In 2009, just a few years into my teaching career, I searched for a tool that would solve communication issues within my classroom. This search began my venture into computer-based instructional design solutions. As I began using Edmodo, then a basic version of today’s Learning Management Systems, the potential possibilities seemed limitless. Countless times, since that initial foray into technology based solutions, I have found myself seeking solutions that have employed cutting-edge technology. Some of these solutions have included flipping my classroom instruction through the use of a video and the application OneNote, creating self-check and practice activities using QR codes, and utilizing Desmos.com for mathematical graph exploration. In many ways, completing the Learning Design and Technology (LDT) program was a natural extension of what I had already been doing in the K-12 arena. Through the LDT program, I strengthened my expertise in planning and designing effective learning environments and experiences supported by technology, my ability to apply technology to facilitate a variety of effective assessment and evaluation strategies, and my understanding of social, ethical, legal, and human in the design process and practice. Whether I continue in K-12 education or move into a different instructional design role, I must continue to seek out opportunities to learn new computer-based technology and media skills to further the impact of my instructional design.
Plans & designs effective learning environments
& experiences supported by technology
& experiences supported by technology
While people are always learning, often times the environment in which they learn is overlooked as an important factor to the learning process. In the EDCI 572 Design Document assignment, I completed an extensive instructional design process using the Dick and Carey model of instructional design. Through this process, I designed an impactful and effective training in which the learners participated in a face-to-face training scenario. In order for the training to be effective, technology was utilized in a classroom setting as it was necessary to the desired learning outcomes. Not all learning needs lend themselves to a face-to-face learning environment. An example of this is the training I planned and developed for the EDCI 569 Paper Prototype assignment. The instruction was designed for an online environment, specifically in response to the fact that through an online environment, the “learner may choose to go back and re-watch any portion of the instruction” as needed (Winrotte, 2017a, p. 3).
Applies technology to facilitate a variety of effective
assessment & evaluation strategies
assessment & evaluation strategies
For the Evaluation of an Instructional Product assignment, my partner Sarah and I designed and proposed evaluations for the instructional product Introduction to Sway. Based on the Kirkpatrick Model (2006) of evaluation, we designed and developed level one, reaction, and level two, learning, evaluations. The evaluations were developed using the tool Microsoft Forms. Utilizing pre- and post-tests, the evaluations measured the trainee’s initial reaction, pre-knowledge, post-knowledge, and usable knowledge. Both open-ended and likert scale questioning was used “to give specific feedback to the trainers” and to allow for comments regarding “specific items within the modules” (Margeson & Winrotte, 2017, p. 4). Additionally, due to the important of evaluation completion, specific evaluation procedures were designed to “ensure a 100% response rate” (Margeson & Winrotte, 2017, p. 6).
Demonstrates understanding of social, ethical, legal, & human issues
surrounding LDT issues & practice
surrounding LDT issues & practice
As an instructional designer, I would be remiss if I did not recognize that social, ethical, legal, and human issues are intertwined within instructional environments and scenarios. It is imperative that these issues be recognized and understood, in order to best meet the needs of all stakeholders involved.
Social & Human
Lynn Dixon was tasked with managing a project in which a museum kiosk was to be designed. One of the primary concerns of the project was the inclusion of Aboriginal culture within the design of the kiosk’s instruction. This concern, if not addressed, would be confounded into a social issue, pinning one culture are either more important or less important than other cultures. In the case, the desire was to appropriately address this concern, but “due to unclear instructional goals, the role and inclusion of Aboriginal culture and heritage” was ill defined (Winrotte, 2017b, p. 8). Within the case analysis, I proposed two possible solutions that provided clarification of the instructional goals, in turn better defined the “role and inclusion of Aboriginal heritage in the kiosk software” and designed instruction (Winrotte, 2017b, p. 8).
Additionally, it was made clear that the museum had a wide audience, with varying learning and human needs. Through my analysis, I offer two potential specific solutions that address the case’s instructional design problems. These potential solutions, in conjunction with my recommended instructional design alterations, specify the utilization of appropriate graphics to “support learner comprehension” among “all learners” (Winrotte, 2017b, p. 11).
Additionally, it was made clear that the museum had a wide audience, with varying learning and human needs. Through my analysis, I offer two potential specific solutions that address the case’s instructional design problems. These potential solutions, in conjunction with my recommended instructional design alterations, specify the utilization of appropriate graphics to “support learner comprehension” among “all learners” (Winrotte, 2017b, p. 11).
Ethical
Michael Bishop’s research project had been funded based on his initial project proposal and subsequent project design. Michael was confronted by several issues that threatened to derail the purpose of his proposed project. In the case analysis, I noted that “in order for Michael to continue utilizing the project funding, with high fidelity, he must adhere to the project’s foundational purpose, honing a model that increases the engagement of all students” (Winrotte, 2017c, p. 6). Both instructional design solutions that I offer acknowledge and address the ethical issue of completing a project with high fidelity to ensure funding requirements are met.
legal
While there are many legal issues that are intertwined with K-12 education, the issue I most often encounter is compliance with a student's Individualized Education Plan (IEP). Through IEPs, educators and school staff are bound, by law, to provide special education services deemed necessary and appropriate. During the instructional design process, I must always take into account any special services required by a student who will be receiving the instruction. At times, I have had up to eight students with IEPs in one class section, each with their own IEP. By law, all IEP provisions and services must be accounted for within the design and implementation of the instruction.
References
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating Training Programs. Berrett-Koehler Publishers, Inc.: San Francisco, CA.
Margeson, S., & Winrotte, S. (2017). Evaluation of an instructional product: Introduction to Sway. Unpublished
manuscript, Department of Curriculum and Instruction, Purdue University, West Lafayette, Indiana.
Winrotte, S. (2017a). Assignment 2 – Paper prototype: Administering the NWEA assessment. Unpublished
manuscript, Department of Curriculum and Instruction, Purdue University, West Lafayette, Indiana.
Winrotte, S. (2017b). Lynn Dixon: Designing an interactive kiosk to celebrate wetlands day. Unpublished
manuscript, Department of Curriculum and Instruction, Purdue University, West Lafayette, Indiana.
Winrotte, S. (2017c). Michael Bishop: Implementing gaming technologies in traditional K-12 contexts.
Unpublished manuscript, Department of Curriculum and Instruction, Purdue University, West Lafayette, Indiana.