Let me introduce myself. My name is Daniela Martiné. I am enrolled in the Instructional Design and Technology master's degree program at Full Sail University. I currently teach math at a public high school in Central Florida.
1) I will reflect individually on each course over the past 12 months for my last official Mastery Journal Entry using the following prompts:
How has each course contributed to your personal and professional development as an instructional designer?
Describe your most outstanding personal triumph in each course.
First and foremost, my most outstanding personal triumph for each course was somehow managing to successfully complete every course on time while teaching. Teachers, specifically high school teachers—have a grueling schedule, which starts before sunrise and often ends well after the sunset. I can’t remember ever being so tired before in my life, nor having consumed so many energy boosting products. As I prepare to walk across the stage next week wearing my cap and gown, I know the late nights and lack of sleep were totally worth it.
Also, while reflecting on the past year, I realized how much I enjoy learning new things, reaffirming my decision to pursue a degree in instructional design. Each course provided me an opportunity to research and present information on various concepts. Most of this knowledge has stuck with me. For example, we were required to create a video presentation discussing alternative energy vehicles for Corporate Training and Motivational Development. On my daily commute, I encounter several Smart cars. Every time I am stuck behind one of these vehicles, I think to myself, I know that car can go faster. I wish the drivers knew that too.
Mastery: Personal Development and Leadership
This course not only set the ball rolling but more importantly, set the foundation for the months that followed. Reading and reflecting on Greene’s writings in Mastery as well as exploring Duckworth’s concept of Grit and Pausch’s Last Lecture allowed me to identify and articulate what I wanted to take from this program and how it will help shape my professional and personal growth as I make the shift from instructor to instructional designer.
Strategies for Learner Engagement
I am pretty sure this course was designed to be a trial by fire or at least that is how it seemed. I started this program with very little experience and/or knowledge of the Adobe Creative Suite or any other design software. However, this was not the case for long. I was amazed at how quickly I learned the tools and was able to deliver a product I was proud of. While striving to meet project requirements, I still found ways to add personality—not just my personality—but a personality for the soldiers showcased on the infographic. Instructional assets with personality are more interesting and therefore more engaging. Learners can connect with content—in this case, the soldiers’ stories—on a deeper, more authentic level.
Visual and Verbal Communication
The biggest takeaway from this course has to be the knowledge I gained regarding design elements and principles. Not only did I learn why things like balance, hierarchy, and unity are important, but I also picked up several tips and tricks that help text and images pop. Furthermore, I began developing a deeper understanding about cognitive load.
An equally important takeaway, contributing to my professional development as an instructional designer is understanding the art of giving and receiving feedback. Feedback is an essential part of the design process. It allows the creator to view his or her work through a fresh set of eyes. The goal of instructional design is learning. If someone sees something that may hinder learning, then I want to know. We should always strive to create instructional media assets that maximize learning outcomes.
Corporate Training and Motivational Development
Looking back on this course, one of the most important things I gained from this experience is an understanding the importance of delivering a quality presentation. Like everything in design, poor quality distracts from the intended message. The goal of instructional design is to help people learn. When learners are distracted, learning is compromised. This includes shoddy audio and inadequate lighting as well as poor presentation skills. The experience of evaluating and reflecting on examples of both good and bad presentations has sharpened my metacognitive practices. To this day, I catch myself making a faux pas in front of my students such as sticking my hand in my pocket while discussing critical content. I not only self-correct—but I also restate content in case my body language undermined my delivery.
Instructional Design and Evaluation
This course marks a turning point in my personal development as an instructional designer. This was the first course, during which I was able to acknowledge my confidence with graphic design and design tools. Developing and understanding of adult learning theories are critical to my professional development as an instructional designer. I think the biggest takeaway from this course is seeing the enormous complexity of instructional design and K-12 technology integration. This complexity is not surprising, though given the number of stakeholders in education such as state and federal governments in addition to corporations. Sadly, the most important stakeholders in education—student, parents, and teachers—are the ones drowning in all of the mess.
