2.6 Instructional Design
Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. (PSC 2.6/ISTE 2f)
Artifact: ITEC 7445 Multimedia Design Project
Reflection:
This artifact is an online learning Webquest that was designed and developed during the first semester of the graduate program. The artifact was developed as a Webquest with the help of Weebly to help students get a preview of a science unit in weather. The webquest included various practices in instructional design that could help students have a successful online learning experience.
The artifact demonstrates mastery of standard 2.6 because I used research-based strategies that helped students have multiple learning paths and the content was based on student needs which in this case was learning about weather. The artifact also offered various forms of communication such as: student to student, student to teacher and teacher to student. The plan of this artifact was to have students be actively engaged in collaborative working to investigate different extreme weather events.
The Webquest included numerous types of digital tools and resources that students could use throughout the completion of it. Some of the items included are as follows: online videos, images of science experiments and historical weather events,, digital handouts to be downloaded for notes purposes, audio used as a form of differentiation for students that needed to have oral reading of instructions and more. The webquest overall was well created and presented. It offered many opportunities to be exposed to the online world of learning.
Completing this artifact helped me understand how to design an online learning artifact for my students to use. I also learned that many of the instructional strategies that apply to face to face environment can also be applied to a blended or online classroom. To improve the quality of this artifact, I would assure that my audio additions are working properly. Once the assignment was submitted, I noticed that the different audios added on to the Webquest were overlapping, finding it very difficult to know what belonged to which description or direction included. I would also add a tab for my students to send me questions, in case I was not available at the moment they needed me. This would help them submit their confussions or question, without having to wait on me while I am helping or working with another group or student. The impact can be assessed based on student’s performance of the tasks in the Webquest.
Reflection:
This artifact is an online learning Webquest that was designed and developed during the first semester of the graduate program. The artifact was developed as a Webquest with the help of Weebly to help students get a preview of a science unit in weather. The webquest included various practices in instructional design that could help students have a successful online learning experience.
The artifact demonstrates mastery of standard 2.6 because I used research-based strategies that helped students have multiple learning paths and the content was based on student needs which in this case was learning about weather. The artifact also offered various forms of communication such as: student to student, student to teacher and teacher to student. The plan of this artifact was to have students be actively engaged in collaborative working to investigate different extreme weather events.
The Webquest included numerous types of digital tools and resources that students could use throughout the completion of it. Some of the items included are as follows: online videos, images of science experiments and historical weather events,, digital handouts to be downloaded for notes purposes, audio used as a form of differentiation for students that needed to have oral reading of instructions and more. The webquest overall was well created and presented. It offered many opportunities to be exposed to the online world of learning.
Completing this artifact helped me understand how to design an online learning artifact for my students to use. I also learned that many of the instructional strategies that apply to face to face environment can also be applied to a blended or online classroom. To improve the quality of this artifact, I would assure that my audio additions are working properly. Once the assignment was submitted, I noticed that the different audios added on to the Webquest were overlapping, finding it very difficult to know what belonged to which description or direction included. I would also add a tab for my students to send me questions, in case I was not available at the moment they needed me. This would help them submit their confussions or question, without having to wait on me while I am helping or working with another group or student. The impact can be assessed based on student’s performance of the tasks in the Webquest.