I believe that learning should be fun and that learners should enjoy the learning process. Effective learning design and assessment of learning starts proper planning, strategization, and understanding the diverse and unique needs of the learners.
Design of Online Learning Environments
(Artifact for The Design of Assessment and Evaluation)
For IT 532, Online Learning Environments, I designed a hypothetical open access course to educate and inform citizens of Rutherford County on recycling efforts and how to participate. I chose to use the Canvas learning management system as a sandbox to design proof of concept. In planning the course, I developed a detailed course blueprint outlining each content module and how they would connect to one another. Blueprint included learning objectives, instructional strategies, learning activities, and assessments for each module. The course was designed an ADDIE Model of development which began with an analysis of learner demographics and needs to inform the design. While this was a hypothetical project and a demonstration as proof of concept and how it would look and feel in a learning management system, I utilized a Constructivist approach that emphasized modeling, scaffolding, self-directed learning, and collaborative activities rooted in learner’s personal experiences.
This project was a solo effort of my own and was completed for a class project in the Spring of 2024.
This project highlights my expertise in curriculum design, assessment development, instructional strategies, the ADDIE framework, adult learning, and lesson planning.
AECT Standards:
- AECT Standard 1: Content Knowledge (1.5) – I developed an online instructional course that supports diverse learners that meets accessibility standards and is inclusive to all ages and learning backgrounds.
- AECT Standard 2: Content Pedagogy (2.1, 2.2, 2.3, and 2.5) – This standard is met by designing a flexible learning environment that integrates asynchronous modules, assesses learning objectives through diverse course assignments, and incorporates educational technologies such as videos and quizzes to enhance learning outcomes. Deliverables that can be saved and forwarded to mobile devices are also included.
- AECT Standard 3: Learning Environments (3.2, 3.3, 3.5, and 3.6) – I implemented varied teaching strategies and assessments to evaluate learner outcomes, analyze the learning environment, and measure knowledge retention.
- AECT Standard 4: Professional Knowledge and Skills (4.1, 4.3, 4.4, and 4.5) – This project demonstrates reflective practice for each course module, establishes learning goals, and applies effective instructional strategies.
- AECT Standard 5: Research (5.1, 5.3, and 5.4) – This project incorporates research-based learning strategies and tools to enhance student performance.
Recycle It Right, Rutherford County!
Interactive Video Assessment (Alternate Design)
In my design for the Recycle it Right! version for Canvas, I created a character to guide and interact with the learner. I chose the name “LISA” which is an anagram for Learn, Identify, Sort, Act, which is a simple, mnemonic step that learners can remember to help them recycle effectively.
This was a video based assessment designed for an alternate design of the Recycle It Right, Rutherford County! platformed in the Canvas learning management system.
The following tutorial was created in Genially as a mid-lesson review:
Mixed Paper Item Assessment
As a way to encourage learners to have fun and remember what they are learning, I created an interactive assessment and review for learners to visually identify mixed paper types and test their knowledge. This was a video based assessment designed for an alternate design of the Recycle It Right, Rutherford County! platformed in the Canvas learning management system.
The following tutorial was created in Genially as a end-of-lesson review:
Stand Alone: Single-Stream Recycling Interactive Media Lesson
(Artifact of An Assessment and Evaluation)
This is a stand-alone interactive lesson for single-stream recycling that relies on images for learners to recognize and associate with how to correctly recycle. I tried to keep text to a minimum with an emphasis on images with recurring color motifs to encourage knowledge retention.
The following tutorial was created in Genially as a stand-alone lesson:
For IT 573, Introduction of Multimedia in Instruction, I designed an interactive microlesson related to the other projects I have created for educating and informing citizens of Rutherford County on recycling efforts and how to participate. I chose to use Genially which offered a video-based interactive learning experience that was not a full course, but a microlearning tutorial. In planning the tutorial, I developed a detailed blueprint outlining each page in the tutorial that follows a sequence of learning related to the most common household items which are eligible for recycling. Blueprint included learning objectives, instructional strategies, learning activities, and assessments for each module. The tutorial was designed using an ADDIE Model of development which began with an analysis of learner demographics and needs to inform the design. This project was intended as a “go live” project that could be implemented upon completion and “live” on Rutherford County’s Solid Waste website, needing only minimal maintenance and updates. I utilized a Constructivist approach that emphasized modeling, scaffolding, self-directed learning, and collaborative activities rooted in learner’s personal experiences.
This project was a solo effort of my own and was completed as a class project in the Spring of 2024. This project highlights my expertise in curriculum design, assessment development, instructional strategies, the ADDIE framework, adult learning, and lesson planning.
AECT Standards:
- AECT Standard 1: Content Knowledge (1.5) – I developed an online instructional course that supports diverse learners that meets accessibility standards and is inclusive to all ages and learning backgrounds.
- AECT Standard 2: Content Pedagogy (2.1, 2.2, 2.3, and 2.5) – This standard is met by designing a flexible learning environment that integrates asynchronous modules, assesses learning objectives through diverse course assignments, and incorporates educational technologies such as videos and quizzes to enhance learning outcomes. Deliverables that can be saved and forwarded to mobile devices are also included.
- AECT Standard 3: Learning Environments (3.2, 3.3, 3.5, and 3.6) – I implemented varied teaching strategies and assessments to evaluate learner outcomes, analyze the learning environment, and measure knowledge retention.
- AECT Standard 4: Professional Knowledge and Skills (4.1, 4.3, 4.4, and 4.5) – This project demonstrates reflective practice for each course module, establishes learning goals, and applies effective instructional strategies.
- AECT Standard 5: Research (5.1, 5.3, and 5.4) – This project incorporates research-based learning strategies and tools to enhance learner performance.