Ginger Moore

Instructional Design Reflection

EDUC 767
Portfolio Project Reflection
I.
Instructional strategy selection and justification
I started this project with the end in mind. My day job is a
classroom teacher for middle and high school. While there
are differences between teen and adult learners, the
design principles are very similar understand what the
learner should know at the end of the lesson. Backwards
design allowed me to think about those goals and then to
create the steps to get there.
Thinking about how to teach adults unemployment
insurance adjudication, I decided to focus on the basics.
First, what is adjudication. Second, what types of
separations are there, and then finally, how to determine
whether a claimant will be paid. I started with definitions,
then a base-level knowledge check for understanding,
which is also a bottom-level Blooms activity. The next step
required application of those definitions, so I designed very
short real-life scenarios for the learner to apply their new
knowledge. As a final assessment, I had the learner not
only apply but justify their knowledge by determining
separation type and whether to allow or deny benefits.

II.

In sum, by building on a base level of knowledge, the

adjudication process should be a fairly simple step-by-step
flow of learning application. If by the end of the training
the learners still isnt sure what types of separations
occurred, they can return to that part of the training and
try again.
Decisions made along the way with the design
I made many decisions along the way. First, I needed to
think about how to make as small of chunks as possible for
learning. Because this can be a fairly dry topic, it was
important to me to design a training that kept things painfree and simplified. Next, I had wanted to show videos of
real-life scenarios for learners to evaluate. However, after
some contemplation, I thought that might be taking this
particular RLO a bit far. That might be better for a next
step. In this case, my design of the learning and
assessments scaffolded each scenario to give clues to the
learner about what decisions to make. Real-life scenarios

might not have those clues, and so I decided that for a

beginning course things should be more apparent and
transparent. I kept reminding myself of the fact that this
was supposed to be an introduction and not necessarily a
training for mastery.
III.

IV.

V.

VI.

Accessibility components taken into consideration

and employed
I tried to incorporate as many 508 components as possible.
Where there is text, I narrated. There are navigation
buttons, narration, repetition of activities for learners. I
also made the choice to keep images as simple as possible
to avoid the need to explain them. I used high contrast
fonts and background colors to aid in visualizing them
material as well.
How interface design and visual design principles
were incorporated
I come from a cartography background, so my visual
designs were based on that. In cartography the key is
contrast and simplicity. I chose to use a significant amount
of white (or gray or blank) space. This visual decision also
helped me to keep chunks of information small. My color
scheme was white and dark gray. There are some cartoons
and images to help guide the learner as well. I kept
buttons in the same color scheme and tried to be as
descriptive as possible in designing the table of contents
and navigation through slides.
Assessment methodology: What and Why?
I used three types of assessment. First, and for the lowestlevel Blooms, I used matching. Next, I used multiple
choice for application. Then, I used fill-in-the-blank when
the learner was choosing whether to allow or deny
benefits. Even though there was only a dichotomous
choice (allow or deny), I wanted the learner to practice
coming to that conclusion on their own and literally coming
up with the words. As an adjudicator it will be their choice
alone to create and justify. Finally, I used another fill-in-the
blank for the final assessment but added an additional
decision to be made. Again, I wanted new adjudicators to
take ownership of their new decision-making by typing in
responses rather than choosing one that the program
provided.
Results of usability test and subsequent changes
based on feedback
My partner, Teresa, had very good feedback from the
usability test. She helped me to identify some glitches I

VII.

was unaware existed. Because a couple of buttons were

jumping in Captivate and some images were
disappearing I spent several hours trying to troubleshoot.
I tried absolutely everything I could think of. Finally, with
the disappearing images solved, but the jumping buttons
refusing to remain still in spite of numerous, numerous
attempts to problem-solve, in the end I removed those
buttons. Since I removed the buttons I had to re-record
several slide instructions, too. I worry that the continuity of
having a few slides without buttons will be disrupted, but I
truly could not solve this problem alone. In the real world,
Id hopefully have colleagues or access to discussion
boards, or other resources to use. Or, I may have removed
buttons from the entire RLO and instead relied on the
navigation at the bottom of the screen entirely.
New insights into competencies for instructional
designers
I have many new insights. I would love to have more
chances to design RLOs that incorporate higher-tech
applications. As a new Captivate user, it was a little
frustrating to have an idea and have to go through so
much learning of my own to attempt to implement it.
Instructional designers must not only have expertise in the
curriculum design element, but they must be software
problem-solvers. I can see why it would be very useful to
have an instructional design team that included an ID
manager as well as a technical expert. I find that as of
right now, my strength is in the former skill, but Im excited
to learn more about the technical aspects.

Professional Growth and Reflection on CBT Design

I.
What are some significant ways in which you will
expand the use of CBT in your current position?
In my current profession I dont really have the opportunity
to use my own CBT. I am tempted to create an RLO for a
basic grammar concept in my French I class, just to see
how it goes. Most of the CBT I facilitate for students was
created by someone else and is part of a Common Core
State Standard approved curriculum. However, I think if I
spoke with my principal he would approve of my adding in
some of my own CBT as well.
II.
What were the most valuable concepts/ideas gained
during the course?
So many. Its easy for me to consider accessibility in a
face-to-face classroom setting. I think its actually more
challenging for CBT. For example, some learners need
tangible and kinesthetic activities. I know these exist in
CBT, but I dont have the ability to create them yet
beyond the basic interactions of my first RLO. Its
something I will think about more and more. Next, which is
related, I realize how important software experience is to
effective design. Finally, chunking. In the classroom, I use
very small chunks and almost constant formative
assessment. For some reason, though, I was tempted to
put too much information on slides even though I
understand that its not best for the learners. I will keep
working on those small bites of information for computerbased learners. Learn, practice, assess. This simple
process seems to apply to in-person and computer based
learning.
III.
What was the most valuable, most fun, or most
interesting activity during the course?
I enjoyed having the opportunity to use two CBT formats
Udutu and Captivate. Adding those to my resume is a very
valuable thing to me. Also, I am glad to have a Weebly
site. At the end of these courses, I will change it around a
bit into a personal eportfolio to show to potential
employers. Its fantastic to have built that step-by-step
over the last few months.
IV.
How will this course impact your instructional
design?
I will continue to think about the desired outcome during
the design process. I will also think about how to make
more engaging and interesting RLOs for learners. Im

V.
VI.

inspired to learn some of the fancier aspects of Captivate,

and I would also like to learn Storyline. This course, in
conjunction with the two preceding classes, has given me a
bigger picture of the whole design process. Im very glad
to have learned about the computer-based aspect of the
profession.
What questions/concerns do you have about
designing and developing computer-based training?
How can I gain more experience?!
Where will you go to answer these
questions/concerns?
I can look into adding them to my current job. Also, once
Ive completed this certification program, I may take some
classes through Adobe. Or I may simply spend more time
on Lynda.com tutorials to teach myself as much as possible
about Captivate. I will try to create at least one more RLO
to put on my eportfolio.