Digital Media and Learning Applications
The most significant contribution to my personal development were tough lessons on humility and perseverance. Another significant contribution to my personal development as an instructional designer was learning what I don’t see myself doing ten years down the road. I value the opportunity for having had the experience to learn what goes into creating web-based Java applications using jQuery and other stuff. At the same time, I value learning that this is not for me. Creating animated media assets using outdated and unsupported software was oftentimes frustrating. On the bright side, the frustration fueled my desire to explore other available options. I became excited when I learned about how easy it is to integrate animation using programs like Articulate and look forward to working with this program in the future.
Music and Audio for Instructional Design
I discovered I really enjoy creating and editing audio for instructional purposes. Of course, I enjoyed researching content. I also had a blast writing and editing script. I even liked searching through hundreds of files searching for the perfect audio clip or sound effect. Furthermore, I appreciate the opportunity to work alongside my knowledgeable and experienced peers. The feedback and expertise I received from my cohort regarding audio editing advice and additional resources proved to be of great value. Their insight and expertise helped grow skills and therefore my confidence.
Filmmaking Principles for Instructional Design
I have to admit to a guilty pleasure—ravenously binge watching cooking shows. Then I had the opportunity to create a video tutorial on how to make cornbread. I could see the final cut in my mind’s eye. Picture an overhead shot of steamy hot golden goodness. I created a storyboard outlining scenes, timing, camera, lighting angles—the whole nine yards. Then it was time to shoot the video in my kitchen, which turns out to be the exact same width as the tripod base. Also, the tripod is a too short as well as too long to capture the overhead angles I originally wanted. The filmmaking project taught me adaptability. I had to adapt to my surroundings. To create an engaging video, I used several cameras to capture different angles, cut the clips together, and ultimately made a video a person could watch and learn from.
Game Strategies and Motivation
As an educator, who is an avid gamer, I really looked forward to this course. I have attempted to gamify my classrooms in the past, albeit unsuccessfully. Gamification is much more than XP, badges, and loot. Gamification, when applied properly, is an excellent motivational tool that doesn’t just actively engage learners—it can help learners develop a sense of flow. The game(s) I developed for this course support my beliefs as an educator. I want to fill the world with authentic, real-world, multidisciplinary project-based collaborative learning activities. Given today’s learner, these activities have to be fun, engaging, and easy to execute as well as available in multiple formats on multiple platforms in multiple languages.
Media Asset Creation
Creating the media asset bundle to highlight the culmination of skills, knowledge, and experience gained throughout the program, was demanding. The opportunity, however, allowed me to better appreciate and value teamwork and collaboration—things I will look for in potential employers. The biggest takeaway from this course was writing the Training Needs Analysis. I found myself often referring to this document as I designed each asset, which helped me stay on track by focusing on the target learning goals. In addition, I approached the science coach, explained the project, and asked her what she needed for her classrooms. I found a subject matter expert, who provided content resources as well as suggestions and instructional strategy ideas.
2) How well were you able to utilize the concepts and techniques you learned from the program (theories, systems design, interface styling, and the creation of multimedia content) as you designed, developed, and implemented your Final Project?
This past month I sat back and took a thorough look at and reflected on past coursework. As I designed, developed, and implemented the final project, I found some projects I had almost forgotten about and some projects I wish I could forget about. I carefully selected projects to display in my portfolio that showcase my ability to create instructional materials that are—not only interesting and engaging—but also well-designed. Most importantly, this past month allowed me to sit back and reflect on myself as an instructional designer. I began honestly asking myself questions like What is my niche? How do I see myself applying these skills on the job? What job do I even want? Where do I want to be—not just metaphorically—but literally? I will approach the answers to these questions similarly to developing instruction in bite-size, easily digestible pieces that reduce cognitive overload. I know I will walk across that stage in cap and gown, I will finish out the school year at LHS, and I will take a much-needed vacation—road trip around the country Eat, Pray, Love style.
1) In what ways has your identity as an instructional designer changed during the previous months?
