Reflections on the IDT Program

There are five program outcomes for UC's IDT masters' program. Like any well-designed curriculum, the value of the learning outcomes is apparent to the student (myself) and produced tangible results. The following is how the outcomes impacted me as an Instructional Designer.

Apply learning theories and sound pedagogical practices to the instructional design and development process

The application of theory and pedagogical practices has been constant theme throughout my experience in the IDT master's program. The course that I feel like I gained the most insight from was the Learning Sciences and Technology course and the final project I developed for it, 4C/ID for Your UDL. This project had me examine a learning problem, consider which learning theory would be conducive to addressing the problem, and which instructional design model would best help learners to overcome the learning problem. This was an exercise in brute-force backwards design.

During the design process my original proposal (for the solution to the learning problem) was based on a few, subconscious assumptions and biases. Revisiting the proposal, I forced myself to look at every aspect of the problem critically before determining what would be the best option to move forward with, regardless of if it were what "my gut" said or not. Backwards design is not a new concept, or one I am unexperienced with, but this project showed how easy it was for bias to creep into the design process, even when you are aware of and actively trying to avoid it. I scrutinized every element of the design process and as a result had developed a project I feel, with a high degree of confidence, would address the original learning problem. The backbone of this success was following the theory and applying what it suggested.

Apply a systematic process to design instructional strategies that meet identified learning contexts and needs

The Evaluation Plan (as part of the Master's Project course) had me applying the Dick and Carey Model of Instructional Design to the evaluation process. While the Dick and Carey Model is not dissimilar to the ADDIE system I had been familiar without outside of the IDT master's program, it was more detailed and specialized to the addressing the needs of learners. While I had experience soliciting learner feedback, and revising learning materials based on quantitative results, the Dick and Carey Model added a structure to the process. It highlighted what information would be valuable, and what were the best methods for obtaining that information. The Dick and Carey Model helped to inform each step in the evaluation and ensure that the results included the formative feedback I was looking to collect in the evaluation.

Create authentic, technology-mediated learning experiences

As is a reoccurring theme throughout the program, many courses had me developing technology centered learning materials. The Designing Blended Online Learning course had perhaps the most authentic experience. The learning materials developed for the course and the use of the Canvas LMS, was a helpful exercise in bridging the gap between theory and application. The materials were appropriate to support learners achieving the desired outcomes, and made use of the benefits (and shortcomings) of the tech used. This course helped to reinforce the idea that technology is a tool and how it is used is equally as important as what it is capable of doing.

Evaluate learning technologies and strategies using a variety of methods

In regard to authentic experiences, the Universal Design for Learning (UDL) course was perhaps the most impactful. This course included the first internal reflections on the Learning the Railroad Track Method (LRTM) eLearning Object, analyzing it's accessibility, and making changes to better align with the UDL guidelines. While I had used UDL as a guide for developing learning materials in the past, this was my first formal, structured approach to evaluating an existing learning object.

Analyze current research and emerging trends in the area of learning technologies

Educational Game Design was a course I had wanted to take particularly to receive guidance and insight on the trend of educational games. The course not only discussed the mechanics behind the game aspect, it's validity as a means for teaching, but also how they can incorporate learning theories and instructional design models. From my own experience, educational games still hold a certain stigma for not being either educational or fully a game. The discussions, current writings and research helped to inform my view of what is possible for educational games and why some miss the mark, while others are successful.