Final Instructional Design Project
1) How has each course contributed to your personal and professional development as an instructional designer?
Not only have I developed exceptional skills as an instructional designer over the course of this degree program but I now have a stronger understanding of information architecture and motivational design. Over the past year, I have been introduced to theories providing understandings of the inner workings of human thought, attention, and learner engagement. Furthermore, I have been able to practice these theoretical concepts in a variety of applications through graphic design, video editing, audio engineering, and other instructional projects and media assets.
Furthermore, I have been able to utilize constructive critique practices and work in a collaborative community environment. Within this community of practice, I have been able to share ideas, learn, and incorporate feedback into my pursuit of instructional design mastery. For example, over the course of the degree program we have used the RISE model for peer review and self evaluation. This model of Reflect, Inquire, Suggest, and Elevate have provided encouragement to engage in conversation, acknowledge accomplishments, and provide honest and respectful review. Overtime, this model has helped me grow as architect of information and offered tremendous insight into a teambuilding and project centered working environment. As an instructional designer, this experience will yield valuable tools for my ability to pursue, lead, and accomplish professional objectives.
With an understanding of the five topics essential for an effective design critique (respect, honesty, objectives, conversation, & acknowledgement), I am confident in my abilities to pursue, lead, and accomplish professional objectives. Whether it’s an individual project or a team effort, the ability to analyze, inquire, and revise with the skills practiced throughout this course will prove to be very advantageous in the future. I look forward to the conversations with my peers and the design projects that will follow.
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?
My final project consisted of a variety of media assets that were developed, designed, revised, and completed over the course of the year. Using Behance, I organized these assets into a final portfolio which included a description of the process and the purpose behind design, structure, and mediums used for each project. While each asset focuses on content catered towards an audience with specific learning objectives, all assets have several things in common - to engage, motivate, and effectively transfer knowledge to the learner.Â
During Month 11 - Media Assets, three learning modules were created and included in the final portfolio. These assets focused on gamification strategy, video instruction, and interactive design. As a student pilot working towards my certification, I was interested in designing learning materials that help beginning student pilots understand pre-flight processes necessary before flight training. In order to develop effective modules, I applied my understanding of system design theories, cognitive load theory, and several multimedia design principles such as the modality principle, etc.Â
3) Describe your most outstanding personal triumph in each course.
As Johann Wolfgang von Goethe states:
Everyone holds his fortune in his own hands, like a sculptor the raw material he will fashion into a figure. But it’s the same with that type of artistic activity as with all others: We are merely born with the capability to do it. The skill to mold the material into what we want must be learned and attentively cultivated. (as cited by Greene, 2012, p. 1)
From this quote, I began my journey towards mastery. In this class I created an outline for the remainder of the Instructional Design Master Program and researched a variety of individuals I found to be exceptional in their fields and inspiring to myself as an instructional designer. For this class, I wrote a paper on John Lasseter and his work with Disney and Pixar.Â
Month 2: Learner Engagement
In month 2, I explored the concept of online collaboration, specifically, designing and engaging in a community of practice. In this course, we began designing projects that would be used as a driver for discussion, feedback, and revision. One project that was particularly outstanding for me was the World War 1 interactive infographic. Following a tutorial through Lynda.com, I was able to design and customize an Adobe Illustrator file and add buttons that allowed interactive capabilities in Adobe Acrobat. Not only did this project allow me to apply theories of learner engagement and effective visual design, it also demonstrated the variety of tools and possibilities available within the Adobe Creative Cloud.
Month 3: Visual Communication
This class was an amazing introduction to the power of colors, space, and visual architecture. Using a variety of images available from Full Sail's catalogue, I created a variety of Grand Canyon National Park advertisements that utilized textual designs. While this was a great opportunity to learn and apply design principles covered throughout the class, my greatest achievement came in the form of an interactive presentation in Keynote. This presentation focused on renewable energy and incorporated graphics, audio narration, and interactive design elements that were critical to the effective nature of the module.
Month 4: Corporate Training
When developing materials for instruction and training in any professional field, first and foremost, it is important to understand the audience. Asking and answering questions such as - what is their demographic? What are their interests? What are their concerns? What are their needs? - are just a few of the questions that will guide an effective training module. Furthermore, while design and content are certainly an essential component of an effective presentation or learning asset, delivery is just as critical. Confidence, clarity, and implementation of resources will establish credibility and build trust in the audience. For this month, I used this knowledge to my advantage and designed a presentation for Seaside Community located within the State of Florida. I researched the demographics of the Seaside Community and established an understanding of their needs, their lifestyle, and their interests as a whole. I planned, designed, and developed a video presentation complete with visual graphics, myself presenting, and a scripted dialogue discussing the benefits of electric cars in their community. Overall, the project was a great success and allowed me to apply the skills and knowledge gained throughout the course and previous courses.