Looking over the goals I set as I created my Mastery timeline when I first embarked upon this program, I can honestly say that I managed to achieve most—if not all—of these. Of course, I still have to “Complete the most awesome final project. Ever. Graduate cum laude and . . . land that dream job” (Martiné, 2016, Mastery timeline). However, I have been slacking, when it comes to reading articles, listening to podcasts, and watching tutorials beyond the scope of the program. Luckily, I have some free time coming up in a month. Not only can I catch up on what I missed—but revisiting information will deepen my knowledge and further develop myself as an instructional designer.
Even though I was aware of what I signed up for 11 months ago, I am pretty amazed at how far I have come in a short amount of time. Up until last year, working as the business manager for the college newspaper and managing editor of the literary magazine ten years ago was the only graphic design experience I had. Even then, I only oversaw operations. I look at those magazines now and think, “Oh yeah. That’s what the judges meant.” Now that I have established a fundamental understanding of design elements and principles, I have developed a sense of confidence within myself, which stems from the
2) What media assets have you created during the previous months that will best demonstrate your areas of expertise and support your personal brand?
Marketing myself has always been a struggle for me. However, I just need to suck it up and deal with any uncomfortable feelings if I want to advance myself and fulfill my mastery journey. Ross (2013) says something that finally gives me hope. She mentions one should “think about some of the feedback . . . received over the years” (Defining your niche, 1:30). From this, it follows that my area of expertise—not only lies in k12 education—but also the ability to create creative as well as interactive lessons that engage students using a variety of means.
Honestly, the only media asset I have created during this past year that supports my area of expertise is this month’s final project. By choice. I didn’t want to paint myself in the k12 corner. I want to expand and build upon my existing knowledge and skills. Stepping out of one’s comfort zone is the only way to grow. This is textbook Vygotsky—the zone of proximal development (ZPD). As Hoadley and Van Haneghan (2012) state, “Learning is not what a student can do individually, but what he or she can accomplish with the help of more able others” (as cited in Reiser & Dempsey, p. 55).
However, one asset—or group of assets—does not make for a suitable portfolio. One asset does not best demonstrate my expertise, nor does it support my personal brand. After 11 months, I can only offer assets that I enjoyed the most while creating, offered the most personal reward, and solicited the most memorable feedback. Given these three points, I would have to include the projects created during music and audio for instructional design. The macabre and playfully sinister tone of The Mouse, the Bird, and the Sausage by the Brothers Grimm is a good fit for my personal style. For the same reason I would also showcase 100 Days, the MMORPG I developed during Game Strategies and Motivation. Additionally, I am quite proud of the instructional design model infographics I created for Instructional Design and Evaluation. The designs are bright, well-designed, and demonstrate a clear understanding of instructional design models—an essential part of stepping into the world beyond the scope of k12 education.
3) How will you continue to develop your personal brand as a means of achieving mastery in the future?
To further develop my personal brand as an instructional designer in the future, I will continue to expand my online presence using Twitter, LinkedIn, and the website/blog career services suggest I create. Mostly, I have to start adding comments, or authoring posts I share. According to Ross (2013), combining content with opinion establishes thought leadership (Developing a voice of authority, 1:25). I will continue to create resources using the skills and knowledge gained during the past year and start blogging about it. In addition, I will continue to seek feedback from more knowledgeable others and use it to grow—not only as an instructional designer—but also as a person. Most importantly, I will never stop learning. However, now I see the value in sharing my learning experiences with others. Sharing doesn’t just build my brand. According to Glasser (1986), “We learn 95 percent of what we teach others.” Sharing what I learn, will help me elevate my expertise, which according to Ross (2013), increases my credibility and visibility (Creating content, 4:47).
References
Glasser, W. (1986). Control theory in the classroom. New York, NY: Harper & Row.
Hoadley, C. & Van Haneghan, J. P. (2012). The learning sciences: Where they came from and what it means for instructional designers. In R. A. Reiser, & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (3rd ed.) (pp. 53-63). Boston, MA: Pearson
Ross. L. T. (2013, November 4). Personal branding basics. [Lynda.com tutorial]. Retrieved from https://www.lynda.com/Business-Skills-tutorials/Next-steps/126618/154016-4.html
This commercial just aired on television. I immediately realized I needed to post this to my Mastery Journal. “Through mastery comes harmony . . . Never stop. Never settle” (0:20). Seven weeks to go. It’s the final sprint to the finish.
