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Final Instructional Design and Technology - Month 12

1) How has each course contributed to your personal and professional development   as an instructional designer?

First off, I must say that Full Sail University has given me everything. When I started the program, I knew almost nothing in instructional design. Now, I can say with confidence that I am an instructional designer. The Mastery course began my journey with a very good piece of advice that I utilized in all of my design work. In the book Attaining Mastery (2012), Robert Greene discussed that by using your imagination, it “frees your mind to look at problems from all angles” (p. 279). I use this technique when beginning a new project. In his video, Greene stated that Albert Einstein would “use active imagination” to “throw out as many assumptions as possible” (2013, 34:32). This lesson has traveled through these past twelve months with me, and will be the basis of every design as I move forward in my professional career as an instructional designer.

Through each course thereafter, I grew as a person and instructional designer. I gained skills in graphic design, animation, audio production/editing, video production/editing, gamification, working with learning management systems, and scriptwriting. I also learned the theory behind the work. Somewhere around month 4, I began to notice myself transitioning from having a student mindset to a professional mindset. From that point on, I looked at each project as if it were for a client. I didn’t cut corners. I did the best job that I could do regardless of the time it took to do it.

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?

As with all of my projects, theory and technique are always at the front of my mind. In instructional design, we are taught to keep it simple. For this reason, I chose to let the actual projects be the focal point, and to keep the page itself simple. From a theoretical, design, and styling standpoint, I chose a light-yellow background. It ties in with the theme of colors in my logo and is subtle enough not to distract the viewer, but to accent the projects. In choosing the projects, I went with what I thought was my best work. I chose a good variety of projects ranging from still image infographics to video tutorials. I also made certain that I represented each project type in the top of the portfolio. In this final project, I found that more than anything, it was the theories of design that I relied on most.

3) Describe your most outstanding personal triumph in each course.

Mastery: This course gave me the strength and understanding of how I needed to go about mastering the lessons of the coming year.

Strategies for Learner Engagement: Strategies for learner engagement was hard for me, because I had never used Adobe Illustrator before. I spent many tearful nights doing and re-doing work. It was the only time in my entire educational history that I questioned whether or not I could make it. Regardless of the frustration, I pushed through. By the end of the 4th week, I had gained a good working knowledge of Adobe Illustrator.

Visual and Verbal Communication: This was the first time that I animated anything. My goal for the class was to get better at scriptwriting, which I did. I also gained an understanding of how the script and graphic work together. However, for a personal triumph, I have to say that it has to be animation.

Corporate Training and Motivational Development: My personal triumph for this course was teaching myself how to use a green screen in Adobe After Effects. I really wanted to tie my character into the presentation. This was accomplished by providing a realistic backdrop of a flower shop at Seaside.

Instructional Design and Evaluation: I have now been online schooling for 12 years. Online schooling doesn’t normally include teamwork. I have gotten accustomed to digging in and getting a job done…alone. This month taught me the importance of teamwork, and how to work within the realm of different personalities. My personal triumph was learning to stop and listen, to delegate, and not steamroll everyone.

Digital Media and Learning Applications: This class stretched and challenged me in my animation skills. My biggest triumph came from the intended software that we were to use, not working in the updated OS. I then had to scramble to find another way to get the job done.

Music and Audio for Instructional Design: As a professional singer/songwriter, I am not a stranger to recording. However, I have never had the time to learn what the other-side of the mic does. This class gave me those skills, and the confidence I need going forward. Not only have I learned how to edit a voice, but I learned how to add narration and sound effects correctly in a presentation. That is an immensely valuable tool.

Filmmaking Principles for Instructional Design: Whatever you do in film, it MUST have a story. Telling the story is most important. I learned that the best way to ensure that your film tells a story is to turn off the sound. If you can understand the story without the narration, you have accomplished your objective.

Game Strategies and Motivation: This class helped me to really get into the head of the learner. Not only did I need to provide learning content, but I also needed to make it fun and engaging. This stretched my imagination in new ways.

Learning Management Systems and Organization: Working with learning management systems was completely new to me. Having been an online student for 12 years, I have worked in many different systems, but only from the student side of it. This class taught me what goes in to creating a learning module. It gave me the confidence I needed to work with LMS’s in the future. More than anything, I have overcome my fears in taking on what I used to think was a mammoth task.

Media Asset Creation: This class really challenged me in deadlines. We had to complete one full project each week. This included analysis, design, development, and implementation. Organization was key to the success of each project.

Instructional Design and Technology Final Project: I gained a much better understanding of personal brands, how to display your work, and how important it is to market yourself.

THANK YOU FULL SAIL!!!!!!

References

Greene, R. (2012). Mastery. New York, N.Y., USA: Viking Penguin.

Greene, R. (2013). Mastery: Talks at Google. [Video File]. Retrieved from https://www.youtube.com/watch?v=J4v_34RRCeE

#instructional design #mastery #grad student

Media Assets - Month 11

1) In what ways has your identity as an instructional designer changed during the previous months?

When I began this journey, I had minimal knowledge of instructional design. I was full of hope that by the end of the year, I would truly have the skills that the course descriptions provided. In the first few months, I questioned every move that I made. I lacked confidence. By month 6, I went through a transition. I felt sure of myself and my abilities. I began to think like a professional, and leave the student behind. I looked at every project as if it were a paying one for a client.

Today, I am about to begin my final month of the program. Although I am still a novice in the profession, I am confident that I possess the skills needed to become a master. I have a strong foundation in which to build from. My identity as an instructional designer has gone from having a passion to create traditional design, to having a passion and a goal to create new and innovative multi-media learning content. I want to develop learning content that fully immerses learners in the experience through virtual reality, holograms, and 4D.

