Alignment with Target Learners' Needs:
The instructional design plan effectively addressed the needs of professors teaching online by providing tools and strategies to create engaging introductory course videos using DaVinci Resolve and integrate it within an LMS. The modules were designed for learners to complete the activities while watching embedded videos, following labeled screenshots, or reading step-by-step instructions—for example, the module on creating accessible videos by selecting easy to read fonts and adding captions supported inclusivity and professionalism.
However, after reflecting on the project, I feel that only some learning needs were considered due to a lack of differentiation within the instructional plan's one-size-fits-all pacing. While the design assumed basic technical proficiency, some participants may have needed help with fundamental tasks like navigating DaVinci Resolve's interface. Advanced users may have found introductory content redundant, highlighting a need for differentiated instruction. Incorporating a diagnostic pre-assessment to tailor learners' learning paths would have better addressed the diversity of the participants by ensuring the content met everyone's needs. Data collection is vital in guiding instruction and planning for future adjustments. In the article "4 Practical Skills to Develop the L&D Team of the Future", Wallace states, "L&D Analysts need to build skills in data science to map the collected data against organizational performance in order to measure impact. This data will inform their decisions in training forward." (Wallace, 2020) If my team had access to factual data to review, our instructional decisions would have been more impactful.
Evaluation of Learning Goals:
Goal 1: Open Davinci Resolve's interface and create a new project by naming the file. Identify and access the Media Pool panel in DaVinci by importing the required video, music, logos, and image files.
While we didn't create a specific lesson for this goal within the module, we supported learners by providing a quick tip guide and overview of important DaVinci Resolve vocabulary at the start of the module to review prior to getting into the editing process. The instructional plan also included highlighted photos of the Media Pool and Timeline in DaVinci Resolve to support the quick tip and vocabular guides. These resources also could be printed out or saved for future use.
Goal 2: Arrange and position imported media content within DaVinci Resolve by arranging and positioning raw video, audio, and images on the timeline to create a logical sequence to construct video content. Trim clips, add transitions, and incorporate a video bumper with the university logo and introductory music to create a visually engaging experience.
Through video demonstrations, highlighted and labeled snapshots of DaVinci's interface, and step-by-step written guides, learners can meet this goal visually, auditorily, or kinesthetically. The instructional plan did its best to meet all learning styles. One way this goal would provide better support for learners is by adding a social/collaborative element through end-of-lesson edited learner examples. This training was designed as an online asynchronous learning environment. Even though there were discussions through Padlet encouraged at the end of each module, there could have been more opportunities for collaboration by having learners share their edited product at the end of one or two lessons coupled with discussion and feedback from peers also participating in the training.
Goal 3: Render and export the completed video using YouTube recommended settings and embed it in a Canvas course, ensuring easy access for students.
This goal was well supported for learner success through the labeling of screenshots and the step-by-step guides. Video tutorials would have enhanced the learner experience and carried continuity in the resources provided in module 1, especially for learners who need to observe before completing a task.
Utilization of the Iterative Design Process:
The iterative nature of the design process was pivotal in shaping the final instructional materials. The team thoroughly examined the task analysis and detailed design document throughout the design process to ensure all details were included and that the instructional modules effectively achieved the learning objectives. If this were not a hypothetical situation, improvements would have been made again after releasing the training. Also, a needs assessment would have been conducted, and as a team, different questions would have been asked than what was addressed in the Dr. Mott video. Having a two-person team restricted us to create two modules instead of three. If given a team of three people, module 1 would have included lessons on best practices for including video in an online class and provided a more detailed walkthrough of importing data into DaVinci Resolve.
Reflecting upon the experience has underlined how crucial the iterative design process is in ensuring the instructional materials cater to the learning objectives. Participating in the iterative design process after first submitting the mock-up design would have improved the clarity and usability of the instruction, ensuring it was more aligned with participants' needs. The scenarios, while limited due to constraints like team size and the hypothetical nature of the scenario, also highlighted avenues for future improvement. However, if the team expanded and incorporated further needs assessments, the materials could be enhanced even more, including additional, comprehensive lessons that included scaffolded practice opportunities and interactive collaboration with peers. Participating in this project highlighted the importance of participant feedback in refining instructional materials and enhancing their impact.
