Philosophy Statement: My Information: EPI Portfolio

Philosophy Statement

Page Name:

Rich Text Content

Learning Theory and development process

In the instructional designer role, I have utilized the ADDIE process to guide the development of learning products with the emphasis to begin with the end in mind.

As a learning structure, I have based most of my projects on Gagne’s Nine Events of Instruction. The Table 1 illustrates each component of Gagne’s instruction with the instructional strategy utilized in a program proposal created by my team on a project for the development of a Distance Education program for unpaid caregivers of loved-ones with Alzheimer’s disease residing in the Gulf Coast of Florida. The goal of this program is to provide caregivers with effective, web-based, asynchronous instruction on best practices for caring for a loved-one with Alzheimer’s disease.

Table 1 Program Alignment to Gagne's Nine Events of Instruction(Gredler, 2009)

Component of Instruction	Instructional Strategy	Reasoning for Choosing the Instructional Strategy	Example
Gain Attention	Formative Assessment	Curiosity will evoke engagement as the learner considers the dilemma or question. Additionally, the formative assessment will serve as a self-check of knowledge. If a learner is correct, he or she could opt to go to the next module.	A learner views a video of a problem scenario and selects the best strategy for the caregiver. A learner selects from three images of a meal the one prepared correctly.
State Objectives	Module Objectives will be presented as static text at the beginning of the module.	The learners will be told what they will be able to do and know after completing the module. The objective will provide them with the relevance of the lesson when they see how they can utilize the new skills to assist with caregiving.	After completing this module you will be able to apply three effective strategies for bathing.
Elicit Recall of Prior Knowledge	Formative Assessment	The formative assessment will bring forward previous knowledge and will be designed to confront general misconceptions. Adult learners’ experiences are a resource for learning.	A flash interactive where learners sort effective and ineffective strategies.
Present the Stimulus Material	Video	Video footage will be incorporated into the web pages as it is most thorough in communicating real-world scenarios and procedures in conjunction with sound and text. The content will be presented in short chunks in consideration of the cognitive load.	A five minute video explaining how to prepare the bathing environment, possible emotional triggers, and effective strategies for bathing. The video will include a modeled demonstration of how to safely mange a problem situation.
Provide Learning Guidance	Discussion Boards	The AAFGCC will monitor the discussion boards and facilitate group discussions.	A discussion thread with the following prompt: What daily activities do you find the most challenging and what strategies have you found to help you manage the challenge?
Provide Performance Opportunities	Content Interaction	The learner will perform an activity to practice the objective.	A flash-based, interactive illustration of a bathroom where the learner makes adjustments to prepare a safe bathing environment.
Provide Feedback	Feedback from interactive content and quiz questions.	The learning activities will have built-in feedback such as a “Check to see if you are right” button. After each quiz question the learner will receive positive feedback. Immediate feedback will assist in the retention of material.	For an incorrect answer – “Sorry, that was not correct because .... “
Assess Performance	End of Module Quiz	At the end of the module there will be a summative assessment where learners will evaluate their mastery of learning objectives.	Choose from the three images below the bathroom that has been best prepared for bathing.
Support Retention and Transfer	Summary and Discussion Boards	The summary will debrief the critical elements of the module. This will assist learners in reflecting on their learning and organization of schema. The discussion boards will facilitate the internalization of the learning as learners discuss their application of their learning to their care giving roles.	A discussion thread with the following prompt: What advice would you give someone who is beginning to provide care for a loved one with Alzheimer’s?

Learning Experience

I consider the Community of Inquiry model as a framework for a well-designed learning experience. In online learning the elements of teacher-student interactions, student - student interactions, and student-content interactions are each critical . Below is the outline I created for a team project for an online teacher training.

