8. Apply Computer-Based Technologies

Competency 8: 
Apply Computer-Based Technologies and Media to Instructional Problems

Today’s learning designer must consider the needs of the modern learner by utilizing the full capabilities of computer-based technology and digital media to provide access to a wide variety of digital learning environments and experiences.

Narrative

Sub-competency 1: 
Plans and designs effective learning environments and experiences supported by technology

In the EDCI 57200 Learning Systems Design course, I created a design document for a digital learning course to teach the process of submitting an online engineering notebook entry to team members in the Tennessee Robotics Club. Because the Dick and Carey model is flexible enough to be used for all training design projects, I was able to implement only the portions of the design process I needed (Dick, Carey and Carey, 2015, p.4). Using a systematic design approach, the design document included a detailed project overview, instructional goals, instructional analysis, learner and context analysis. It also provided details on the performance context and how the learners would access the training course and the technology available in the learner’s environment.

The design document also included a one-to-one formative evaluation plan to gather learner feedback and evaluation of the course for each area. The course design took into consideration the learning environment and technology capabilities of the team members to design a responsive, mobile learning experience. It also utilized technology to provide relevant, real-world practice by demonstrating key steps with accurate screenshots for effective alignment to the same software used in the club meetings thus creating an engaging, interactive learning experience supported by technology.

In EDCI 56800, Partnering with Web-Based Tools for Learner-Centered Environments, I created a web-enhanced lesson plan. One lesson I took away from this course on learner-centered pedagogy is the power and freedom in allowing my students to pursue knowledge using technology. And the fact that I do not have to know all the answers to that technology is quite liberating. Professionally, I am a corporate learning designer but I mentor robotics/computer science clubs and I purposefully chose the K-12 track of this course to step out of my comfort zone and learn from some really great teachers in my group on how to implement this learning approach. 

The most important insight I gained in the creation of my lesson plan was the importance of supporting my learning objectives with guiding questions and scaffolding activities using technology. Bringing these objectives together in a coherent design was a bigger challenge than I envisioned so I welcome the opportunity to try this again one day soon. Using this course as a foundational experience will be extremely beneficial for me in future lesson plan designs using a learner-centered approach. Another great aspect of this approach is that it helps create a learning environment where students can “transcend the game” of robotics to learn real-world skills as Prensky (2010) writes, “today’s students can create for, and share their work with, a world audience” (p.151). 

EDCI 57200 Design Document EDCI 56800 Web-Enhanced Lesson Plan

Sub-competency 2: 
Applies technology to facilitate a variety of effective assessment and evaluation strategies

In EDCI 57700 Strategic Assessment and Evaluation, I performed an Instructional Product Evaluation of a new digital learning program called TRC212. The new learning program was created for the Tennessee Robotics Club to provide fundamental training online thereby making the best use of meeting times for hands-on learning and robotics. The evaluation followed the guidelines for Level 1 and Level 2 evaluations established by the Kirkpatrick Four Level Evaluation model (Kirkpatrick & Kirkpatrick, 2006). Level 1 was accomplished using a Google form survey to collect reaction data. Evaluating the learning program was accomplished using a variety of evaluation instruments including the following:

     • Level 1- Reaction Survey created using Google Forms
     • Level 2- Final Assessment Post Test using digital learning challenges
     • Level 2- Performance Test using actual journal entries to receive constructive feedback

The reporting process of the instructional product included a graphical representation of the evaluation results presented in a one-page document for analysis and review. Using a variety of assessment and evaluation strategies, the TRC team manager was able to effectively evaluate the TRC212 module and improve upon its design for future modules in development for the TRC212 program.
EDCI 57700 Instructional Product Evaluation

Sub-competency 3: 
Demonstrates an understanding of social, legal, ethical, and human issues surrounding LDT issues and practice

For this competency area, I selected my final practicum project plan and storyboard from EDCI 57300 Instructional Development Practicum as it encompasses all aspects I have learned in my LDT program. From design, planning, development, and evaluation, I have included as many competencies as possible. My practicum is currently in development so I selected my final project plan and proposal to demonstrate my understanding of all of the elements to consider when designing an LDT instructional project. The final digital prototype will be updated as soon as the project is completed. In creating the project plan for my practicum project, I considered many variables in regards to social, ethical, legal and human issues. Keeping the learner in mind during each aspect of the project planning and development is key to demonstrating an understanding of the key LDT issues and practice.