2) What media assets have you created during the previous months that will best demonstrate your areas of expertise and support your personal brand?

It would be a disservice and a lie to say that one area reigned over another, for the basic reason that each class gave me the tools and theory that I will need moving forward. There isn’t anything that I won’t be using on a weekly basis. In any project, an instructional designer needs to understand color, text, visual clarity, animation, audio, video, gaming, and LMS just to name a few.

However, If I were to pinpoint specific assets for my intended career and personal brand, I would choose these projects: Audio project of Pioneer Village, both projects of Filmmaking Principles: “How to draw a Pegasus” and “Once understood” and finally, the gaming project “Rite of Passage.” I intend to heavily use audio, video, gaming, and animation as my area of expertise.

As Lorie Thomas Ross (2013) states, “Establishing a voice of authority starts by creating content” (Developing a voice of authority, 00:08). Through the content that I have created over these past months, I have begun to gain the expertise in the areas that will support my personal brand.

3) How will you continue to develop your personal brand as a means of achieving mastery in the future?

Due to an opportunity that I couldn’t turn down, I started my business three months ago. Because of that, I had to develop my personal brand, as the company’s name is JBWestcott, LLC. I began by developing a logo. Next, I got a JBWestcott.com domain and created the website. I have a twitter account that I just updated to include the company, and my position in it. I also have updated my Linked in page. A Facebook page has just been created, but haven’t really got it underway yet.

Because the company is brand new, I can say with complete honesty that I haven’t defined my niche. We will be working mainly with government contracts and private corporations. Defining my niche is one area that I am most passionate about. Therefore, in the future, I will follow the advice of Lorie Thomas Ross (2013) by continuing to develop “what I want to be known for, what can I teach, and what do I want to influence” (Defining your niche, 01:09). I want to be known for innovation in instructional design. I want to influence the industry standard, and continue to move it in an innovative direction. Finally, I want to teach new minds by providing them with the tools to forge new paths in learning.

References

Ross, L.T. (2013, Nov. 4). Personal Branding Basics. [Lynda.com online course]. Retrieved from https://www.lynda.com/Business-Skills-tutorials/Defining-your-niche/126618/154012-4.html#tab

Ross, L.T. (2013, Nov. 4). Developing a voice of authority. [Lynda.com online course]. Retrieved from https://www.lynda.com/Business-Skills-tutorials/Developing-voice-authority/126618/154007-4.html

#instructional design #full sail university #media assets

EME6630 - Learning Management Systems and Organization - Month 10

1) Should instructional designers be required to be industry certified to practice in the profession? Why or why not?

Yes, I believe that instructional designers have a huge responsibility to present accurate and engaging learning content to their audience. To be industry certified to practice means that the instructional designer has met the standards, and has the necessary skillset to get the job done correctly and responsibly. In the textbook, Trends and issues in instructional design and technology (2012), Dempsey & Van Eck state “While it would be ideal to ensure that instructional designers who all share the same competencies are hired for all course development, we must acknowledge that this will never be possible” (p. 283). Until an industry-wide standard with certification is put into place, Dempsey & Van Eck are unfortunately correct.

Various instructional design associations have published standards, and offer certifications. For instance, the Association for Educational Communications and Technology, published its 2012 version of a 5-part standard which includes “standard 1-content knowledge, standard 2-content pedagogy, standard 3-learning environments, standard 4-professional knowledge and skills, and standard 5-research” (AECT, 2012). These standards are well-defined, and thorough. However, AECT is not an accrediting agency.

The field of instructional design is growing and changing at a rapid pace. According to the Bureau of Labor Statistics, the job growth outlook from 2014-2024 is 7%. As society turns more-and-more to online learning, the demand for instructional designers will increase. There must be an industry accredited body to enforce a level of competency, and competency through continued education. Dempsey & Van Eck (2012) state “Just as it is important for instructional designers to receive a good basic education in the field, it is critical for them to continue that education” (p.287). It is my hope that all instructional design programs would follow Full Sail University’s policy of allowing alumni to audit any instructional design program course so that they will always receive up-to-date re-training.

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.

As I stated in question 1, the field of instructional design is growing and changing rapidly. In order for an instructional designer to stay current, continuing education is a must. I think that Full Sail University has provided me with the necessary skills to venture fourth in the workplace environment, but it is up to me to expand on that education so that I may develop new skills that will move me forward in the industry.

The first tool in my toolbox will be to audit Full Sail ID courses. Full Sail monitors industry changes, and as such, adjusts their curriculum to remain industry current. I also plan to continue my education in areas that the industry is moving towards such as gamification, especially virtual reality. Luckily, the internet is full of online academies and universities that provide specialized training content. Lynda.com, Udemy, Coursera, and Udacity are just a few of the areas that I will utilize to continue my education, increase my technical skills, and remain competitive in the field.

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?

Due to the growth of our industry, and the ever-changing world of technology, the field of instructional design will continuously evolve. Dempsey & Van Eck (2012) in speaking of the newness, and various stages of instructional design stated that “whether or not we reach the stage of anointment that fields such as computer science have attained depends not only on our ability to more firmly establish our competence and professional identity but also how we adapt to change” (as cited in Reiser & Dempsey, 2012, p. 287). How we, as instructional designers, adapt and evolve with the change will define our worth. It is my goal to be the change.

