Using Zoom in the Classroom
For my project, I chose to create a Self-Guided Instructional Training website. I used components of the ADDIE Model and the process of the Dick and Carey Model to develop and structure my project from the Analysis Phase to the Evaluation Phase. Below you will find my process for each phase, as well as examples and document links.
During the Analysis phase, I identified my goal statement, entry behavior and sub-skills using the Dick and Carey ID Model. I also identified my target audience by using a Qualtrics Survey that consisted of 10 questions regarding their prior knowledge of the software Zoom, their motivation, and their technical ability. Results indicated there was a mixture off moderately familiar to extremely familiar with technology, more than half indicated that a self-training would be more beneficial and they expressed that they would consider using Zoom in the classroom. By recognizing the needs through the analysis phase, it created a guideline for the next phase.
During the design phase, revisions were identified and included in this phase of the process. After categorizing the instructional goal, considerations of faculty suggestions and limitations of the target audience, I constructed 4 terminal objectives to align with the overall goal. I then incorporated Merrill's First Principals of Instruction and Gagne's Nine Events of instruction to design an online environment that considered attention through motivation and effective self-paced modules that would easily guide students through instructional material including; pre-instructional activities, assessments, and follow-through activities to achieve overall satisfaction.
During this phase, revisions were identified and included in this phase of the process. My self-paced online tutorial website was created and the structured navigation was heavily influenced by instructional design theories including; ABC'S R' US Visual Design Theory, Cognitive Load Theory and the ARCS Motivation Theory. All website pages were created with uniformity and ADA Accessibility in mind. My website included; 1 main home page, and 4 sub-pages, 3 instructional guides, 3 instructional videos, 3 Qualtrics quizzes, and other follow-through activities to be reviewed anytime.
Formative Evaluation Phase
During the formative evaluation, an internal review and an external review were conducted. Prior to the one-on-one evaluation, several revisions by the internal reviewer, the instructional design expert, and the technology/content expert were presented, considered and completed. After the one-on-one evaluation was conducted, the participants were provided a Qualtrics link to evaluation the self-paced online tutorial. Results were then analyzed to focus on the clarity, feasibility and the usability of the website shown. Based on most of the responses, there was an overall consensus that considered the instructional website clear, easy to follow and found the material was relevant. Although the feedback was positive, several revisions were suggested to improve the quality of the online tutorial and will be completed during the summer.
Throughout this project, it gave me a better understanding of how to create a functional instructional website, as well as how to manage my skill set to provide all the instructional materials. I also really enjoyed learning about the ABC'S R US Visual Design Principals during the development phase to be able to follow, design and structure instructional materials for my website. One challenge that I had was assuming that I knew everything about my topic from a learner's perspective. Considering myself as an expert user of the software, Zoom, I did not consider the beginner learner when considering what should be developed. I was able to interview faculty during the development phase to make sure all the necessary information was included. After the challenge was resolved, I had a realization of how crucial feedback was in order to be successful in creating future instructional material.
After learning the foundation knowledge of the ADDIE Model in ETEC 544, I was able to utilize the ADDIE Model as well as the structure of the Dick, Carey, Carey Model, along with instructional design theories like the Gagne's Nine Events, Merrill's First Principles of Instruction, Cognitive Load Theory and the ARCS Motivation Theory in my project for ETEC 644. Going through each phase of my project and applying the ID models and theories helped me grasp what is needed to provide quality instructional design work. I feel that there is still more to learn and understand, but at least I have the foundation knowledge to move to the next phase of the program.