Allow Comments on this Page

Make Comments Public

HTML Editor

[{:section_type=>"rich_text", :content=>"<h2>Learning Theory and development process</h2>\nIn the instructional designer role, I have utilized the ADDIE process to guide the development of learning products with the emphasis to begin with the end in mind.\nAs a learning structure, I have based most of my projects on Gagne’s Nine Events of Instruction.  The Table 1 illustrates each component of Gagne’s instruction with the instructional strategy utilized in a program proposal created by my team on a project for the development of a Distance Education program for unpaid caregivers of loved-ones with Alzheimer’s disease residing in the Gulf Coast of Florida. The goal of this program is to provide caregivers with effective, web-based, asynchronous instruction on best practices for caring for a loved-one with Alzheimer’s disease.  \nTable 1 Program Alignment to Gagne's Nine Events of Instruction(Gredler, 2009)\n<table border=\"1\" cellspacing=\"0\" cellpadding=\"0\">\n<thead>\n<tr>\n<td valign=\"top\">\nComponent of Instruction\n</td>\n<td valign=\"top\">\nInstructional Strategy\n</td>\n<td valign=\"top\">\nReasoning for Choosing the Instructional Strategy\n</td>\n<td valign=\"top\">\nExample\n</td>\n</tr>\n</thead>\n<tbody>\n<tr>\n<td valign=\"top\">\nGain Attention\n</td>\n<td valign=\"top\">\n Formative Assessment\n</td>\n<td valign=\"top\">\nCuriosity will evoke engagement as the learner considers the dilemma or question. Additionally, the formative assessment will serve as a self-check of knowledge.  If a learner is correct, he or she could opt to go to the next module.\n</td>\n<td valign=\"top\">\n<ul>\n<li>A learner views a video of a problem scenario and selects the best strategy for the caregiver.</li>\n<li>A learner selects from three images of a meal the one prepared correctly.</li>\n</ul>\n</td>\n</tr>\n<tr>\n<td valign=\"top\">\nState Objectives\n</td>\n<td valign=\"top\">\nModule Objectives will be presented as static text at the beginning of the module.\n</td>\n<td valign=\"top\">\nThe learners will be told what they will be able to do and know after completing the module.\nThe objective will provide them with the relevance of the lesson when they see how they can utilize the new skills to assist with caregiving.\n</td>\n<td valign=\"top\">\n<ul>\n<li>After completing this module you will be able to apply three effective strategies for bathing.</li>\n</ul>\n</td>\n</tr>\n<tr>\n<td valign=\"top\">\nElicit Recall of Prior Knowledge\n</td>\n<td valign=\"top\">\nFormative Assessment\n</td>\n<td valign=\"top\">\nThe formative assessment will bring forward previous knowledge and will be designed to confront general misconceptions. \nAdult learners’ experiences are a resource for learning. \n</td>\n<td valign=\"top\">\n<ul>\n<li>A flash interactive where learners sort effective and ineffective strategies.</li>\n</ul>\n</td>\n</tr>\n<tr>\n<td valign=\"top\">\nPresent the Stimulus Material\n</td>\n<td valign=\"top\">\nVideo\n \n</td>\n<td valign=\"top\">\nVideo footage will be incorporated into the web pages as it is most thorough in communicating real-world scenarios and procedures in conjunction with sound and text.  The content will be presented in short chunks in consideration of the cognitive load. \n</td>\n<td valign=\"top\">\n<ul>\n<li>A five minute video explaining how to prepare the bathing environment, possible emotional triggers, and effective strategies for bathing.  The video will include a modeled demonstration of how to safely mange a problem situation.</li>\n</ul>\n</td>\n</tr>\n<tr>\n<td valign=\"top\">\nProvide Learning Guidance\n</td>\n<td valign=\"top\">\nDiscussion Boards\n</td>\n<td valign=\"top\">\nThe AAFGCC will monitor the discussion boards and facilitate group discussions.\n</td>\n<td valign=\"top\">\n<ul>\n<li>A discussion thread with the following prompt:</li>\n</ul>\nWhat daily activities do you find the most challenging and what strategies have you found to help you manage the challenge?\n</td>\n</tr>\n<tr>\n<td valign=\"top\">\nProvide Performance Opportunities\n</td>\n<td valign=\"top\">\nContent Interaction\n</td>\n<td valign=\"top\">\nThe learner will perform an activity to practice the objective. \n</td>\n<td valign=\"top\">\n<ul>\n<li>A flash-based, interactive illustration of a bathroom where the learner makes adjustments to prepare a safe bathing environment.</li>\n</ul>\n \n</td>\n</tr>\n<tr>\n<td valign=\"top\">\nProvide Feedback\n</td>\n<td valign=\"top\">\nFeedback from interactive content and quiz questions.\n</td>\n<td valign=\"top\">\nThe learning activities will have built-in feedback such as a “Check to see if you are right” button.\nAfter each quiz question the learner will receive positive feedback.  Immediate feedback will assist in the retention of material.\n</td>\n<td valign=\"top\">\n<ul>\n<li>For an incorrect answer – “Sorry, that was not correct because .... “</li>\n</ul>\n</td>\n</tr>\n<tr>\n<td valign=\"top\">\nAssess Performance\n</td>\n<td valign=\"top\">\nEnd of Module Quiz\n</td>\n<td valign=\"top\">\nAt the end of the module there will be a summative assessment where learners will evaluate their mastery of learning objectives.\n</td>\n<td valign=\"top\">\n<ul>\n<li>Choose from the three images below the bathroom that has been best prepared for bathing. </li>\n</ul>\n</td>\n</tr>\n<tr>\n<td valign=\"top\">\nSupport Retention and Transfer\n</td>\n<td valign=\"top\">\nSummary and Discussion Boards\n</td>\n<td valign=\"top\">\nThe summary will debrief the critical elements of the module.  This will assist learners in reflecting on their learning and organization of schema.  The discussion boards will facilitate the internalization of the learning as learners discuss their application of their learning to their care giving roles.\n</td>\n<td valign=\"top\">\n<ul>\n<li>A discussion thread with the following prompt:</li>\n<li>What advice would you give someone who is beginning to provide care for a loved one with Alzheimer’s?</li>\n</ul>\n</td>\n</tr>\n</tbody>\n</table>\n \n<h3>Learning Experience</h3>\nI consider the Community of Inquiry model as a framework for a well-designed learning experience. In online learning the elements of teacher-student interactions, student - student interactions, and student-content interactions are each critical . Below is the outline I created for a team project for an online teacher training."}]

Rich Text Content

EPI Portfolio