How I will stay abreast of the changes in the industry would begin with my member ship in various industry associations, such as the Instructional Designers Association. I will also check with Full Sail University from time-to-time to audit any new courses that they might offer. I also plan to attend industry seminars and conferences. Finally, according to eLearning market trends and forecast 2017-2021 by Docebo, a global SaaS enterprise Learning Management System, the global eLearning market is expected to reach a “$31 billion-dollar revenue by the end of 2020” (Grenkie, 2016). Also, game-based eLearning Worldwide is expected “to surge to $7.3 billion by 2021” (Grenkie, 2016) with virtual reality playing a huge part. It is my intention to be in the thick of it all. I intend to constantly strive to set the bar higher, to be a part of new research, and to bring the best creative and scientific minds together to develop new immersive eLearning experiences.

References

AECT. (2012). AECT standards, 2012 version. Retrieved from http://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECTstandards2012.pdf

Bureau of Labor Statistics. (2017). Instructional coordinators. Retrieved from https://www.bls.gov/OOH/education-training-and-library/instructional-coordinators.htm#tab-1

Grenkie, A. (2016). eLearning trends report forecasts tech-driven growth from 2017-2021. Retrieved from https://www.docebo.com/press/elearning-trends-report-2017-2021/?utm_campaign=elearningindustry.com&utm_source=/press-releases/elearning-trends-report-forecasts-tech-driven-growth-from-2017-2021&utm_medium=link&utm_referrer=https%3A%2F%2Felearningindustry.com%2Fpress-releases%2Felearning-trends-report-forecasts-tech-driven-growth-from-2017-2021

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

#full sail university #instructional design #JBWestcott

Game strategies and motivation

I have to be honest and say that Game strategies and motivation, was one of the classes that I was really excited and scared about at the same time. I am very passionate about including gaming in e-learning projects, or making them the entire project. I am also very passionate about virtual reality e-learning. I think VR is in its infancy for e-learning, and there is so much that can be done with it. What scared me about the gaming class was code. I am not a great coder by any means. Basically, it’s because I haven’t been able to put the necessary time into it. Going into this class, I thought we would literally develop a game, and that means coding. Needless to say, I was pleasantly surprised! However, it is still on my bucket list to become proficient in coding, and game development.

This class was amazing. As with every class thus far at Full Sail, I have learned and grown so much. You wouldn’t think that in just 4 weeks, you would gain tremendous knowledge, but you do. The assigned readings this month have been extremely valuable in understanding theory, and applying what I’ve learned to my projects. For instance, when designing both the high-tech and no-tech games, I paid great attention to the thesis by Shute, Rieber & Van Eck (2012) “instructional environments should be interactive, provide ongoing feedback, grab and sustain attention, and have appropriate levels of challenge – that is the features of good games” (as cited by R.A. Reiser & J.V. Dempsey, p. 321). Regardless of technology, this theory should be a standard in any game design. Next, would be to include “conflict or challenge, rules of engagement, goals or outcomes, and a compelling storyline” (Shute, Rieber & Van Eck, (2012), as cited by R.A. Reiser & J.V. Dempsey, pp. 321-322). In designing both games, it was important to me to have a strong storyline, “the storyline should challenge, stimulate thinking, create emotional resonance, and live on in the minds of its readers/learners” (Rees, 2010, para. 16). This is something that I didn’t just learn in this class, but in past classes as well. Most recently in Filmmaking principles for instructional design. I wanted to bring the viewer into the game; to make them feel part of the story. This is why in the video pitch for the game board version, I literally had the characters standing on the board describing how to play the game. When a learner /player entangles themselves into the story, then you have flow.

In designing the Seminole Challenge Cards, I applied Brame’s (2013) recommendations on creating effective questions to assess learning, “present a problem that requires application of course principles, analysis of a problem, or evaluation of alternatives which focus on higher-order thinking” (Considerations for writing multiple choice items that test higher-order thinking). Also, Brame (2013) discussed that the “questions should be direct, and not too wordy. Too many words in the question is distracting, and effects the cognitive load of the student (Brame, 2013, Constructing an effective stem). The Seminole Challenge Cards were as direct, and to-the-point as I could make them, and I made certain that the learner/player had a problem to analyze, alternatives to consider, and each player required to explain their decision to the other players which would then elicit a conversation on the subject. Therefore, each player takes part in the learning.

Extrinsic motivation is provided through the accumulation of community coins, points, and money. Intrinsic motivation is provided through the Seminole challenges. Although you do have the possibility of gaining points depending on your answer, the player doesn’t know if their answer will give them anything. Therefore, they are more apt to analyze the intrinsic value of their answer. As we have learned, “the best combination of motivator is a balance of extrinsic and intrinsic motivation” (Jacobsen, 2013, para. 13).

The final aspect of designing a successful e-learning game that I feel is important, is to provide a “final challenge” (McNeill, 2013, pp. 33-34). In both the high-tech and no-tech games the final challenge is offered by the Seminole Chief. In the high-tech version, the Seminole Chief asks the player a series of questions about their journey to the Seminole village. In the no-tech version, the player must visit and work at the packing house where they will be given one last Life Challenge before departing on the last stretch of the game. Once at the Seminole village, the player must have achieved success throughout the game which is represented by community coins, savings, and accumulated points. The other players will assess the achievements, and if successful, then the player is declared the winner and given their Seminole name.