Importance of Clarity, Specificity, and Detail in Design Documents:
By producing and reviewing the task analysis and detailed design document, the team was able to conceptualize the instructional mock-up's format and verbiage and team-created instructional guides and multimedia resources. Design documents' clarity, specificity, and detail ensure that others can understand and utilize instructional materials. Even though the team had created these documents, we did a great job detailing our vision so that if another team picked it up, they could get right to work. Explicit descriptions of instructional strategies, multimedia examples, and implementation processes would make it easier for other learning designers or facilitators to modify or expand the program. The design documents for this project were created with this in mind, which helped us to create comprehensive overviews of each module's objectives, activities, resources, and assessment. For example, step-by-step guide was provided in different forms (i.e. video (module 1), word (step-by-step guides), or picture format (highlighted/labeled snapshots)) this supported each module's hands on activities. For the final DaVinci Resolve course project a rubric was provided to ensure that professors' videos met the university's needs. Providing working professionals with useful and relevant trainings that make their lives easier is always appreciated, because the learners time is being valued. In the article "Future Traits of Instructional Design You Should Be Aware Of," Olah states,
"The value of L&D is not in the course content; it's in the experience. It's about making people's lives easier. In fact, the best motivation you can offer is staying out of people's lives with unnecessary courses!" (Olah, 2921)
The work the professors completed in the course would immediately be reviewed and able to be embedded into their course, providing them with a solid product to use for their classes. If this course were truly rolled out to professors at the University of Skaro, the task analysis and detailed design document would serve as valuable resources for any needed iterations or adaptations of the program based on facilitator and learner feedback.
Opportunities for Improvement:
The area that our audience would have asked to be improved would have been to include different learning paths based on individual technology levels. It was challenging to plan for this because we needed more information about our audience's skill levels with technology. A more differentiated approach would have been taken if we had that information. We would have included a beginner, intermediate, and advanced version, which would have better met the diversity of learners' needs. The team would need to create a pre-assessment to help address this before beginning the design process. In addition to improving that piece of the instructional plan, I would have liked to include more interactive knowledge checks within the pages of each module. The more we learn about learners before building the instructional plan and while learners interact with the instructional plan, the better. In the article "Future Traits of Instructional Design You Should Be Aware Of," Olah describes the importance of knowing your audience, "The more you know about your audience, the more empathy you gain, which leads to more realistic and better experiences." (Olah, 2021) In addition to creating different learning paths, if learners were advancing or needed remediation, this could be addressed throughout the training, and the learner could be redirected in real time to the most appropriate learning path for them. This training was designed more as a one-size-fits-all program. If our team had been given more time, data, and resources, we could have implemented these changes to the instructional plan, which would have better addressed the diversity of learning needs within the group.
Conclusion:
This instructional design project gave me a real-world, hands-on application of being a learning designer. After completing this project, I gained a stronger understanding of the design process, project management, and the importance of collaboration within the field of learning design because, as a team, my partner and I worked to combine our ideas and goals for this project into one vision. This project taught me the value of the iterative design process and the importance of creating clear and detailed design documents. Participating in this project's reflection highlighted my strengths as a learning designer and areas to pay more attention to next time. For example, the importance of having data throughout the design process so that the learning environment is created effectively for training participants and utilizing different technologies to encourage more collaboration and interaction to improve learning engagement, feedback/support, and motivation. Having the opportunity to participate in developing an instructional program has expanded my confidence in many ways. I am more comfortable taking risks by experimenting with new technology, I feel less self-conscious sharing my ideas while working on a creative project, and I realized I have the skills needed to create video and print resources for others. This project was an engaging learning experience that has helped me grow as a future learning designer.
References
Dickens, B. (2018, June 27). The future of instructional design: Experience design. Training Industry. https://trainingindustry.com/articles/content-development/the-future-of-instructional-design-experience-design/
Olah, Z. (2021, May 12). Future traits of instructional design you should be aware of. eLearning Industry. https://elearningindustry.com/future-traits-of-instructional-design-aware
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