Theoretical Knowledge in the Field
Interview with a Professional in the Field
Description
This artifact contains a record of an interview with an instructional design professional from the Learning Technology Company. In this interview, I asked questions to understand the concepts, philosophies, and role of instructional design in the business world established from her academic and professional background. It also includes my early thoughts on contributing as an instructional designer to a language educator's perspective in foreign language study.
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Rationale
I learned specific activities as an instructional designer from interviews with a professional at the Learning Technology Company. This interview presents a standard theory and background in instructional design regardless of the type of institution to which they belong. At the same time, she talked about the differences in the philosophies required for instructional designers in the business world and educational institutions. This interview taught me to design instruction from the perspectives of two clients: learners and universities.
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Standard 1: Content Knowledge
Standard 4: Professional Knowledge and Skills​
Bounded Unit of Instruction Design
Description
The Instructional Systems Design course applied educational systems design theory and research to solving instructional problems in various settings. The course capstone assignment consisted of two parts. Part 1 was a design plan for a limited teaching unit working with a partner. Part 2 was a prototype of some steps described in the design plan and was created independently. My partner and I used feedback from our instructors and course peers to refine elements of the preliminary design plan and create a refined final plan. We then create an instructional prototype based on the design plan to convey some of the targeted content. These interactive content elements had to reflect the design elements described in the instructional design plan.
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Rationale
Through this project, I have acquired knowledge of the systematic, systemic, and iterative instructional design (ID) process and the skills to use learning theory as a basis for instructional design. The design plan of the designed teaching unit was advanced along the framework based on the ADDIE principle. Through the design planning of a project in Japanese language teaching, I applied learning theory and design principles to solve educational problems. I demonstrated my grasp of the instruction design process. In addition, I have experienced design development both individually and collectively, collaboratively critiquing and hearing educational design elements. I have pondered the instructional design concepts, procedures, and other methods.
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Standard 1: Content Knowledge
Standard 2: Content Pedagogy
Standard 3: Learning Environments
Standard 4: Professional Knowledge & Skills
Standard 5: Research
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Collaboration Acknowledgement
This artifact was created in collaboration with Hongyan Yang.