Introduction to Instructional Design (EDTC 5753)

In this assignment, I was asked to present a problem I was facing in my day-to-day teaching experience (specifically, a problem with technology) that I felt could be solved through the creation of a course that would teach learners about the problem and how to fix it. As this was one of the first Educational Technology courses that I took at OSU, in August 2020, I chose to write about the problem I was frequently seeing in my teaching context of many teachers feeling unsure and not confident of their skills in digital conferencing tools such as WebEx. I presented the problem, as well as my audience/learner analysis and context/environment analysis in this paper.

For this assignment, I took the problem and course focus that I had identified in the first assignment and was asked to build out a tentative course map to see if my idea could become a full-fledged instructional course. In the slide above, you can see my initial design for my course "Active Learning in Online Environments", which was intended to instruct educators on how best to incorporate virtual tools that best fit their students' instructional needs into their virtual classroom environments. 

For this assignment, I was asked to re-examine my initial course map from IDA #2 and come up with embedded assessments for each enabling objective that would appropriately test if a student had learned the content they were intended to have learned from the coursework for that objective. Additionally, I was asked to present learning objectives that would push into each enabling objective, which can be seen in the light pink circles underneath each assessment circle. 

In IDA Four, I was asked to fully plan out what a lesson in my course would look like in practice. For my planned lesson, I decided to focus on a class day where students in the course (teachers) would be learning how to utilize grouping tools within the digital conferencing platform WebEx. As can be seen from the lesson linked above, the day would progress through a opening activity, a mini-lesson on how to use the tools, a work session where the students would get to practice the tools, and would end with a closing activity. This lesson plan activity really gave me the chance to consider how I could effectively teach learners about the tool in a way that would be efficient and helpful to them.