PROJECT GOAL: Working with a team of instructional designers, our goal was to teach specialized content to University of Alabama at Birmingham’s School of Education (SOE) faculty in an e-learning setting.

PROJECT CLIENT: UAB School of Education

PROJECT DATE: January 2019

Using The Systematic Design of Instruction by Dick, Carey, and Carey as a cookbook, my team was determined to equip UAB SOE faculty with certain e-learning intellectual skills.

Clark and Mayer’s E-Learning and the Science of Instruction served as the point of reference for this project’s subject matter.

Phase 1: Front-End Analysis

(Goal Analysis, Sub-skill Analysis, Entry-level Skills analysis, Learner Analysis, Performance Context Analysis)

For this project, we conducted a front-end analysis of the UAB SOE Faculty and their learning/performance contexts. Due to having limited access to the learners, we heavily relied on the Subject Matter Expert (SME) to provide information pertinent to the front-end analysis.

LEARNER GROUP: UAB School of Education Faculty

PERFORMANCE CONTEXT: Canvas Learning Management System (LMS)

The following document contains the details of the learner and performance context analyses.

Learner and performance analyses

INSTRUCTIONAL GOAL

Inside of the Canvas online learning environment, UAB (SOE) Faculty will be able to use Canvas’ features to:

describe the goal of e-learning,

identify the promises and pitfalls of e-learning,

describe effective e-courseware,

recognize how people learn,

describe proper instructional methods for learning in e-lessons, and

explain how evidence-based practice impacts e-learning programs.

INSTRUCTIONAL ANALYSIS

(Goal Analysis, Sub-skill Analysis, Entry-level Skills analysis)

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Phase 2: Instructional Strategy

(performance objectives, sample assessments, instructional sequence, practice/feedback)

Performance Objectives are written statements that function as the benchmark for learner mastery. They are the standard that instructional designers use to justify their design decisions, and they direct the evaluation of the instructional unit’s effectiveness. Performance objectives consist of: measurable criteria, conditions for performance, and the behavior/skill that is to be acquired.

View the following gallery for some samples of this project’s terminal and performance objectives, and assessment examples:

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Phase 3: Instructional Material development & Implementation

canvas course

Our course was sequenced and chunked, and delivered inside of the Canvas LMS. In order to promote engagement, e-learning principles (i.e. modality principle, multimedia principle, etc.) were leveraged and presented in a self paced, learner-centered format.

In the following videos, I provided voiceover coaching, motion graphics, graphic design, scriptwriting, and video editing: