ELDT 6110: Instructional Design

Course description: Instructional analysis, design and evaluation principles and practices; gaining practical experience applying theoretical understandings of instructional design principles and processes such as goal and task analysis, learner and context analysis, instructional strategies, selection and development of instructional materials, and formative and summative evaluation. 

This course is usually the second taken in the program because it dives more deeply into instructional design, which is at the heart of education, training, and development.

Here is some of the content I created in this course:

1. There was a semester-long project wherein we designed an instructional unit. We began with a description of an instructional need, and then we proceeded with an analysis of the learners, the context, and the needed tasks. We then designed the instruction and developed instructional materials, and then we described how to implement and evaluate the instruction. My instructional need was teaching faculty how to conduct student advising such that students graduate on time, learn important study skills, and know how to access helpful resources on campus.

This is the design of a magnet that my instruction would be accompanied by, to remind the learners of the Campus Resources available to students and their contact information.

2. One of the discussions in our class involved the best way to illustrate beginning driving to teenagers. I chose to create the concept map below, differentiating between facts and rules. It was fun and challenging to try to think about sitting in a car seat for the first time and not knowing what everything is, since I’ve driving for XX years (number redacted for vanity reasons).