As I have made my way through this course, Theory and instruction from other classes have helped me create my game design videos. I have already discussed what I incorporated from film class, but what walks hand-in-hand with that is audio. I relied heavily on what I learned from Music and audio for instructional design. For instance, I recorded everything in Garage Band so that I could work the volume fades and reverb settings. I also removed any clips and breaths for a smoother sound. Finally, I used what I learned in Digital media and learning applications when I created the animation. Keep it simple. Don’t distract. Everything must have a purpose. According to Moreno and Ortegano-Layne (2008), “animation and video has resulted in better learning than text descriptions” (as cited by R.A. Reiser & J.V. Dempsey, p. 316). They also state that the modality effect is “less pronounced when using audio narration to describe fast-moving visuals in the form of animations” (Clark & Mayer, 2012, as cited by R.A. Reiser & J.V. Dempsey, p. 317). Taking the above statements into account, I felt that instead of using stills with text, the viewer would become more engaged and educated through the use of animation.

References

Brame, C., (2013). Writing good multiple choice test questions. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/

Clark, R. & Mayer, R. (2012). Using rich media wisely. In R.A. Reiser & J.V. Dempsey (Eds.), Trends and issues in instructional design and technology (3rd ed.) (p. 317).

Jacobsen, D. (2013). 5 myths about gamification everyone should know. Retrieved from http://www.globoforce.com/gfblog/2013/5-myths-about-gamification-everyone-should-know/

McNeill, D. (2013). Gaming the standard: Using game design principles to meet the requirements in the Z490 Standard. Retrieved from https://assethub.fso.fullsail.edu/assethub/GamingtheStandard_e994fb69-9e73-42e2-98ed-df2d051dcf1b.pdf

Moreno, R. & Ortegano-Layne, L. (2008). Using rich media wisely. In R.A. Reiser & J.V. Dempsey (Eds.), Trends and issues in instructional design and technology (3rd ed.) (p. 316).

Rees, D. (2010, Jul 13). The instructional designer as storyteller. Retrieved from https://instructionaldesignfusions.wordpress.com/2010/07/13/the-instructional-designer-as-storyteller/

Shute, V., Rieber, L., & 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.) (p. 323). Boston, MA: Pearson.

#instructional design full sail university game strategies and motivation

My Logo...My Inspiration...

IDT610 - Filmmaking Principles for Instructional Design

1) 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?

Since this question is asking how these views relate to my experience, I will give you a little personal background. I have an incredible passion for science and research. I was born an artist. Until I began searching for a path for my Masters, I had never heard of instructional design. As I read about it, and yes, researched extensively, I came to discover how amazing it was. In my mind, instructional design is the perfect marriage of science and creativity. This field feeds my brain and my soul.

As I read through the chapter, I asked myself “why do we need to have a definitive line?” Rigidity breeds complacency. If those who have come before us did not tap into their exploratory side, we would never have stepped out of the Dark Ages. Had Jonas Salk remained a strict scientist and never used his creative and exploratory side, we would not have had a cure for Polio.

What I am getting at with this is that you must “use and rely on science, just as science uses and relies on design” (Boling & Smith, as cited in Reiser & Dempsey, 2012, p.360), in order to plan, design, and produce an instructional video. In the planning phase, the scientific process steps forward to the exploratory/artistic. In this phase, a more structured, goal-oriented mindset must be present in order for the “goals to be achieved in the products of design” (Boling & Smith, as cited in Reiser & Dempsey, 2012, p. 361). This is where the process of analysis to define the problem to be solved is implemented.

Next, we have the design phase. Here the scientific process, and the exploratory/artistic process are more equal. In the design process, “designers build a design model that represents the proposed solution” (Boling & Smith, 2012, p. 361). This is done by utilizing “theoretical principles, design and development tools, and design principles” (Boling & Smith, as cited in Reiser & Dempsey, 2012, p. 361). However, the Reiser & Dempsey textbook (2012), also acknowledges that “experts do not use tools for design that scholars develop and teach in this field…such tools may actually defeat the development of design expertise” (Boling & Smith, as cited in Reiser & Dempsey, p. 361). The textbook goes on to acknowledge a new paradigm in instructional design of combining theory with art. In my experience, I always have theory in the back of my mind. It is my foundation, and the foundation that I design from. However, taking artistic license when designing I believe is where the men separate from the boys, or the girls from the women. Sticking strictly to theory and the scientific method will produce that PBS science show from the 60’s. Stepping out-of-the-box while still following basic design principles creates engaging content.

Finally, producing the instructional video is once again, a marriage of science and art. In order to produce a quality video, you must follow theoretical guidelines whether it is for proper lighting, camera angles and shots, audio, etc. There is a science to these processes that cannot be dismissed. However, there is also an art. Once the theoretical principles are in place, then the producer must look at the scene through the eyes of an artist. Although a scene might be textbook perfect, there may be a better shot to achieve a more engaging result. Today, “individuals and groups within the field of educational technology are establishing a more varied landscape of tools” (Boling & Smith, as cited in Reiser & Dempsey, 2012, p.361). They are embracing a blend of old and new, science and art. I am of that mindset. Through my experience thus far, and my intent for the future, I have been, and will be using a combination of science and art in my work.

2) Referring to Dewey’s explanation of aesthetics, explain the ideal aesthetic experience for the learner when watching an instructional video.

Dewey defines aesthetic experiences as “those that are immersive, infused with meaning, and felt as coherent and complete” (Boling & Smith, as cited in Reiser & Dempsey, 2012, p. 361). The ideal aesthetic experience for a learner when watching an instructional video would be to have enough aesthetic value to draw the learner in and hold them, yet keeping the aesthetics as minimal as possible not to distract from the learning experience.

