module was developed using Captivate to produce an interactive audio/video instruction.
2.4 Integrated Technologies
"Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer. Integrated technologies are typically hypermedia environments which allow for: (a) various levels of learner control, (b) high levels of interactivity, and (c) the creation of integrated audio, video, and graphic environments. Examples include hypermedia authoring and telecommunications tools such as electronic mail and the World Wide Web (AECT Standards).
Just as in the previous sub-standard, this artifact encompassed a broad-range of forms of media in order to create the instructional product. In order to create the materials for this in-app learning game, we had to use MS Word, printer, PowerPoint, and the Scratch Jr. app itself in order to produce the learning materials.
Again, as mentioned in previous standards, this artifact is a canvas rubric online module I am designing, developing, implementing, managing, and evaluating is composed of digital technologies that include the use of audio/ visual components as well as interactive components. These were developed using Word and Captivate. It was then added to Canvas for implementation.
Digitally Mediated Learning Project
This project was a lesson I developed that incorporated various digital tools in a face-to-face undergrad course in order to foster an engaging and learner-centered environment using collaboration and digital tools.
Seels, B. B., & Richey, R. C. (1994). Instructional technology: The definition and domains of the field. Washington, DC: Association for Educational Communications and Technology.