Design of Learning Environments

STRIDE: Student Training, Resources, & Instruction in Digital Education

(Artifact for Design of Learning Environments)

I completed a summer practicum as a graduate student with Middle Tennessee State University’s online learning division, MTSU Online. I was assigned to design and create content for a training and orientation tutorial aimed at incoming and transfer students who were new users of MTSU’s learning management system, Desire2Learn (Brightspace).

My responsibilities included drafting a course blueprint, storyboarding topic progression and key content, developing learning and teaching activities and assessments, and both creating new content and refining existing materials. Under the supervision of a senior designer and subject matter expert, I also wrote scripts for, recorded, and edited video walkthroughs using TechSmith Camtasia and Adobe Premiere.

Video walkthroughs are available in the Informational Instructional Media section.

Select the link below to view the course blueprint/storyboard for STRIDE:

Select any picture in the gallery to see an exported image from the completed design:

For my IT 577, Practicum in Online Learning Environments, taken over Summer 2024, I worked with MTSU Online to design a training and resource course to familiarize incoming students on how to use the D2L Learning Management System. Many incoming students struggled with learning and using D2L, so MTSU Online was tasked with solving this problem. The project was following an ADDIE Model of development and my internship started during the Implementation phase. My primary duties were to modify the existing template, add and curate content based on a template created with a senior designer and to present a “prototype/first draft” to MTSU Online leadership as a proof of concept.

Key aspects of this project was that it would provide an immersive experience for learners using D2L for the first time. It was also to include major features of the university relevant to new students. Common questions and concerns would be addressed across the modules with helpful information, trivia, and images of life at MTSU to familiarize learners with university history and culture.

This project was structured around the ADDIE model, but I utilized a Kemp Model of Design as I was joining the project in a later stage of ADDIE. I began by analyzing the learner demographics and their diverse needs, which informed the course’s visual design, vernacular, and theming. I utilized a Constructivist approach, emphasizing modeling and scaffolding, self-directed learning, and collaborative activities that draw on learner’s personal experiences and to connect those experiences to relevant aspects of university culture.

This project demonstrates my skills in graphic design, multimedia creation, adult learning theories, ADDIE model, lesson planning, curriculum development, and teaching strategies.

AECT Standards:

• AECT Standard 1: Content Knowledge – I demonstrated the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes. Specifically, I:
  • Created (1.1) and Used (1.2) an online instructional course designed for effective knowledge delivery and learner engagement.
  • Assessed and Evaluated (1.3) instructional materials to ensure they were appropriate and effective for the target audience.
  • Managed (1.4) the instructional process, including the management of learners within the digital environment.
  • Uphold Ethics (1.5) by ensuring the course design and learner management adhered to professional and ethical standards.
• AECT Standard 2: Content Pedagogy – I developed as a reflective practitioner and demonstrated effective implementation of educational technologies and processes based on contemporary content and pedagogy. This was achieved by:
  • Using (2.2): Integrating effective educational technologies, such as instructional videos and templates, to support diverse learning styles.
  • Assessing and Evaluating (2.3): Incorporating assessment strategies that measure the effectiveness of the pedagogical approach.
  • Managing (2.4): Designing a flexible learning experience that adapts to the unique needs and schedules of individual learners.
  • Ethics (2.5): Ensuring that the pedagogical strategies employed were inclusive and ethically sound.
• AECT Standard 3: Learning Environments – I facilitated learning by creating, using, evaluating, and managing effective learning environments. I demonstrated this through:
  • Creating (3.1): Incorporating multimedia elements specifically to enhance learner engagement and motivation.
  • Using (3.2): Presenting diverse representations of knowledge to ensure clarity and accessibility for all students.
  • Assessing and Evaluating (3.3): Evaluating the effectiveness of the learning environment in achieving the desired instructional outcomes.
  • Managing Infrastructure (3.4): Ensuring the digital infrastructure supported a seamless and efficient learning experience.
  • Ethics (3.5): Managing the learning environment to protect learner data and ensure a safe digital space.
  • Diversity of Learners (3.6): Utilizing diverse knowledge representations to foster an environment that respects and empowers a wide variety of learners.
• AECT Standard 4: Professional Knowledge and Skills – I designed, developed, implemented, and evaluated technology-rich learning environments within a supportive community of practice. My professional work included:
  • Collaborative Practice (4.1): Engaging in collaborative efforts with peers to refine and improve the instructional design.
  • Leadership (4.2): Demonstrating leadership by coordinating the development and implementation phases of the course.
  • Managing (4.3): Establishing a variety of assessment and evaluation methods to track progress throughout the course.
  • Assessing and Evaluating (4.4): Implementing a comprehensive evaluation plan to measure the success of the instructional strategies.
  • Ethics (4.5): Maintaining professional ethics and respect for diversity throughout the collaborative and development processes.
• AECT Standard 5: Research – I explored, evaluated, synthesized, and applied methods of inquiry to enhance learning and improve performance. I demonstrated this by:
  • Assessing and Evaluating (5.3): Applying formal inquiry methods, including the strategic use of both formative and summative assessments, to measure and enhance learner performance.