April Canales-Perez
EDTC 6325: Educational Communications
E-Learning Design Project
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Project Description:
EDTC 6325 – E-Learning Design Project. This is E-Learning project will train teachers how to effectively integrate interactive posters in their lessons using GlogsterEDU. This project comprises 5 lessons that are broken down into these components: Lesson Overview, Video, Assignment, Discussion Question, and Quiz.
The E-Learning Module project is divided into six parts:
- Part 1: E-Learning Module Proposal
- Part 2: Module Description and Outline
- Part 3: Moodle Interface Design
- Part 4: Adding Content (Overviews, Assignments, and Discussion Activities)
- Part 5: Adding Assessments (Developing Online Quizzes)
- Part 6: Adding Multimedia (Developing Multimedia Presentations)
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Responsibilities Met:
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Responsibility 2: Design. The candidate will design instruction (or human performance strategies) to meet the needs of learners. Design documents and projects must show evidence of analysis of problem situation, awareness of unique characteristics of intended audience and implications for instruction, selection and implementation instructional strategies consistent with analysis of the learning situation and intended learners, selection and justification of appropriate medias, and evidence of both formative and summative evaluation strategies.
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| Performance Indicators |
Justification |
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2.1 Demonstrates ability to perform analysis and documentation of instructional need or opportunity resulting in student-centered, performance based instructional objectives based upon, and appropriate for, a specific audience.
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2.1 The project proposal of my E-learning module outlines the instructional need for integrating interactive posters in teacher lessons, intended audience, learning environment, and instructional goal.
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| 2.2 Demonstrates ability to perform comprehensive task analysis of an instructional objective. |
2.2 The instructional goal of this training will be met if each of the five sub-goals is completed. Each sub-goal is followed by performance objectives that participants must complete in order to move on to the next sub-goal. A lesson was developed based on each sub-goal. |
| 2.3 Demonstrates ability to select and integrate into instruction a variety of research-based instructional strategies. |
2.3 Mayer's Multimedia Principle was applied when creating this e-learning module. The principle states that people learn and comprehend much more through the use of images. For this reason, I created screen shots of all of the steps that need to be completed in each of the lessons. Each step was listed followed by an image illustrating exactly what needs to be done. |
| 2.4 Demonstrates ability to develop and select appropriate assessment instruments. |
2.4 Each lesson of the e-learning module are assessed using quizzes, assignments, and discussion questions. Each quiz consists of multiple choice, true/false, and matching questions which assess the participants comprehension of the lesson they completed. The assignment will allow the learner to apply the skills they learned while viewing the lesson overview and tutorial video. The discussion questions will force participants to use their critical thinking skills to reinforce the lessons objectives. |
| 2.5 Demonstrates ability to use formative evaluations for iterative assessments of components of the design process. |
2.5 The assessments created were based on the lesson that was completed and the target audience of the e-learning module. The results from the assessments provided feedback in order to make revisions and enhance the e-learning module. |
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Responsibility 3: Development, Utilization and Management. The candidate will develop, utilize and manage a variety of media and instructional technologies to deliver instruction to students.
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| Performance Indicators |
Justification |
3.1 Demonstrates ability to develop instruction using a minimum of three different medias.
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3.1 Various Web 2.0 applications and software was used to enhance my e-learning module. I used Jing to create screen shots of my desktop for each of the lessons in my e-learning module. This was done to provide visuals for the participants in order to complete the performance objectives of each sub-goal. Moodle was used to create and organize the e-learning module. Screenr was used to create the multimedia presentations for each lesson.
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| 3.2 Applies research-based rationale for the selection and utilization of technologies for learning. |
3.2 The technologies implemented into the e-learning module were based on Mayer's Multimedia Principles. I integrated as many visuals as I could to assist the participants in completing the e-learning module. The Dick and Carey model was also utilized in creating the e-module.
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| 3.3 Demonstrates ability to manage projects and evaluate progress and improvement. |
3.3 Our instructor provided us with a course calendar with activities and due dates. I constantly referred to the course calendar to make sure each part of our project was completed in a timely manner and before the due date. Once feedback was provided, revisions were made based on the suggestions provided by the instructor before moving onto the next project. |
| 3.4 Uses the results of evaluation methods to revise and update instructional materials. |
3.4 Feedback from instructor and peer evaluations were used to revised and enhance the e-learning module in order to ensure the goals and objectives were clear and consistent. Revisions were completed before the start of the next part of the e-learning module. The e-learning module was constantly revised and enhanced through out the course. |
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Responsibility 4: Evaluation. The candidate uses incisive and relevant assessment and evaluation techniques (e.g., product or project which uses formative and/or summative evaluations). Candidate demonstrates the ability to evaluate quality of instructional materials and instructional systems using appropriate methodologies. Candidate also demonstrates the ability to use formative and summative assessment methodologies to ascertain the effectiveness of instruction in meeting instructional goals.
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| Performance Indicators |
Justification |
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4.1 Demonstrates ability to use formative evaluation strategies to evaluate the quality of instruction.
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4.1 Instructor and peer evaluations were conducted in order to provided feedback and suggestions in order to enhance the e-learning module.
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| 4.3 Demonstrates ability to select a variety of appropriate assessment instruments and use those instruments to assess effectiveness of instruction in meeting instructional objectives. |
4.3 Quizzes consisted of multiple choice, true/false, and matching questions which assess the participants’ comprehension of the lesson they completed. Each assignment required the learner to apply the skills they learned while viewing the lesson overview and tutorial video. The discussion questions were answered using critically thinking skills to reinforce the lesson objectives that were completed throughout the e-learning module. |
| 4.4 Documents results from formative evaluations and uses those results to revise instructional materials, and/or instructional development process. |
4.4 Instructor and peer evaluations provided feedback and suggestions in order to enhance the e-learning module. Revisions were made immediately in order to move on to the next part of the project. |
Modifications Made
The following modifications were made through out the course
- Instructional goal was edited and revised
- Sub-goals were revised from having 6 to 5
- Performance objectives were re-worded
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