Lynn Werre's Instructional Design Portfolio
Standard 2 Artifacts
The artifacts for this standard were chosen because they demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.
Each artifact features a button that will take you directly to the full artifact for further examination.
S.2.1. Creating
For my Learning Game Design & Development course, I worked with a team of two other classmates to create a short game that would give students an opportunity to practice critical thinking. I conceptualized this project and did at least half of the programming in Construct 3. Part of that programming included adding the background music, and making the badges appear as the main character, Gumshoe, interacts with each main character. The design process included creating a flow chart, and wireframe to outline the game flow and navigation. For this standard, I chose my Proof of Concept paper which was submitted to my professor before we began game wireframing and development. The proof of concept outlines the learning objectives of the game, our rationale for creating the game, and our target audience profile. We also included screenshots of various stages of game play during the first phase of development. This meets the standard of applying content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.
This project demonstrates my competency at developing a target audience profile, evaluating how the setting characteristics may impact proposed instructional approaches, stating an objective in performance terms that reflect the intent of the instruction, and selecting and constructing appropriate interactions and user control techniques.
S.2.2. Using
For my Development of Technological Instruction course, we were tasked with choosing a scientific lesson for middle schoolers and converting it into a learning game. I worked with a team of two other classmates to produce an e-learning module and game in which the student learns about and explores the differences in pitch between various sized pipes. For this project, I took on the role of the project manager. I also wrote and developed the lesson portion of the module, wrote the questions for the knowledge checks, and participated in developing the overall module to include programming one of the palm pipes games. I have chosen to present the full module for this artifact to demonstrate the standard of implementing appropriate educational technologies and processes based on appropriate content pedagogy.
This project allowed me to demonstrate competencies in developing a project management plan and schedule, monitor activities and make appropriate adjustments to achieve project goals, develop a target audience profile, evaluate how the setting characteristics may impact proposed instructional approaches, analyze the characteristics of a job, task, or body of knowledge, state an objective in performance terms that reflect the intent of the instruction, identify instructional media options that address training needs, developing audiovisual display designs that include: screen layouts and human-machine interfaces, and understanding the relationship between storyboard production and courseware production.
S.2.4. Managing
For my Technology Project Management course, I had to create a project management plan for an educational video game. To follow on with the theme of the growth mindset that I created a job aid for in a previous class, I chose to imagine that I was to create a game that would help students learn more about a growth mindset and base my project management plan off of that. This artifact demonstrates my ability to manage appropriate technological processes and resources to provide supportive learning communities, create flexible and diverse learning environments, and develop and demonstrate appropriate content pedagogy.
This project meets the competencies of developing a project management plan, develop a cost-benefit analysis, developing budgets and schedules, identifying constraints that impact budget, schedule, resource requirements, and identifying instructional media options that address training needs.