Capstone: Program Reflection
Program Outcome 1:
Apply learning theories and sound pedagogical practices to the instructional design and development process.
The Introduction to GMP course was designed to follow Keller’s ARCS model. Each module included a unique media product and activity with a focus on Attention, Relevance, Confidence, or Satisfaction. Designing content with an end goal of motivating learners to succeed and own their learning journey is crucial, and this project allowed me to intentionally focus on different pillars of Keller’s model.
During the Assessment Portfolio project, ten formative and summative assessments were developed for a module about authoring controlled documents. The Backward Design framework was used to plan each assessment. Controlled document authoring in my industry rarely receives dedicated training sessions or materials, so development of assessments was challenging at first. I began with the question, “what does the learner need to be able to do independently?” From here, I was able to determine what the learning objectives for each module must be to achieve these goals.
Before this program, I wrote assessments or training materials to ensure learners could provide correct answers or results to the task at hand. However, studying and applying the underlying theories is crucial to a positive learning experience. Today, I use Backward Design to determine learning objectives and activities in my current role, which has helped create a more informed training program.
Program Outcome 2:
Apply a systematic process to design instructional strategies that meet identified learning contexts and needs.
The final capstone project built upon skills I developed throughout the program. I conducted an evaluation of a past project to determine how well it met the needs of learners. To ensure feedback was as accurate as possible, I ensured each participant aligned with the target audience of the material. Potential learners were filtered out by role or job location to ensure strict adherence to pre-determined criteria. Feedback from the target learner is necessary to determine strengths and shortcomings of a given module.
Throughout this program, nearly every project has benefitted from peer and instructor review and feedback. These reviews have helped turn drafts and prototypes into full-fledged learning modules that meet the needs of learners. Most of my peers are educators, and seeing their honest feedback has shown me how I can continue to evaluate future projects.
Program Outcome 3:
Create authentic, technology-mediated learning experiences.
Throughout this program, I modified and improved content that was developed in early semesters.
The UDL Final Project required full rework of a short training created in Articulate Storyline. The finished product adheres to UDL requirements and is accessible to a broader audience. I included interactive elements, imagery and audio, guided instructions, and expanded content to meet these requirements.
My Assessment Portfolio also demonstrates my ability to create authentic learning experiences, formative assessments, and summative assessments. I developed a five-module course on the requirement for authoring controlled documentation. For each module, I developed objectives, sourced learning materials related to each topic, and created formative and summative assessments for learners to demonstrate their understanding. Each assessment included a technology-based activity or task, the external link, and the purpose and scaffolding in the course map.
Additionally, the Introduction to GMP Canvas course required a different technological focus for each module. For this project, I was able to record and edit instructional videos, script and record podcasts and screencasts, and develop my own worksheets and learning materials for learners. I have since refined these skills and can confidently create materials that blend technology and assessment.
Program Outcome 4:
Evaluate learning technologies and strategies using a variety of methods.
The evaluation of the Good Documentation Practices module for my capstone project provided me with the opportunity to trial a training module with my target audience and make modifications based on their feedback. During this process, I conducted interactive think-aloud sessions with participants as they completed the module. Errors, bugs, inconsistencies, and areas of improvement were noted. Participant feedback was analyzed to determine the overall effectiveness and technical ability of the module.
This evaluation plan provides instructions, worksheets, and methods for administering regardless of prior GDP knowledge. Data analysis is also outlined in this plan document. This ensures any potential evaluator could conduct identical sessions, collect responses, and analyze data consistently.
During my final UDL project, I was able to analyze a previous module against standard UDL guidelines. After finding several gaps, I chose to complete a full redesign to ensure the module was more accommodating and accessible for learners.
Program Outcome 5:
Analyze current research and emerging trends in the area of learning technologies.
Throughout this program, I have reviewed research on learning theory and how instructional design and assessments can improve learning outcomes. I also familiarized myself with emerging trends and software to ensure my skills remain current for the modern learner.
The final capstone project challenged me to find emerging trends on learning technologies that aligned with my artifact. I identified resources that spoke to the importance of data integrity training, as well as the most effective ways to ensure materials meet the needs of learners.
The evaluation plan and its purpose were supported by evidence to ensure a thorough evaluation process. Data, feedback, and direct observations were analyzed to identify any changes required.