[HenesseyUS] (2017). Hennessy V.S.O.P Privilege: Harmony. Mastered From Chaos :30. [Video]. Retrieved from http://www.hennessy.com/us/collection/vsop-privilege/
Mastery Journal - Learning Management Systems and Organization
1) Should instructional designers be required to be industry certified to practice in the profession? Why or why not?
An industry certification in instructional design and technology, according to Dempsey and Van Eck (2012), “[Infers] that practitioners have a basic level of competence in the field” (as cited in Reiser & Dempsey, p. 287). However, requiring certification to practice the profession is not necessary. Having a piece of paper which “suggests a basic level of competence” is not the same as having proven successes derived from on-the-job experience in the field (as cited in Reiser & Dempsey, 2012, p. 287). Furthermore, Sharif and Cho (2015) state, “Lack of consistency in the expectations and identity of instructional designers makes it extremely difficult to attain consistency in industry standards” (p. 82). From this, it follows that one piece of paper earned over the course of a few months cannot possibly cover everything an instructional designer is required to know or do.
The field of instructional design encompasses a myriad of roles with various responsibilities. As long as an instructional designer feels confident in his or her abilities and has evidence-based data to support claims of successful design practice and application which optimize learner performance, he or she is employable. Requiring industry certification to practice a profession is akin to telling Steve Jobs he can’t be CEO of Apple because he didn’t graduate from college.
On the other hand, Dempsey and Van Eck (2012) make a very good point when they argue “Instructional designers will always be a high-cost item to an organization.” Requiring a certificate to practice the profession emphasizes the complexities of the profession and suggests not everyone with PowerPoint installed on a desktop computer is qualified to implement—not only engaging instruction—but instruction that is proven effective. Dempsey and Van Eck continue their argument stating, “If instructional designers are not seen as essential to the e-learning development process, . . . we will see decreases in demand that will threaten the continued existence . . . of our field” (as cited in Reiser & Dempsey, p. 287).
2) Explain why continuing education in instructional design and technology is important, and how you plan to continue to develop your technical skills to remain competitive in the field.
Continuing education in instructional design and technology is important to stay fresh and up-to-date with trends, practices, and theories. Sharif and Cho (2015) describe instructional design as “a dynamic and fluid field . . . even . . . amorphous at times.” The authors continue, “Ongoing shifts and evolution of the field force instructional designers to constantly adapt and evolve with it” (p. 82). This eloquent and beautiful statement perfectly sums up the field.
As graduation rapidly approaches, one is forced to honestly explore career opportunities labeled “instructional designer.” As I research various position requirements—sought after minimum skills and experiences—I find myself in a Socratic paradox. I know that I know nothing. Luckily, through career services, I recently learned that Full Sail alumni are able to audit any course at any time for free. Not only will I be able to further my education in all aspects of instructional design, including graphic design, game design, marketing, videography, audio, etc. This is a huge resource that I will take full advantage of in the future. As Dempsey and Van Eck (2012) ask, “How do we expect our skills to stay current without continuous retraining?” (as cited in Reiser & Dempsey, p. 287). In my case, how do I expect me, a novice, be able to compete with other candidates already experienced in the field if I do not learn additional technical skills beyond the scope of this program?
3) Considering how quickly eLearning theories and practices have evolved, and in anticipating more changes in the future, how will you ensure that you as an instructional design professional will keep abreast of future changes?
Considering the evolution of eLearning and anticipating changes in the future, to ensure I stay up-to-date I will continue to expand the community if practice I began during the first month of this program. I have used social media to connect to hundreds of—not only instructional design and eLearning professionals—but also graphic and UX designers, educators, game developers, brand management . . . the list goes on. However, important to note is that the people I connect with on social media come from all walks of design and education, mirroring the broad scope under which instructional design falls as a craft. According to Sharif and Cho (2015), a “community and system of collaboration allows for the enhancement of our professional development and is a good opportunity to discuss our challenges and resolve them as a team” (p. 82).
