2.6 Instructional Design
Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. (PSC 2.6/ISTE 2f)
Artifact: Multimedia WebQuest
Reflection:
During the summer of 2015, I created a Multimedia WebQuest for my seventh grade life science students as the final assignment for ITEC 7445: Multimedia Web Design course. I used the Universal Design principles as well as the ADDIE model to draft out and create the WebQuest. Weebly was used as the platform for the WebQuest and I embedded audio clips, video clips, images, and text as a way to differentiate the content and present it in multiple ways. The WebQuest focused on the science concept of dichotomous keys and was created in a way that students could work through the WebQuest on their own with minimal assistance. My contribution for this artifact was the design and implementation of the WebQuest using resources from previous years that I had collaborated on with my 7th grade life science department. I selected the appropriate resources and compiled them all together.
Through the development of this multimedia WebQuest, I was able to model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. Using the research-based best practices found in the ADDIE model, I created the WebQuest in a strategic manner so that students would be engaged and benefit from a technology-enhanced learning experience. I modeled and facilitated these best practices in instructional design through offering students multiple ways to access the information about dichotomous keys through pictorial representations, video clips, audio explanations, as well as the traditional text.
The completion of this artifact led me to learn more about the visual components of the digital resources that I create. Using the Universal Design principles is not something I had focused on previously, and I found it interesting to see how the visual design of digital resources affects the way a student is able to gain information from the resources. These principles are ones that I will be using again for each digital tool and resource I create, as well as using them to help evaluate already created digital tools and resources that I might wish to use with my students. In the future, I would strengthen this lesson by adding in more collaboration instead of keeping this a strictly independent assignment. By allowing the students to collaborate with a partner or small group I think they could deepen their understanding of the content by talking and defending their ideas to their partner.
The skill of creating WebQuests is one that I have acquired through this artifact and am planning to share with my seventh grade science colleagues. This will impact on student learning not only with my students as they complete the WebQuest, but also with all of the other seventh grade students that have the opportunity to complete a WebQuest because I have shared it with their teachers. The impact will be assessed through pre- and post-tests to determine the growth of student achievement in units where WebQuests or other multimedia designs are utilized with the students. The eventual goal would be for the students to become so familiar with the structure of a WebQuest that they can design one for future students to use in my class.
During the summer of 2015, I created a Multimedia WebQuest for my seventh grade life science students as the final assignment for ITEC 7445: Multimedia Web Design course. I used the Universal Design principles as well as the ADDIE model to draft out and create the WebQuest. Weebly was used as the platform for the WebQuest and I embedded audio clips, video clips, images, and text as a way to differentiate the content and present it in multiple ways. The WebQuest focused on the science concept of dichotomous keys and was created in a way that students could work through the WebQuest on their own with minimal assistance. My contribution for this artifact was the design and implementation of the WebQuest using resources from previous years that I had collaborated on with my 7th grade life science department. I selected the appropriate resources and compiled them all together.
Through the development of this multimedia WebQuest, I was able to model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. Using the research-based best practices found in the ADDIE model, I created the WebQuest in a strategic manner so that students would be engaged and benefit from a technology-enhanced learning experience. I modeled and facilitated these best practices in instructional design through offering students multiple ways to access the information about dichotomous keys through pictorial representations, video clips, audio explanations, as well as the traditional text.
The completion of this artifact led me to learn more about the visual components of the digital resources that I create. Using the Universal Design principles is not something I had focused on previously, and I found it interesting to see how the visual design of digital resources affects the way a student is able to gain information from the resources. These principles are ones that I will be using again for each digital tool and resource I create, as well as using them to help evaluate already created digital tools and resources that I might wish to use with my students. In the future, I would strengthen this lesson by adding in more collaboration instead of keeping this a strictly independent assignment. By allowing the students to collaborate with a partner or small group I think they could deepen their understanding of the content by talking and defending their ideas to their partner.
The skill of creating WebQuests is one that I have acquired through this artifact and am planning to share with my seventh grade science colleagues. This will impact on student learning not only with my students as they complete the WebQuest, but also with all of the other seventh grade students that have the opportunity to complete a WebQuest because I have shared it with their teachers. The impact will be assessed through pre- and post-tests to determine the growth of student achievement in units where WebQuests or other multimedia designs are utilized with the students. The eventual goal would be for the students to become so familiar with the structure of a WebQuest that they can design one for future students to use in my class.