Instructional Design Practice and Preparation
fall 2020
Project Title: Knowledge Learning Base
Authors/contributors: Kevin M. Schuller, Student, Syracuse University, M.S. IDD&E
Course: IDE 621-Principles of Instruction and Learning
Context of the Project:
This project was conducted in the Fall 2020 semester as a final deliverable for the IDE-621- Principles of Instruction and Learning course of instruction. The creation of my Knowledge Base is meant to show how learning theories serve as a foundational model with how living organisms in the world process and receive knowledge during a learning experience. There are numerous learning theories in society but the three theories that are represented within the knowledge base are the behaviorist learning theory, cognitivist learning theory, and the social learning theory. In this short project provided a framework for me to analyze, compare, understand each learning theory and there relationships to application of effective and efficient instructional design.
IDD&E Phases Involved: Analysis, Design, Development Implementation, Evaluation
Reflection and self-assessment:
This project was an excellent opportunity for me to expand my knowledge of the different learning theories and their application to instructional design. After studying all three theories, it is tough to choose just one that fits my style. I feel like throughout my life, I have applied all three at one time or another. I have been part of the United States Army for more than twenty-six years and have been part of the greatest team on planet earth. In a team concept I have been taught to follow the rules, regulations, and values that govern the way I live my life both on and off duty. This concept is not far off from the social learning theory. It is unfair of me to say the other two theories do not work for me, rather I prefer to look at it as the social learning theory is the best fit.
Learning is complex and my future as an instructional designer will be defined by my ability to design instruction that best fits the learner. It is imperative for me to continue to study each of these three learning theories and their instructional design theory to provide the best instructional solution to bridging the knowledge, skills, and attitude gaps of learners in every kind of environment. I must be able to thoroughly understand the purpose, characteristics, benefits, and pitfalls to all three to ensure my instructional design is purposeful and effective.
Project Title: Website Evaluation
Course: IDE 611-Technology for Instructional Settings
Authors/contributors: Kevin M. Schuller, Student, Syracuse University, M.S. IDD&E
Context of the Project:
This project was conducted in the Fall 2020 semester as a deliverable for the IDE-611- Technology for Instructional Settings course of instruction. The objective of this website evaluation project helped me with learning the process of how to properly assess how a website performs against established criteria. The goal for this project aimed at providing a elementary school with a measurable evaluation and examination of the the website's clarity of information and usefulness to its intended audience. The evaluation found within this project was meant to provide the school with information on how easy the website was for its intended audience to interface and read and help the educational institution in ensuring the context within the site was valuable, efficient, credible and accurate.
IDD&E Phases Involved: Evaluation
Reflection and self-assessment:
In today’s society the value of website evaluation cannot be understated. We live in an age where the focal point of our daily lives relies on webpages. We use webpages for almost everything we do. The centric reason for webpages involves an easy to access place for people on the internet to gain information on various topics. Since it is a huge source of information for our society, it is only fitting that we have a mechanism to ensure the information received is credible, current, and valuable. Anyone in the world can set up a website. With such a broad range of people having the ability to set up webpages, the credibility of the website comes into question. Without an evaluation mechanism much of the information we receive can potentially be misleading and cause confusion amongst our society. The websites we gain our information from must be trustworthy and not lead the user to false information.
I have learned within this project that although the methods used in this report help with the evaluation process, they are very subjective. In the future we should continue to leverage technology to develop a less subjective means to website evaluation. I know that there is continuing development of tools to assist with this website evaluation process. Fact checking should be part of website criteria to stay useable. A thought of mine although difficult, might be to require designated sites for mandatory periodic fact checks to stay valid. Whatever methods or tools we continue to develop should include a huge emphasis on ensuring we take as much subjectivity out of the evaluation as possible. This will help validate the credibility of the websites we use.
This project allowed me to understand the importance of website evaluation. Until this project, I never realized the importance of ensuring the information we get through websites is validate. This project was invaluable to me in helping me to understand the systematic evaluation process and the tools available to the instructional designer to help with the evaluation phase of Analysis, Development Design, Implementation and Evaluation (ADDIE) model. A deep dive practical application help enhance my understanding of evaluations and assisted me in becoming a more effective future instructional designer.
spring 2021
Project Title: EIB Human Performance Assessment Model
Course: IDE 632-Instructional Design and Development II
Authors/contributors: Kevin M. Schuller, Student, Syracuse University, M.S. IDD&E
Context of the Project:
This project was conducted in the Spring 2021 semester as a final deliverable for the IDE-632- Instructional Design and Development II course of instruction. The purpose of this project aimed at designing and developing a Instructional Systems Design (ISD) Model and applying that model to a real world performance problem. During this project I chose to design and develop the a model to bridge a human performance gap as it related to the Expert Infantryman's Badge for the United States Army. The design and development of this instructional system design model looked at helping me to understand the development process of the model to include its application to improve the intended audience's human performance problem.
IDD&E Phases Involved: Analysis, Design, Development Implementation, Evaluation
Reflection and self-assessment:
This project provided me with an in depth look at various Instructional System Design Models and their application to real world problems. The ability to research, implement, and evaluate those models helped me to creatively and critically apply those lessons learned, into a effective and efficient design and development on my very own performance assessment model. The ability to develop my own instructional design model for my selected human performance problem further enhanced my understanding of the importance of the instructional system design model to the instructional designer. The instructional system design model is vital to helping the instructional designer to apply a systematic, effective, and efficient solution to bridging the required performance gap.