During this past month, I honed my skills regarding the fine line of aesthetics in instructional design. From the creation of my storyboards, to the initial shoot, to the final submit, I learned what fluff was, and what necessity was. I learned that using aesthetics as you would a spice when cooking, is the right amount. I also learned that learning content can be made aesthetically pleasing, which will become more engaging and relatable to the learner, without being distracting. It is all in the “less is more” mindset.

Subtlety, is the key. When I began my filming, I realized that just by using a light blue paper behind the white drawing paper that could be seen in mid-shots was much more aesthetically pleasing than the wood table. The light blue wasn’t harsh, but rather it drew the eye of the learner to the center which held the action. Simple aesthetics as that, makes a huge impact on the quality of the product.

3) 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?

In every aspect of life, change is continuous. Nothing stays the same. Therefore, I don’t believe preparation for change is necessary, as it is merely a natural process, and “dealing with uncertainty is the core of our design profession” (Boling & Smith, as cited in Reiser & Dempsey, 2012, p.363).

I believe that the field of instructional design is coming into itself. Everything needs a foundation with which to grow strong. Design theory and principles provide that foundation. It is up to the individual designer to build upon that foundation with new ideas and techniques. It is up to all of us to keep pushing the envelope, to soar to new heights, and take the learner along for the ride.

Personally, I think the future of instructional videos includes virtual reality. This application is new to the market, and I believe that it has a home in instructional design.

References

Boling, E. & Smith, K. (2012). The changing nature of design. In R. A. Reiser, & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (3rd ed.) (pp. 358-363). Boston, MA: Pearson

Reiser, R. & Dempsey, J. (2012). Trends and issues in instructional design and technology. Boston, MA: Pearson.

#full sail university #instructional design

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This is a project that required script, sound and narration to a Grimms fairy tale.

#full sail university #instructional design

Music & Audio for Instructional Design - Month 7

This is one of my projects which required sound to be put to a provided silent movie. No changes were allowed to the film.

#full sail university #instructional design

Music & Audio for Instructional Design - Month 7

Reflect:

As with every class, my attitude going in to this class was positive, eager, and excited. I think because I am so eager to learn everything I can in order to become a great instructional designer, that I fully immerse myself in each task. This activity required me to actually design two lessons, one fully guided, and the other minimally guided. It is pretty cut-and-dry with regards to the basics of each style. The only difficulty I had was deciding what type of lesson to design. In the end, I figured that I would use something that you would expect to see on Lynda.com.

Inquire:

As I began to plan each lesson, I kept referring back to the reading to make sure I was following the description of each style. Although I do agree with the optimally guided instruction which really incorporates both models, I can also see where there are circumstances where one would be more beneficial than the other. Having the knowledge is one thing, but practice is another. I personally feel that yes, I do need to keep reviewing the theories we have learned, but I also need to apply them to design in order to gain mastery. In other words, I need to work to better my skill, and knowledge base.

Suggest:

For this project, what I could have done differently if I had more time, would have been to create a full storyboard about each lesson. I think by providing a more detailed plan, it would have caused me to think more, and to also incorporate more of the theories we have learned not only from this audio class, but in others as well.

Elevate:

I think that this project definitely gave me a base for future projects. The knowledge that I gained was extremely valuable as an instructional designer. In the future, I will incorporate the theories of fully, minimally, and optimally guided learning into my design per the audience.

#full sail university #instructional design

Here is my completed project for Month 6 Digital Media and Learning Applications.

#full sail university

Functional architectures as described by Dempsey and Van Eck, are the “various functional entities and components involved in an instructional system and the collaborations and interactions among them” (as cited in Reiser & Dempsey, 2012, p.283). Dempsey and Van Eck go further to discuss how new technologies are “promoting new ways of thinking and interacting” (as cited in Reiser & Dempsey, 2012, p.283). Finally, the authors discuss how the days of the lone student feeling isolated without peer contact are coming to an end. Up until going to Full Sail, I was that lone student. Other than posts where another student would provide feedback on a paper or project, there wouldn’t be any interaction. I think that is why so many people have said that they could never do online learning, and need a class setting. In the textbook, Dempsey and Van Eck discuss the “strength of community” (as cited in Reiser & Dempsey, 2012, p.283). Through these projects, the class itself has bonded stronger. We have come to rely on each other for feedback, guidance, and collaboration which has increased our learning experience greatly, as well as, made it much more enjoyable.

The first functional architecture project (above) in this course, was the coffee shop. This project allowed us to get creative and use the technology to create an engaging presentation. In this project, I was able to see how technology can make an otherwise boring front page, interesting.

The second project (above) was the animated graphic for stats. I did mine on Lyme disease. Through the technology available, I was able to provide an engaging, informational presentation for the learner. For myself, as a learner, I was completely engrossed in the process of the product which Dempsey and Van Eck state is “one of the unanticipated strengths of e-learning” (as cited in Reiser & Dempsey, 2012, p. 284).

The third project (above) is still underway. However, because I am vested in the process, it has caused me to completely stretch my wings in design. I have searched for better ways to present the project, and done almost all of my own graphic design using Illustrator.

Next, I would like to discuss the discussion side of this class. Here is where the best examples of theory can be seen. During this class, we watched two videos. The first video by Intel, Inc. is titled, Bridging our future (2016). This video introduced the class to the future of learning technology, and what the possibilities are for learning, and designing learning content. The second video by Corning, Inc. is titled A day made of glass (2013). Both of these videos embrace Professor Seymour Papert’s theory “interacting with tools for construction, as well as, general purpose tools for letting learners construct artifacts that reflect their understanding of a wide variety of domains” (as cited by Hoadley & Van Haneghan in Reiser & Dempsey, 2012, p.54). Both videos show students completely engaged in their learning activities through the use of technological innovation.