Social Issues:
My practicum project on leading others in a diverse, global workforce requires fair and equal representation in many social areas such as gender balance, ethnicity, language, and cultural differences. Another social factor to consider is the limitations that technology or the lack thereof can have on a colleague’s development in different parts of the world. For example, in evaluating the technology design and interface for my learning module, it was important to consider how to deliver the content to a globally diverse workforce located in many different learning environments. For example, learners that reside in Asia and Africa do not have access to the same technology and high-speed infrastructure as learners in the U.S. and Europe have access to. An effective strategy I employed on this project was to design that content to be responsive to many different device types and screen sizes with the smallest file size possible without sacrificing quality or interaction. This strategy affords colleagues in various countries to view and download the content without issue.

Legal Issues:
Working for a global company with over 40,000 colleagues located in 140 countries, it is important to consider legal issues that may arise from training enrollment for various colleagues around the world. For example, in the EU, there is the European Works Councils that must approve of certain types of training programs for colleagues located in various European countries such as France, Germany, and Belgium. Colleagues located in these countries are affected by certain requirements by the Works Council which provides guidelines and restrictions on learning enrollments. For this project, this legal requirement is addressed in our project charter to be sure that future training enrollments for affected colleagues in these affected countries to meet the goals of the business and still fall within the legal requirements deemed appropriate. 

Ethical Issues:
In developing a course on leadership development for new managers, it required a balance of theory, innovative ideas, best practices, and people management skills. However, many of the theories and ideas are not new and so it was important to correctly identify the proper source that the content areas referenced. For example, where applicable, the original work was cited in the content area so that the learner could do additional research and investigation on their own outside of the training. This is an important consideration for ethical reasons that you should always give credit to the original author and properly cite works within your writing.

Human Issues:
The greatest professional opportunity I have had on this project is discovering how my colleagues around the world learn and lead others. In hearing the many different dialects from members on my project team, I am reminded that the training I create here in the U.S. should be as effective for my colleagues in the United Kingdom, Europe, Asia, and elsewhere. Being aware of the many cultural differences that exist within our company is extremely important to the effectiveness of the design and learning outcome. For example, it is challenging to know how the content will be perceived and applied by different colleagues whose backgrounds are much different than my own. An effective strategy was to solicit input from managers located in different geographical regions to gather together a variety of ideas and thoughts on leadership. This contribution by other colleagues around the world helps deliver a more thoughtful and engaging conversation concerning the human issues of leadership development.

EDCI 57300 Final Project Report EDCI 57300 Final Practicum Project Overview

Competency Reflection

Agile learning design benefits learners and organizations alike by focusing on a learner-first strategy that realizes the cost and productivity benefits of mobile learning and technology. An agile learning design approach focuses primarily on designing and delivering content for the mobile learner who can choose to complete their training on their own terms, wherever they are located, at any time of day, on any device they happen to be using at the moment.

Modern Instructional Design approaches consider the needs of today’s learner first by producing digital learning content that functions seamlessly beyond a traditional desktop PC to provide greater access, flexibility, and the freedom to learn on their terms. By utilizing mobile responsive technology systems and software, learning design becomes more powerful, effective and accessible for organizations, designers, and learners. This approach is truly learning design beyond boundaries.

References

Dick, W., Carey, L., & Carey, J.O. (2015). The systematic design of instruction (8th ed.). Upper Saddle River, NJ: Pearson.

Kirkpatrick, D.L. & Kirkpatrick, J.D. (2006). Evaluating training programs: The four levels (3rd ed.). San Francisco, CA: Barrett-Koehler Publishers, Inc.

Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks, Calif: Corwin.

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