This project showcased my creative and detailed oriented problem solving skills to a real world problem with my career management field. It shows extreme depth and breath of thought within the model to bridge the human performance gap. I feel my attention to detail within the intended audience and environment ultimately led to model that will ensure success for the United States Army. The depiction of the visual instructional systems design model starts purposefully in aligning with the classical components of the ADDIE model. The uses of (analyze & design) = inputs, (development & implementation) = Process, and (Evaluation) = Outputs are meant to help visualize that the Heavy Brigade Combat Team Expert Infantryman’s Badge Performance Assessment model is encompassed by the ADDIE model. I was able to create a successful instructional system design model that is practical and easy to use for the any instructional designer as it applies the ADDIE model concept successfully within my assessment model.
Project Title: Front End Analysis Plan
Course: IDE 712-Analysis for Human Performance Technology
Authors/contributors: Kevin M. Schuller, Student, Syracuse University, M.S. IDD&E
Context of the Project:
This project was conducted in the Spring 2021 semester as a final deliverable for the IDE-712- Analysis for Human Performance Technology course of instruction. The purpose of this project aimed selecting an existing front-end analysis model and adapting and applying it to a performance problem of choice. The human performance problem that I chose was the Army Combat Fitness Test leg-tuck event for female soldier using the Human Performance Technology Model (HPT).
The leg tuck is a mandatory event within the ACFT and must be passed for all assigned soldiers to continue service in the United States Army. The above-mentioned performance gap of 57 percent failures for female soldiers in the leg tuck (LTK) event have contributed to stopping the full implementation of the Army Combat Fitness Test (ACFT) and require a congressionally mandated review and analysis. Continued current human performance on the leg-tuck event (LTK) will erode Army readiness, not allow many female soldiers for continued service, further degrade public relations, and hinder the United States Army’s ability to accomplish its mission.
The reason this I chose this particular human performance problem is because of its complexity and difficulty. I wanted to challenge myself with this project and therefore I chose an extremely complex human performance deficiency.
IDD&E Phases Involved: Analysis, Design, Development
Reflection and self-assessment:
This project was both one of the most challenging and rewarding of this program to date. During this project I was able to explore numerous front-end analysis models and find the model that fit my selected performance problem. The front-end analysis process is extremely detailed oriented and model selection for application is the key to success to ensure the instructional designer can close the performance gap. During this project I was able to explore the front-end analysis process and the tools that assist in effective application. The front-end analysis process requires a unique creative and critical thinking skill set that uniquely challenges the instructional designer. The theories behind front-end analysis require extreme attention to detail and thinking outside of the box to solve the problem. The ability to explore many models will help me in the future to understanding what model best suits each performance problem. Although there is no way to remember all of the models and how they apply, this course has provided me with the necessary foundation, tools, experience, knowledge, and skills to effectively research and apply a model to the front-end analysis process in the future.
I enjoyed this project and I think the quality of my front-end analysis is apparent within the project. I selected a performance problem I was passionate about and though it was complex, I was able to showcase my creative and critical thinking skills. I was deeply invested within this project which resulted in a deliverable that is thoroughly analyzed, designed, and developed towards the human performance problem. I was able to produce a tangible, effective, practical and efficient product that ultimately helped identify the possible causes and solutions to the human performance problem for the United States Army enterprise.
summer 2021
Course: IDE 737-Advanced Instructional Design and Development
Authors/contributors: Kevin M. Schuller, Student, Syracuse University, M.S. IDD&E
Context of the Project:
This assignment was created from an existing unit of instruction and it required me to have a strong rationale for choosing this existing unit, demonstrated content expertise in the unit content, and instructor permission to use it. The enhanced Storyboard had to include: A unit narrative, unit flowchart, and a unit storyboard screen component in ONE file. The unit had to include many deliverables to inclue an introduction, conclusion, and 4-6 different types of instructional activities; a clear description of at least 3 enhanced (advance instructional design) techniques you incorporated to strengthen the instruction; a set of instructional objectives; and finally a ompleted rubric on the final version.
IDD&E Phases Involved: Analysis, Design, Development, and Evaluation
Reflection and self-assessment:
From the beginning, almost all visual representation, strategies, notes, concepts, and contextual self-representations were documented in a reflective journal which proved to be very unique in determining my style as an instructional designer for the future. The design of this instructional unit was challenging and complex. It required an introductory lesson and research, collaboration, and cooperation with current SMEs as to what information could be removed and replaced with learning activities.
Through collaboration, I found that learning activities replacing multi-hour lessons proved to involve the student more for reflection and knowledge transfer. Upon design and development conclusion, no information was omitted or deleted. Information was simply placed into supplemental material and resources (advance organizer, graphic organizer, job aid, and a content reflection rubric). This was done for the student to reflect using lower and higher order thinking skills through interactions and physical learning activities. This strategy was determined for implementation to create knowledge and schema development for long term memory storage.
The challenges of ensuring to use advanced design techniques, checking for congruence with overall department goals, objectives, and instructional strategies were very beneficial for my knowledge enhancement and transfer of applicable skills as an instructional designer to create, design, reflect, and develop products for all phases of IDD&E.