The theory’s that we discussed and studied in this class all seem to build off of each other, similar to how schema’s build off each other to create new, as Piaget’s theory discusses (Reiser & Dempsey, 2012, p.54). It seemed as though in this class more than any other, everything fit together like a well-oiled machine with regards to theory and classwork. What has stuck with me and impressed me the most would be the content of the two videos. This experience gave me a real-life view of theory to which I will take with me and apply to future projects.

References

Corning, Inc. (2013, May 01). A day made of glass extended montage [YouTube Video]. Retrieved from https://www.youtube.com/watch?v=PfgmlVxLC9w

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.283-284). Boston, MA: Pearson

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.) (p.54). Boston, MA: Pearson

Intel, Inc. (2016, Oct. 19). Bridging our future [YouTube Video]. Retrieved from https://www.youtube.com/watch?v=byhpTJJalFc

#full sail university #instructional design

1) What did you learn from the reading assignment about the field of instructional design that you were not previously aware of? Why is this important to your goal of achieving mastery and your future as an instructional designer?

I have to say that although I already knew about telecommuting in instructional design, it was nice to see how prevalent it is in the industry. What I didn’t know before my reading were the issues that instructional designers face. For instance, contextual constraints. Before the reading, I actually thought that if a client hired you to design a program, you would have whatever you needed to get the job done at your discretion. According to the textbook, “negotiating access to SME’s” (Reiser & Dempsey, 2012, p. 181), is an issue that adds to the time constraints. I learned that the world doesn’t stop because you’re under a time constraint to get a job done. You have to work around the SME’s schedule, not the other way around.

Another issue that surprised me was “locus of control for decision making” (Reiser & Dempsey, 2012, p.181). I always thought that the designer was hired at the beginning of the project. I didn’t know that a designer could be brought in after many of the design decisions were made (Reiser & Dempsey, 2012, p.181). This would cause difficulty in creative flow for the designer. My take on this, as an instructional designer would be to get a full picture of where they are at in the design, take what they have already decided upon, and go from there. I would think that a big obstacle would be if they aren’t following good design theory.

The final aspect of instructional design that I learned through the reading, were the cultural issues. Understanding the culture of your target audience is big in instructional design. These factors include “traditions, ideas, values, rules for learning, interpretation of patterns, colors, and symbols, and the comprehension of ideas and behaviors” (Reiser & Dempsey, 2012, p.183). This knowledge could completely change the whole design.

As a new instructional designer, it is very important to understand these issues as it effects the entire project. The information provided in the reading is essential to mastering instructional design. You MUST know your audience, your co-workers, and your clients. If you are to make it in the business world, you must understand that it never stops. You as the designer, must adapt to a fast-paced environment. Knowing what you will face in the real world, makes you that much more prepared, and a better designer coming straight out-of-the-box.

2) If creativity in instructional design refers to the use of special human talents and imagination in generating original ideas, how did you use your creativity to expand your work beyond the limitations imposed in this month’s design projects?

In this month’s projects, I read the requirements, and once I knew that we were allowed to go beyond the stated requirements, I was off-to-the-races. I took a couple of days to think about the project, and how I would like to see it presented if I were the learner. I am someone who likes simplicity, and clean lines. I love the fact that instructional design is all about keeping it simple to reduce the cognitive load of the learner. In the screenshots below, you will see how I used a simple 4-color (including the white background) pallet to keep everything easy on the eyes, and easy to read. I also used one center shape to draw the eye into the learning process.

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In the last two weeks of the class, we were given the task to design a graphic based on the five learning theories. Once again, I stretched my creativity by doing an interactive infographic. On the main panel, I discussed the theories, and then the pop-up panels discussed how you would use each theory in instructional design. I designed each panel to compliment the one before. My only regret was that I couldn’t add the video tutorial that I made to fit into the computer screen on the panel.

Here are a couple of panels from the Team Project:

3) List at least 3 main takeaways from this course and how they may apply to your monthly milestone and long-term goals.

During this course, I learned a lot about incorporating theory into design. As I develop my design, I find myself listening to the theory genie that is constantly whispering in my ear. With each class, I find myself gaining knowledge and confidence regarding theory and design, and how it all works together. My monthly milestone was to gain more knowledge in the field of instructional design, and that was definitely accomplished. This of course adds to my long-term goals as well. Another milestone that I had for this class, was to learn more about the real world of instructional design. We accomplished this in the last two weeks during the team project. I learned the ups and downs of working with others on one project. I learned the challenges of different personalities, and the issues involved with getting everyone at the same meeting! This experience gave me a brief glimpse of what I will be facing after graduation. Because of this experience, I will be better prepared.

Reference

Reiser, R. & Dempsey, J. (2012). Trends and issues in instructional design and technology. Boston, MA: Pearson

#mastery instructional design full sail university

Thinking of my time here at Full Sail reminds me of the t.v. show Kung Fu. Yes, I know I’m dating myself! But, as I progress through the courses, I feel as though I am truly progressing to mastery...one candle, and one class at a time. Sometime during the Corporate Training month, I transitioned from having a student mindset, to having an instructional designer mindset.

I look forward to the day that I snatch the pebble from my masters hand :)

#full sail university #michelle haynes #mastery

This is my inspiration! My husband inspires me, supports me, and loves me, as I him.

