Lynn Werre's Instructional Design Portfolio
Standard 4 Artifacts
The artifacts for this standard were chosen because they demonstrate my ability to design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.
Each artifact features a button that will take you directly to the full artifact for further examination.
S.4.1. Collaborative Practice
This e-learning module was created with two other classmates for my Problems in Instructional Design course to teach teen-agers (ages 12-17) about six universal emotions, how to identify them in the body, and introduce them to art therapy techniques to cope with negative emotions. I developed the lesson 1 portion of the wireframe, storyboard, and narration. I also developed module 1, to include the knowledge checks, in Storyline to create a lesson that students could access online from any computer as long as they have the link. For this artifact, I have chosen to include our Instructional Design Plan to demonstrates my ability to collaborate with my peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners.
This project demonstrates my competency at identifying developing a target audience profile, identifying relevant resources, constraints, and context of the development and delivery environments, evaluating how the setting characteristics may impact proposed instructional approaches, and developing media materials that are linked to and within the hardware/software constraints, are consistent across and between lessons, and clearly communicate information.
S.4.3. Reflection on Practice
I have chosen my reflection paper for my Big Data & Learning Analytics course to demonstrate my ability to analyze and interpret data and artifacts and reflect on the effectiveness of the design, development, and implementation of technology-supported instruction and learning to enhance my professional growth. In this paper, I discuss the way that the University of South Florida uses data generated from their learning management system to identify and intervene with struggling students. Part of my reflection includes questions that I have learned to keep in mind when gathering data from students who use my Instructional Design products. For example, before gathering data, it is important to consider not only how the data will be used, but who will have access to it.
This assignment meets the competency of identifying discrepancies based on analysis of data collection.
S.4.5. Ethics
I've chosen to include the complete Mental Wellness for Teenagers e-learning module to demonstrate the standard of ethical behavior within the applicable cultural context during all aspects of work and with respect for the diversity of learners in each setting. In this module, which was created for my Problems in Instructional Design course, we chose to create the main character/course guide as a person of color, rather than a homogenous group of people. This is to reflect on the diversity of students that might be using our module. We also went with the theme of the six universal emotions and their expressions, because we acknowledge that some emotions are expressed differently depending on the culture. By focusing on the six emotions and expressions that are found regardless of culture, we were able to target the focus of the emotions without confusing students as to how their expressions fit into their respective cultures.
Competencies met by this artifact include identifying tasks, subtasks, cognitive processes and their sequential and/or hierarchical relationships, sequencing objectives to reflect curriculum design, developing media materials that are linked to and within the hardware/software constraints, are consistent across and between lessons, and clearly communicate information, and perform debug procedures to identify inconsistencies and discrepancies.