Theoretical Knowledge in the Field
Artifact One: Framing Your Experience to Match Job Descriptions
Description: I created this microlearning module for The Rumie Initiative. The target learner is anyone seeking a change in careers and preparing for a job interview. The goal is to provide meaningful content to learners on the go, substituting learning opportunities for time spent browsing social media.
Rationale for Inclusion: I designed this module following Merrill's First Principles of Instruction, demonstrating an authentic real-world problem for the learner and engaging the learner through task-centered content. By using a relatable scenario and telling the story of Eric's approach to framing his experience, I gave the learner a framework for applying the concepts discussed. The module design aligns with AECT standards because it is based on the application of proven learning theory despite the limitations of self-paced, asynchronous learning.
AECT Standards:
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Standard 2- Content Pedagogy
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Standard 3- Learning Environments
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Standard 4- Professional Knowledge and Skills
This image shows how I used scenarios to embed the learning in a realistic context to support relevance and transfer. Meet the fictitious Eric who has a work history, career goal, and task.
This graphic demonstrates the process of guiding "Eric" through a job posting and the keywords he should identify. I provided the learner a concrete example of the process of extracting key words from job postings. After designing this job posting as an image, I studied accessibility and learned to avoid using significant text on images in the future.
In this graphic, Eric's skills are matched with skills from the job posting. This microlearning module can be accessed at any time to serve as a "just in time" job aid for learners as they apply for jobs.
Artifact Two: Gagné’s Critique of Food Safety Transport Training
Description: In this assignment for IT 570, I chose to critique the assigned module through the eyes of Robert Gagné. His Nine Events of Instruction are particularly well-suited for online learning outside of higher education and for workplace learning in which learner-learner interaction may be limited.
Rationale for Inclusion: This critique demonstrates my ability to apply Gagné's Nine Events of Instruction to analyze the success of instruction. I was able to identify failures and successes of the design module. This artifact aligns with AECT standards by demonstrating my commitment to a sound theoretical framework in instructional design.
AECT Standards:
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Standard 2- Content Pedagogy
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Standard 3- Learning Environments
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Standard 4- Professional Knowledge and Skills
This graphic conveys my recommendation for improvement in chunking for better long-term storage.
Artifact Three: Critiquing the Signature Assignment
Description: This critique was an assignment for IT 566. I selected the final assessment from a free Massive Open Online Course I had taken on Instructional Design. The course was well-done, but the Signature Assignment was not aligned with the objectives and learners would have benefitted from a rubric for clear communication of expectations.
Rationale for Inclusion: I included this artifact to demonstrate my understanding and analysis of best practices in alignment, learning objectives, and assessment. The critique also conveys my ability to recognize the need for changes, identify the weaknesses, and make recommendations. The artifact aligns with AECT standards by conveying my application of content pedagogy to the align objectives and assessments.
AECT Standards:
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Standard 1- Content Knowledge
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Standard 2- Content Pedagogy
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Standard 3- Learning Environments
This diagram demonstrates objective one as revised and aligned with the assessment item.