My finished project: https://www.youtube.com/watch?v=03IEozvWKYg

What I learned in this class was amazing! Here is my refection.

1)Reflect

My attitude going into this presentation was being in the mindset of a professional already working. I really tried to get out of the student mindset of did I meet the minimal requirements to get the grade. Instead, I thought to myself, “How would I do this if I was being paid?” That took me from meeting the requirements, to doing the best job I could. Which then required me to really stretch, and learn new software on my own…with the help of YouTube, and Lynda.com.

2)Inquire

I am a lot more confident, and have gained more speed in working with the technology. I have in no way mastered it. Although I may sound like a broken record. I need so much more experience with the technology! I am an extreme novice! There are so many techniques that I want to know how to do well, and that I will use in the future. I really absorb the theory, and refer to it as if it were a Bible. For me, it is the foundation on which mastery is built. I’m not worried about grasping theory. It is hands-down the technology that I need to keep working with every day.

3)Suggest

I had footage of me at the beach with my grandkids that I wanted to use, but when I got it home, I couldn’t. With that said, I also like the footage that I wound up using. Improvements for me would be the details. I would have worn plain shirts without logo’s. I would have gotten rid of the slight fuzz around my hair with the green screen. I just need more experience with the software. I also wanted to animate the vehicles more.

4)Elevate

This experience took me from student to ground floor professional. I loved every minute of this process, and really feel like I can do this. In the future, I will apply the same mindset that I used in this project, and step out-of-the-box. I will look for what will take my project from good to great, and work hard to deliver!

#instructional design #full sail university #corporate training

Visual and Verbal Communication in Instructional Design

1. What projected events on your timeline did you achieve this month?

On my timeline for this class, I anticipated improving my script writing skills, which I have done. I learned how in a presentation, the script provides essential information to the graphic. Before this class, I looked at a script as the sole source of information, and that the graphic was just there to drive the main points home. Now however, I see that the script can lean on the graphic to provide some of the information which then frees the script to include content that would otherwise not have happened.

The second anticipation for this class was to gain a better understanding of visual design theory with regards to learning. I have learned a great deal of the theory behind the design choices that I never paid much attention to before. Now I look at a design, and comment as to why certain colors were used, or why the eye is drawn to a certain area, etc.

The third anticipation was to learn how to incorporate design into learning content. I learned that by incorporating visuals into the learning content, it reduces the cognitive load which improves the ability to learn (Reiser & Dempsey, 2012, p. 314). But, graphics MUST be relevant which will “help the learner process and interpret the learning content” (Peters, 2013, p. 87). Applying “irrelevant graphics can harm learning” (Peters, 2013, p. 87) by stressing the cognitive load.

As far as what I learned that I didn’t anticipate from this class, it was really the technological side of it. When I wrote the timeline, I wasn’t thinking about the software involved to actually create the presentations. I learned a great deal more of not only writing script, but carrying it through to an audio presentation. I learned how to imbed sound clips into my presentation. I learned how to animate a presentation which is much more engaging to the viewer, and “draws the learner’s attention to the relevant portions” (Reiser & Dempsey, 2012, p. 316). I also learned that less is more regarding animations. I worked in Keynote for the first time. In it, I learned what I can do in Keynote, and the many things that you can’t do in it, with regards to design.

My attitude in this class, and all others is to do the best job that I can. I have a bad habit of striving to do more than required which can be detrimental at times. I look at a project and say, “this is what is required, BUT, it would be really cool if I did X, Y, and Z!” As a performer by trade, I could do a show, or, I could DO A SHOW! What didn’t work with that behavior? Because I felt that the presentation would be better if one of the slides was in a different spot, it created a mess! Although I checked to make sure I could move the slide, because the presentation came from a template, it didn’t work. I then had to re-do the entire presentation.

1. Going forward with this yearlong journey, what adjustments could you make to ensure your future success in achieving mastery?

I have been an online student for about ten years now. Because of this, I am used to being isolative. Until Full Sail, there wasn’t really any student interactions, other than responses to posts. The biggest adjustment for me is working with, and giving and getting real feedback. As the time goes by, I am loving it more and more. Receiving valuable feedback from professors and peers is the most valuable to me. Each week, as we go through the live lecture, I take notes to assist me in my journey to mastery. I also look at every bit of feedback that I get through the discussions and projects. Criticism is NOT a put-down, but rather it is a pull-up!

As I’ve stated previously, the technological aspect of instructional design is where I need to grow the most. Achieving mastery comes mainly from doing. Repetition is key. The resources available for my continued growth are the textbooks, Lynda.com tutorials, YouTube videos, and other recommended resources through each class.

I think that in this first example of my work from this class, it really shows how I’ve applied some of the theory that I learned. In her tutorial, Saltz (2013), emphasized how important it is to make type pop. Because of the varied colors in the rock formations, the type became difficult to read, Saltz (2013), discussed that “by opening your leading, you create airiness” (Text typography, para. 7), this process helped make the type less congested. Finally, I learned how important it is to NOT assault the eyes with color. A designer must use color to compliment the graphic, which will “help learners understand and remember, to increase engagement, and to enhance the effectiveness of visuals” (Peters, 2013, p. 82).

