Earlier in the MS-IDT program, I created a course project for EIDT6110: Advanced Instructional Design titled “Influenza and Pregnancy,” which was adapted and revised from a group project I helped create in EIDT6100: Instructional Design.
As prescribed by the course outlines and objectives, I followed the ADDIE instructional design model for both projects. For the initial group project, our team was blessed with an SME whose professional role as a nurse manager came in very handy throughout the process. My primary role for this project was to function as designer/developer, and I acted as team lead for two weeks. Our team was fortunate in that we communicated very well throughout the project and each team member performed the tasks of his/her role in an exceptionally efficient manner. My experiences with this group helped prepare me for revising and adapting the project in the subsequent course.
A few of the things I noted at the close of the initial project that could have been improved upon were (a) the general layout and navigation of the LMS, (b) the formatting and consistency of the content within the slide presentations, and (c) alignment between the course objectives, unit goals, assessments, course activities, and resources. I tried to remain mindful of these issues throughout the creation of the revised/adapted project.
One resource I found to be especially helpful was the Quality Matters Rubric. In my professional role, I review and edit courses based on the standards provided in this rubric, which focus on the following:
As prescribed by the course outlines and objectives, I followed the ADDIE instructional design model for both projects. For the initial group project, our team was blessed with an SME whose professional role as a nurse manager came in very handy throughout the process. My primary role for this project was to function as designer/developer, and I acted as team lead for two weeks. Our team was fortunate in that we communicated very well throughout the project and each team member performed the tasks of his/her role in an exceptionally efficient manner. My experiences with this group helped prepare me for revising and adapting the project in the subsequent course.
A few of the things I noted at the close of the initial project that could have been improved upon were (a) the general layout and navigation of the LMS, (b) the formatting and consistency of the content within the slide presentations, and (c) alignment between the course objectives, unit goals, assessments, course activities, and resources. I tried to remain mindful of these issues throughout the creation of the revised/adapted project.
One resource I found to be especially helpful was the Quality Matters Rubric. In my professional role, I review and edit courses based on the standards provided in this rubric, which focus on the following:
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While I do consider both projects successful and this rubric did help me resolve issues related to alignment for the second project, I was still not entirely satisfied with the content layout due to the limitations of my chosen LMS (Weebly). It was not until I took EDUC6135: Distance Learning and discovered the variety of free LMS/CMS platforms that were available to educators that I realized how much the overall layout and navigation of these projects could have been improved. I highly recommend the Haiku Learning platform, but found Coursesites by Blackboard and Canvas by Instructure to be impressive as well.
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Moving forward, I will make it a point to remain abreast of current and emerging technologies so that I can select appropriate tools/platforms that will effectively meet the needs of the stakeholders and showcase the components of a given project.
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