Month 5: Instructional Design Evaluation
In order for instructional design to be truly meaningful, it is important for development and implementation based upon evidence. In other words, it is critical that instructional design is created upon “making decisions, as much as possible, based on what has been demonstrated in research and practice, rather than on speculation” (Peters, Does interface design affect learning, 2013, para. 4).
In this month, I created two projects that I am extremely proud of and took part of an additional group project that I believe was also quite effective. For the first project, I designed posters for four models of instructional design. These models were ADDIE, SAM, Rapid Prototyping, and Gradual Release.Â
The second project was an interactive infographic that displayed a variety of instructional theories including Behavioral Theory, Cognitive Information Process Theory, Schema Theory and Cognitive Load, Situated Learning Theory, and Gagne's Theory of Instruction. I worked diligently to provide content that was meaningful and descriptive of each theory. Additionally, I designed visual graphics, that when observed separately, visually represented and explained each theory of instructional design.Â
As for the group project, our class utilized models of instructional design to develop a learning module that would focus on the needs of our client, in this case, Metascape. Our worked together to develop a script and an outline for our video presentation. In the final stages of our project, I edited the video and added a variety of visual graphics that helped visually explain the content provided within the video.
Month 6: Digital Media and Learning Applications
This month provided an opportunity to discover new methods of instructional design as well as revisit earlier theories. From cognitivism theories and behaviorism theories to Papert’s premise, Piaget’s theory, and Vygotsky’s Zone of Proximal Development, I found a variety of resources that will aided me in my journey mastery.Â
Hoadley and Van Haneghan contend, “in many cases, experts have not only have knowledge, smart perception, and skills on their side, they also sometimes have “mental models” which allow them to predict or simulate how things work in the world before attempting to solve problems” (as cited in Reiser & Dempsey, 2012, p. 58). In this case, I was able to perceive an idea before designing it on paper. This process, as expressed by Hoadley and Van Haneghan, allowed me to design an instructional asset that was thought out well before the design stage. The project I designed for this class was a video presentation using Adobe Edge Animation exploring the various elements of the Marine Corps Aviation Pipeline. This video not only allowed me to learn and apply new skills of animation, it also allowed me to focus on my strengths as a designer. Furthermore, I was able to design a project that focused on a personal interest - aviation.
Month 7: Music and Audio for Instructional Design
Peters (2013) states, “sound can be helpful to support attitude change and to contextualize subjects” (Avoid background sound, para. 2). Additionally, audio is processed through a secondary channel of information processing which allows a decrease in cognitive load on the learner. When coupled with audio and visual elements, instructional modules are able to relay more information more effectively.Â
For this course, I was able to design an audio landscape and demonstrate my ability to write, record, and integrate script into an instructional asset. I truly enjoyed this course due to its content and creative projects. My greatest triumph in this course was when I retold a story from the Brother's Grimm and added my own interpretation of music, audio atmosphere, and characterization of the story. It was truly remarkable to see how these auditory elements could alter human emotion and even perception.Â
Month 8: Film Making Principles for Instructional Design
Instructional design, in a nutshell, is similar to designing a story. For example, like a story, an instructional module must have content. In additional to a content, the instructional module must be engaging and whether it's a media-based training or education module, it is important to engage the learner immediately.  Creating a hook and an emotional connection is the first step to creating an effective learning module.
For this month, I created several video presentations using iMovie and Garageband. However, my most successful presentation was a tutorial on How-To-Draw-Pegasus. For this tutorial, I was able demonstrate how to draw step by step each part of Pegasus. Additionally, I wrote a script and recorded background music that supported the content of the video with an upbeat energy.
Month 9: Game Strategies and Motivation
Simonds (2013) states, gamification is the “use of game mechanics and psychology to encourage specific behaviors with a target audience” (Can games drive productivity, para. 4). Where other instructional modules may fail short, gamified instruction may prevail. Adding rewards or elements of competition can motivate learners to commit to understanding and learner content. However, Betaout (n.d.) reminds, “the real value is in engaging and motivating your users at a deeper level” (8 Tips to create a killer gamification strategy, para. 2). Therefore, it is important to truly evaluate the learning process and the relationship between the content and the learner. For example, it would not be advantageous for a learner to be distracted by game mechanics when the initial objective is to learn. An intentional consideration of game design, information architecture, and challenge-to-rewards ratios will ultimately allow users to enter a state of flow, or as Hemley (2012) describes, “a deep focus on nothing but the activity—not even oneself or one’s emotions” (Flow theory, para. 1).