This next infographic project gave me much more experience in creating infographics. I also had much more confidence and ease versus the infographic from month two. I have gained a better understanding of Illustrator, although there is still so much more to learn! With this infographic, I first updated the data. The data provided was old. By doing that, I gained more experience creating graphs through my own data vs. files provided. I also changed the icons at the top of the graphic. I believe that the icons I chose did a better job of drawing the eye. I changed the graphs that were used for the Top Countries in the original infographic. I felt that a vertical bar graph was confusing to the eye. I also changed the topic of the graph, because it didn’t make sense to me that if the entire graph talks about the U.S., why you would include other countries in just one portion. Finally, to make the solar and wind energy panels more inviting, I opted to create graphic environments where you would find solar panel and wind turbine use.

The last project, I must say has been a wonderful experience. It incorporates everything that we have learned thus far, including some new technology through audio and animation. Through this process, I discovered how to apply theory to design. This first graphic is a title slide, therefore, there isn’t much to add. I placed the kinetECO logo in the bottom right corner, to draw the eye from the title. I learned through the tutorial by Morty Golding (2013), that “you must lead the eyes from the most important elements to the least important” thereby, creating a hierarchy (The 5 keys, para. 4).

I changed the original infographic graph from a horizontal bar graph to a pie chart. The original graph left too much empty space. Because I am talking about renewable energy in the narration, I added the animated arrow to guide the learner to the topic. As in the previous paragraph, it creates a hierarchy by drawing the eye for this narration, emphasizing renewable energy.

This journey is a lot of work! It can be very challenging at times, but in the end, I will achieve mastery!

References

Golding, M. (2013, March 11). Creating infographics with illustrator. [Lynda.com online course]. Retrieved from https://www.lynda.com/Illustrator-tutorials/Creating-Infographics-Illustrator/119011-2.html?org=fullsail.edu

Peters, D. (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

Reiser, R. & Dempsey, J. (2012). Trends and issues in instructional design and technology. Boston, MA: Pearson.

Saltz, I. (2013, October 25). Foundations of typography, color, contrast, and scale. [Lynda.com online course]. Retrieved from https://www.lynda.com/Design-tutorials/Foundations-Typography-Color-Contrast-Scale/133328-2.html

#mastery #Dr. Reo #full sail university #instructional design

Here is my finished project! It has been quite the experience and learning curve! This class definitely made me step up!!

To see this infographic in action: https://youtu.be/OVgB5Y8z-TQ

Through the past ten years, and two bachelor’s degrees, I did what I knew, and what was safe. Choosing the master’s program at Full Sail meant that I was about to jump into deep water. I had good academic skills, but almost no design/technology skills. I would either sink or swim! There have been a few times through this past month, I felt underwater. Now, having spent countless hours working, making numerous mistakes over-and-over, and feeling as though I was drowning…things finally began to click. My head is finally above water!! What I learned through this process is that if I just apply common sense, and my own creativity, there is always another way to get to the end. I got so wrapped up at following each step as the tutorials suggested, that I lost myself in the process. I am a very “take charge” type of person. I began to swim when I took charge of my learning process. The above image represents all of this, and also that I still have a ways to go before mastering instructional design with confidence!

The first panel of my timeline is an overall view of my 12-month goal which is “to fully immerse myself in the process…to treat these 12 months as if I were already working in the industry with new problems requiring solutions, meeting deadlines, and working on a professional level with others.” I am completely on track with this goal so far. I finally have my office set up, although not yet in the designated area (still under construction). I put in the hours during the week, which also spills over into the weekend (typical of someone working from home). I have told my family and friends that during the week, I am working and can only do a one-hour lunch, once a week. Otherwise, they will pull me off track, and to the beach! Luv the gulf!

I have taken the lessons learned in the Mastery class with me through this class. One of my goals was “to gain a better understanding of my strengths and weaknesses, and how best to use or improve upon them moving forward.” In this Learning Strategies class, I have discovered my strengths and weaknesses while working on the infographic. Since I have not had much experience in graphic design, this area definitely needs improvement! Another strength that I discovered was that there really is strength in numbers. The way the students banded together to help each other out, and just support was uplifting! I have been in Online learning for the past 10 years, and until now, I have NEVER felt that I was actually in a class with other people. Online learning was always very isolative. Learning how to collaborate via the internet is enlightening!

I was surprised at the panel that I did in my Mastery timeline on Strategies for Learner Engagement, because every goal was achieved! My goals were “to gain a better understanding of how people learn, to learn strategies that will fit varied learning styles, and to understand how to use interactive technologies, and when to use them.” With regards to learning strategies, the information we received in week one on cognitive load, schema and behavioral learning theory, Gagne’s nine events of instruction, and Mayer’s principles of multimedia learning, gave me a strong foundation for understanding how people learn, and what is the best way to successfully present learning content. Whereas I did expect to learn how people learned, I didn’t realize that I also needed to know why. This was un-expected. Volition, extrinsic and intrinsic motivation is the why. These are very necessary tools for the instructional designer to have.

Finally, the only changes that I would make to ensure success in the program, I have made. Since I completed two bachelor programs online, I got very used to working independently. I have now opened myself up to a community of practice. Collaboration, asking other peers for help, and being open to constructive criticism is a whole new world. Check your ego at the door! I have learned that through collaboration, you produce a better product. I need to continue to reach out and grow in that direction. I am already better for it!

References

Harless, M. (2015). (Woman in water). [Digital Image]. Retrieved from http://www.mymodernmet.com/profiles/blogs/bleeblu-captures-intimate-portraits

Peters, D. (2013). Interface design for learning: Design strategies for learning experiences. San Francisco, CA: New Riders.

Reiser, R. & Dempsey, J. (2012). Trends and issues in instructional design and technology. Boston, MA: Pearson.

#life so far #mastery #learning strategies #timeline

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