Using Twitter and LinkedIn over the past months to target industry professionals has opened up a world of resources and knowledge—from articles, resources, webinars, and live discussions—to viewing employment opportunities and requirements. As Sharif and Cho (2015) put it, “ Professional development needs to prepare designers, not for a single role but a multitude of roles . . . aligned with the nature of their work, which is innovative and never stagnant” (p. 82).
References
Dempsey, J. V. & Van Eck, R. N. (2012). E-Learning and instructional design. In R. A. Reiser, & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (3rd ed.) (pp. 281-289). Boston, MA: Pearson
Sharif, A., & Cho, S. (2015). 21st-Century Instructional Designers: Bridging the Perceptual Gaps between Identity, Practice, Impact and Professional Development. RUSC: Revista De Universidad Y Sociedad Del Conocimiento, 12(3), 72-85. doi:10.7238/rusc.v12i3.2176
Taxonomy Of eLearning: Does eLearning Need A New Taxonomy?
“How do we measure success? The accomplishment of one’s goals, right? So, how do we measure success in eLearning? That would depend on who is asked; teacher, student, school manager, or vendor? It is easy to see how this question, then, could cause confusion. Do we then need a new taxonomy of eLearning?”
Gamification is a hot topic in instructional design and understandably so. Gamification elements follow guidelines for best practices in education. Some of the most effective gamification elements include clearly defined and measurable goals, authentic experiences to promote a real-world transfer of learning, prompt—if not immediate—feedback, and allow learners to collaborate and share.
In addition, effective gamification of instruction not only boosts learner engagement—gamification can support and facilitate flow. By introducing play into the workplace or classroom, learners are more likely to experience flow. Games allow players to actively engage in learning activities which promote, as Shute, Rieber, and Van Eck (2012) put it, “a state of where you were not conscious . . . your place in the world, but rather felt wholly absorbed in the activity . . . feeling . . . free from risks” (as cited in Reiser & Dempsey, p. 322).
This month’s experience has allowed me to use and apply knowledge and skills gained in previous courses throughout the IDTMS program. I included recorded audio narration, music, and sound effects, which were not only selected to enhance the project presentations, but also support and emphasize the ideas contained within. In addition, I was able to apply a growing knowledge of design elements and principles to carefully select things like typeface, sound, and images to promote each game’s concept, sparking viewer’s interest without diverting attention from the overall goal.
Looking back on the goals I set for this course while embarking on my Mastery Journey nine months ago, I can safely say that I have indeed learned how games engage and motivate learners. Probably more importantly, I have learned how games can have the opposite effect on learners as well. Rewards like badges and achievements are some of the most widely used gamification strategies. However, this is one myth Jacobsen (2013) debunks, when the author states, “Good gamification concentrates far more on . . . intrinsic motivators and emotional engagement” (para. 18).
References
Jacobsen, D. (2013, January 22). 5 Myths about gamification everyone should know. Retrieved from http://www.globoforce.com/gfblog/2013/5-myths-about-gamification-everyone-should-know/
Shute, V. J., Rieber, L. P., & Van Eck, R. (2012). Games . . . and . . . learning. In R. A. Reiser, & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology. (3rd ed.) (pp. 321-332). Boston, MA: Pearson
Mastery Journal - Filmmaking Principles for Instructional Design
Boling and Smith describe two different views of the design process—scientific/process-centric versus exploratory/artistic. How do each of these views relate to your experience in planning, designing and producing an instructional video?
The ultimate goal of the instructional designer is to facilitate the acquisition of knowledge and/or skills through experience and/or study, aka learning. When planning, designing and producing instructional videos, it is important to consider both the art and science of instructional design. According to Boling and Smith, (2012) designing instructional content, materials, and resources “is an action toward concrete . . . goals within a . . . conceptual space” (as cited in Reiser & Dempsey, p. 360). Therefore knowledge of design principles is essential for instructional designers who wish to create videos conducive to learning. Not only can design principles assist in increasing learner engagement and motivation—but thoughtfully designed instructional videos can create an authentic and immersive experience that not only foster knowledge acquisition but also knowledge retention.