For this course, I created a video presentation on two gamified learning assessments based on a previous learning module. Implementing theories and principles gained from past coursework, I was able to design an engaging game design for the Marine Corps Aviation Pipeline. I was particularly happy with my project due to its visual appeal and schema-centered organization of content. For example, only when certain levels were completed correctly would learners advance to the next level of aircraft and experience new challenges as well as new rewards. Â
Month 10: Learning Management Systems and Organization
“In addition to understanding how communication works," Quigley (2014) suggests, "it's also important to understand how collaboration works inside of a learning management system” (Advanced LMS features, 1:18). In this month, I designed an entire online learning module for Introduction to Instructional Theory using previous course materials and the LMS, Canvas. My goal was that collaboration between students would benefit the overall learning objectives within the the course. For example, students would work together on a final project in order to understand and apply the variety of Instructional Design Models (Gradual Release, SAM, ADDIE, Rapid Prototyping, etc.) as well as the five theories of instructional design. Overall, I was extremely happy with this project because it allowed me to demonstrate the variety of design principles gained over the course of the year and apply theories that would assist in the transfer of learning.
Month 11: Media Assets Creation
As I began completing the Instructional Design Graduate program, it became clear that I wanted to pursue a career in aviation and, specifically, instructional design for aviation. During this month, I created three assets that focused on learning how to pre-flight an R22 Helicopter. It was important for me to design three assets that not only demonstrated my understanding of instructional design principles, but was also applicable in real time. For example, my R-22 pre-flight instructional video and interactive module not only accomplishes my task of completing the assignments due for this course, they are also helpful for students who are actually seeking helicopter flight training. Luckily, I had access to a helicopter as well as flight instructors who were able to observe and help improve my work. Additionally, I was able to share my project through my community of practice where instructors and peers were able to identify areas of improvement as well as technical design so that I could create the best possible version of my learning modules.
Month 12: Final Project for Instructional Design
Over the course of this month, I was able to identify my strongest instructional design pieces and organize them into an online portfolio. Throughout, I described my design processes and provided an in-depth look at the design choices and purposes behind these choices. Furthermore, I have been able to include a biography, a resume, links to my other websites as well other projects created outside of Full Sail University.
Overall, the Instructional Design Master Degree course has allowed me to further my understanding of multimedia design principles and learning theories. Additionally, I have been able to develop a professional brand that will enable me to become a valuable asset to any organization and community I am a part of. Coincidently, I have gained valuable insight into the the use of collaboration, participation, and attitude. I have truly been able to further my skill-set over the course of this year and uncovered invaluable confidence in myself as a designer, an instructor, and a student. While my education at Full Sail University comes to a completion, my education will continue and I will strive to be a leader and contributor throughout my communities of practice.Â
Betaout (n.d.). 8 Tips to create a killer gamification strategy [Web log post]. Retrieved from https://www.betaout.com/blog/8-tips-to-create-a-killer-gamification-strategy/
Carter, Curtis W. (2012). Instructional Audio Guidelines: Found Design Principles to Consider of Every Instructional Audio Design Effort. TechTrends, volume 56, p 54-58.
Greene, R. (2012). Mastery. New York, NY: Viking Press.
Hemley, D. (2012). 26 Elements of Gamification Marketing strategy [Web log post]. Retrieved from http://www.socialmediaexaminer.com/26-elements-of-a-gamification-marketing-strategy/
Hoadley, C., & Van Haneghan, J. (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 Education Inc.
Peters, Dorian (2013). Interface design for learning: Design strategies for learning experiences. San Francisco, CA: New Riders. Retrieved from http://ce.safaribooksonline.com/book/web-design-and-development/9780133365481
Quigley, A. (2014). Learning Management Systems (LMS) Fundamentals. [Lynda.com Video Tutorial] Retrieved from Lynda.com: https://www.lynda.com/Education-LMS-tutorials/Learning-Management-System-LMS-Fundamentals/156622-2.html
Simonds, L. (2013). Small Business tips of the day. Can games drive productivity?. Retrieved from http://business.time.com/2013/07/22/can-games-drive-productivity/​
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