2.6 Instructional Design
Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. (PSC 2.6/ISTE 2f)
Artifact: Webquest
Reflection:
As a culminating project in ITEC 7445, I was tasked with designing a WebQuest to serve as technology-enhanced learning experience for my students. I used Weebly to design my WebQuest, which is meant for my fourth grade music students to learn about the percussion family of instruments (flinnwebquests.weebly.com). The design process included creating various engaging multimedia elements such as expository and descriptive videos, audio recordings, and images. The design process also involved making sure my WebQuest included each of the necessary steps of a traditional WebQuest while also adhering to the principles of visual design.
This artifact demonstrates my ability to effectively use research-based best practices in instructional design as I used the research-based WebQuest design process to create my own WebQuest. Specifically, I designed my WebQuest to include the traditional steps of Introduction, Task, Process, Evaluation, Conclusion, and Teacher Page. The research-based instructional design of WebQuests is meant to maximize student engagement, higher-order thinking skills, and in-depth learning. The Teacher Page on my WebQuest also specifically describes other research-based best practices that I used when designing my WebQuest, including the recommended implementation length and strategies, modifications and differentiation, recommended audience based on the WebQuest’s content and pedagogy, and all involved student content and technology standards. The project report demonstrates other research-based best practices in instructional design such as stating lesson objectives, content standards, technology standards, and essential questions that align to the learning activities and describing several methods for assessing student learning. Another research-based best practice I used in the design of my WebQuest was that of Universal Design. For example, the WebQuest “provides multiple means of representation” (CAST, 2012), such as how the “Process” page allows students to learn about and identify percussion instruments both visually (videos, images, etc.) and aurally (sound clips, recordings, etc.). This artifact represents my ability to model the effective use of research-based best practices in instructional design because I myself went through the process of designing the Webquest based on these research-based best practices. This artifact represents my ability to facilitate the effective use of research-based best practices in instructional design because I gained in-depth experience with designing my WebQuest to include these strategies; these details would be useful when helping other teachers with designing and implementing similar learning experiences with differentiation in their own classrooms.
Through the process of designing my own WebQuest, I gained in-depth experience with this particular instructional design. Although I had used Weebly to create other websites in the past, it was interesting to use Weebly to create a learning task for my students that was housed entirely online. I tried to include as many design principles as I could that would make navigation easier for my students; however, when I implemented it with my classes after the WebQuest design process had ended, I realized that it still was somewhat confusing for my students. Specifically, students were confused about which links in the Process applied to which question on the Guiding Questions worksheet. I amended the problem by adding this information to the link descriptions, but in the future I will take measures to make sure the navigation does not get in the way of the student’s success with the WebQuest.
This WebQuest was designed to help my students learn about the percussion family of instruments. In the design of the WebQuest, I also created several assessment measures to gauge student learning. First, students would demonstrate their learning with their responses to the Guiding Questions worksheet that asks students to find answers to questions about the percussion family through their research using the provided links and resources. They would also demonstrate their understanding of the percussion family by creating their own original instruments. This would show that they understand what qualifies an instrument as “percussion” as well as how they are made and played. Finally, they would demonstrate their understanding of the percussion family by using technology to create a “commercial” for their new instrument invention that would provide information about their instrument that would further show understanding of the percussion family, such as: How is it played (strike, shake, or scrape)? Is it pitched or unpitched? Who is this instrument made for? (Examples: professional orchestra percussionist, cartoon sound effect directors, elementary school students) Any other details you think are important.
CAST (2012). Universal Design for Learning guidelines. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines_theorypractice
As a culminating project in ITEC 7445, I was tasked with designing a WebQuest to serve as technology-enhanced learning experience for my students. I used Weebly to design my WebQuest, which is meant for my fourth grade music students to learn about the percussion family of instruments (flinnwebquests.weebly.com). The design process included creating various engaging multimedia elements such as expository and descriptive videos, audio recordings, and images. The design process also involved making sure my WebQuest included each of the necessary steps of a traditional WebQuest while also adhering to the principles of visual design.
This artifact demonstrates my ability to effectively use research-based best practices in instructional design as I used the research-based WebQuest design process to create my own WebQuest. Specifically, I designed my WebQuest to include the traditional steps of Introduction, Task, Process, Evaluation, Conclusion, and Teacher Page. The research-based instructional design of WebQuests is meant to maximize student engagement, higher-order thinking skills, and in-depth learning. The Teacher Page on my WebQuest also specifically describes other research-based best practices that I used when designing my WebQuest, including the recommended implementation length and strategies, modifications and differentiation, recommended audience based on the WebQuest’s content and pedagogy, and all involved student content and technology standards. The project report demonstrates other research-based best practices in instructional design such as stating lesson objectives, content standards, technology standards, and essential questions that align to the learning activities and describing several methods for assessing student learning. Another research-based best practice I used in the design of my WebQuest was that of Universal Design. For example, the WebQuest “provides multiple means of representation” (CAST, 2012), such as how the “Process” page allows students to learn about and identify percussion instruments both visually (videos, images, etc.) and aurally (sound clips, recordings, etc.). This artifact represents my ability to model the effective use of research-based best practices in instructional design because I myself went through the process of designing the Webquest based on these research-based best practices. This artifact represents my ability to facilitate the effective use of research-based best practices in instructional design because I gained in-depth experience with designing my WebQuest to include these strategies; these details would be useful when helping other teachers with designing and implementing similar learning experiences with differentiation in their own classrooms.
Through the process of designing my own WebQuest, I gained in-depth experience with this particular instructional design. Although I had used Weebly to create other websites in the past, it was interesting to use Weebly to create a learning task for my students that was housed entirely online. I tried to include as many design principles as I could that would make navigation easier for my students; however, when I implemented it with my classes after the WebQuest design process had ended, I realized that it still was somewhat confusing for my students. Specifically, students were confused about which links in the Process applied to which question on the Guiding Questions worksheet. I amended the problem by adding this information to the link descriptions, but in the future I will take measures to make sure the navigation does not get in the way of the student’s success with the WebQuest.
This WebQuest was designed to help my students learn about the percussion family of instruments. In the design of the WebQuest, I also created several assessment measures to gauge student learning. First, students would demonstrate their learning with their responses to the Guiding Questions worksheet that asks students to find answers to questions about the percussion family through their research using the provided links and resources. They would also demonstrate their understanding of the percussion family by creating their own original instruments. This would show that they understand what qualifies an instrument as “percussion” as well as how they are made and played. Finally, they would demonstrate their understanding of the percussion family by using technology to create a “commercial” for their new instrument invention that would provide information about their instrument that would further show understanding of the percussion family, such as: How is it played (strike, shake, or scrape)? Is it pitched or unpitched? Who is this instrument made for? (Examples: professional orchestra percussionist, cartoon sound effect directors, elementary school students) Any other details you think are important.
CAST (2012). Universal Design for Learning guidelines. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines_theorypractice