Equally important for instructional designers to understand is how learning happens. Instructional design models based on research support learning theory. Boling and Smith (2012) “design and research . . . work together to produce true innovations in education” (as cited in Reiser & Dempsey, p. 360). Therefore, instructional designers should not only consider the art related to the user experience, but also consider the science behind how the human brain perceives, interprets, and processes the information it receives as well as how one can foster application and long-term retention of this information.
Referring to Dewey’s explanation of aesthetics, explain the ideal aesthetic experience for the learner when watching an instructional video.
According to Boling and Smith (2012), Dewey describes aesthetic experiences as “immersive and full of meaning and felt as coherent and complete” (as cited in Reiser & Dempsey, p. 361). It follows that the ideal aesthetic experience for a learner watching an instructional video is first and foremost free of unnecessary distractions that could otherwise detract from the learning goal. In addition, to help create this aesthetic experience, an instructional designer needs to create video content that flows well—both visual as well as audio—so that a logical progression serves as “a critical driver for learning” (as cited in Reiser & Dempsey, 2012, p. 361).
Aesthetics is important when creating instructional videos. If an instructional designer hopes to engage his or her learners, the designer needs to create a video that the learner will actually want to watch. Not only does the video have to tell an engaging story, but also the video must engage visually. Learners not only have to read any on-screen text, but also process this information while simultaneously listening to audio. Unnecessary distractions or extraneous fluff undermine the learner’s ability to achieve the desired learning goal.
Considering the implications of emerging views on the nature of design, what changes do you think may occur in the instructional design field regarding instructional videos in the future? How will you prepare for these changes?
To prepare for the changes that may occur in the field of instructional design based on emerging views on the nature of design, one must have a broad range of capabilities. Instructional designers must know instructional theory as well as follow processes established through instructional design model principles. Instructional designers must be able to communicate effectively. As Boling and Smith (2012) put it, “Engage in discussions about the tools and processes we use, . . . , [and] argue productively about theories of learning and instruction” (as cited in Reiser & Dempsey, p. 363).
To foster this thinking, as an instructional designer, I will have to continue my professional development after completion of this program, further studying the topic of instructional design theory, following industry leaders and organizations via online platforms. Also, I have to apply the principles of design to any instructional resources I create. According to Boling and Smith, (2012) “parameters of disciplined judgment and action in design” allow “designers and the design team [to shape] the design space” (as cited in Reiser & Dempsey, p. 362).
Reference
Boling, E. & Smith, K. M. (2012). In R. A. Reiser, & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (3rd ed.) (pp. 358-366). Boston, MA: Pearson
Mastery Journal - Music and Audio for Instructional Design
I have learned a lot about the effective use of audio in instructional design over these past four weeks. Even though, I feel like I still know nothing—in a Socratic paradox way.
I’d say the biggest takeaway from this month’s readings that I will use when creating future instructional resources has to be—like anything in design—each audio element must serve a purpose. Otherwise, if the audio I select does not directly contribute to the learning goal, I run the risk of distracting learners from achieving the desired learning outcomes.
Another key takeaway from this month is the ability to use GarageBand. I had, up until four weeks ago, never worked with audio editing programs. Now I am prepared to integrate and broaden my newly developed skills with GarageBand seamlessly into the industry norm—Final Cut Pro. I have not only learned how to mix audio but more importantly, I have learned why things like panning and EQ settings contribute to a better listening experience. This month allowed me to take all of the things I learned almost ten years in College Physics about sound waves, frequency, and other technical terms and actually apply that knowledge to the real world.
The final takeaway from this month is probably discovering the reverse modality effect. Despite humans having the ability for dual-channel processing of simultaneous audio and visual input, there exist several studies that debunk the idea that people learn more when text is supported with narration. Of course, about the same amount of research exists that support dual modality. Therefore, it will be important for me to stay up to date on the latest developments in cognitive science as I continue on as an instructional designer. In addition, I will have to carefully assess my audience, client and design to ensure that I create instructional resources that do what they are supposed to—help people learn.
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