This section includes specific artifacts that were created to satisfy the requirements in different courses while enrolled in Oregon State University’s E-Learning Instructional Design and Development Certificate program. I’ve selected artifacts that demonstrate different aspects of online learning design for adult learners. I found with these projects it was helpful to keep a specific audience in mind whose needs, lacks, and wants I was already familiar with. Contextually, COVID-19 and the pivot to remote learning was always at the forefront of my mind in designing these projects.

1. Backwards Design Planning Chart for Curriculum Revision

Project Details: This project was in response to an assignment in OSU’s E-Learning Assessment and Evaluation course. I was asked to complete a chart that used the principles of Backward Design planning to outline the Goals, Essential Questions,Objectives, Learning Outcomes, and identify possible assessments and learning activities for a course, unit, or training I intend to teach or have taught. I chose to focus on a writing course that I was developing as part of curriculum committee that I served on at Saint Louis University.

Tools Used: Piktochart, Scrbd, Snagit, Adobe Acrobat Pro DC

Instructional Design and Development Process

This was my second encounter with Wiggins and McTighe’s model of Backward Design in an ID course, but I felt that by actually seeing the instructor of our E-Learning Assessment and Evaluation course put into practice in her weekly module design, I was really able to make sense of how the understanding by design, essential questions and learning outcomes fit together

I realized that my own professional development within the field of Second Language Writing had given me a unique perspective on helping multilingual writers developing their self-editing skills. After attending a presentation from Dana Ferris on her book Language Power at a Second Language Writing Symposium, I became convinced that English language writing curriculum at the higher levels needed to move away from direct grammar instruction towards helping students develop more autonomous self-editing strategies.

I successfully made this change to the curriculum while I was at INTO Oregon State University with this approach, and so I decided to use this curriculum revision project to further think through my own instructional design process by applying Wiggins and McTighe’s Backward Design model to this L2 Writing curriculum at INTO Saint Louis University.

I chose to focus on applying backwards design to this particular advanced research writing and grammar course that I was in the process of revising the curriculum through our departments’ curriculum committee because I hoped that it would help me think through the design and development process better, which is what I’ve always appreciated about this instructional design model.

2.Learning Strategies for Adult Learners

Project Details: This project was created for Designing Effective E-Learning course. I chose to use a  hypothetical course to address the needs of ESL instructors. The goal of this assignment was to include instructional strategies appropriate for adult learners and to build off of a previous iteration of the instructional design process. I changed by learner group to focus on the needs of ESL instructors from ESL students. 

Tools Used: Piktochart, Scrbd

Instructional Design and Development Process

This project was good at considering a variety of instructional strategies that could address a particular group of learners and their needs. I chose to focus on three instructional strategies in part as a response to the assignment, but also as a way to have a narrow focus on the selection process. In my mind, I had Barry Schwartz’s concept of the paradox of choice, so that by intentionally limited the number of instructional approaches, what I ended up deciding on would be the most relevant ones. 

My takeaway from this project was the importance of limiting instructional strategies as a way to shape a learning experience. I had never really considered the approach of transformational learning in the way it was described in the resources provided in our course. I also like the principle of using an instructional strategy that will allow learners to learn by doing and participating. What better way to become a better blended learning teacher than to experience it as a learner? 

3. Marketing Adobe Spark with Video Sea Kayaking Trip in KFNP with Alaska Wildland Adventures

Project Details: This was a project that I completed for the photo editing tool exploration assignment as a requirement for the Exploring E-Learning Tools course. I tried to imagine how I could combine my photos and video from my previous summer work as a guide to create a marketing presentation for the company I worked for last summer, Alaska Wildland Adventures.

Tools Used: Apple iMovie, Camtasia, Adobe Lightroom Classic, Camera Raw, Adobe Spark, Olympus OMD-EM5-MII

Instructional Design and Development Process

With this project I was looking for a way to bring together my photography and video footage from my summer guiding job in Alaska. I chose Abobe Spark because it is already part of the Adobe photography plan I have and because it allows the integration of both video and images. My photography skills are stronger than my video skills, so I was looking for a tool that would help highlight photos more than video.

Many of the photographs used for this project were stored on a hard drive and cataloged in Lightroom. I was able to do some quick touch up in Camera Raw before I uploaded them. I usually shoot in raw, so I needed to also lower the resolution on the file sizes for many of the images to try and keep the total size of the project low. I ended up editing the video first in Apple iMovie and then transferring the video to Camtasia for adding transitions, the intro, and music. I’m not a big fan of the movie editor in Camtasia, but the assets it comes with allow for some extra polishing touches. I wanted to the video to be the final part of the experience so that the viewer would get one last perspective on what they could experience on one of our trips before the marketing link in the final photo.

From a design perspective, I like the use of Adobe Spark to for a story telling format like I attempted in this project. This is my second project using Adobe Spark and I seem to have a preference for putting the video near the end. But I wonder if it would be more effective at the beginning to help draw the user into the narrative.

4. Live Broadcast: Exploring Mentoring and Coaching Models with Randy Rebman and Toddi Norum

Project Details: I went on the TLDCast to be discuss how my own military experience with mentoring has influenced how I perceive mentoring relationships. I did this as a way to share my experience with a group of learning and development professionals I have come to think of as my peers and mentors.

Tools Used:, Logtech Brio, Yeti Nano Mic

Instructional Design and Development Process

I first discovered through the TLDC podcast and eventually started tuning into live events and participating in the chat. What I enjoy about the platform is being part of the chat and posing questions to see if they get upvoted for the live event broadcasters.

During this broadcast my Yeti Nano’s cord came slightly detached from the mic and so I was trying to find a backup source of audio. I ended up using my Logitech Brio’s audio when I finally got back onto the broadcast. The experience reaffirmed the importance of having backups for all hardware when doing live events, which is something I’ve applied to my own classroom teaching this fall on Zoom. It isn’t a matter of if the classroom tech will fail, but when.

The most difficult thing about being on a live broadcast like this is being able to focus on the person you are interviewing or being interviewed by while also bringing in perspectives from the chat. This is a skill I continue to work on and hope to improve on through my own teaching on Zoom.

Overall, I felt the Crowdcast platform offers some nice advantages over other platforms for live broadcasting. I like the green room, where you and the host can hang out and do equipment checks before going live. I also think it is relatively easy to use and for what it offers seems relatively affordable. If given a choice over using it verses Zoom, I’d prefer it because of the audience control it offers the host.

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