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What I learned in ETEC 644?

      ETEC 644 further mentions details about ADDIE model processes and instructional theories compared to ETEC 544 that students would be able to finish each process of the work. For my project, it gave me the opportunity to guide college students on how to select efficient smartphones. The main purpose of the project was to assist college students in understanding what the main components of smartphones are. Below is my work for the ETEC 644 design project.

 

  • Analysis

      From my analysis document, the most important part was that I found relevant articles that helped me to understand the features of three different groups of smartphone users: general mobile users, mobile photographers, and mobile gamers from the literature review. I searched for a smartphone website and reviewed the Q&A. I found out what kinds of specifications of smartphones are efficient for each group. Refer to the analysis document below.

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  • Design

      From my design document, I used better performance words to write three learning objectives that clearly mentioned the importance of the specifications of smartphones based on what each smartphone group needs through the training. I also utilized the ARCS model as my teaching strategy to help each smartphone group realize the application and specification of each component based on selection media and content structure. The most important part is that I would create practice tests, satisfaction surveys, and grading rubrics for post-assessments at the end of the training. Refer to the design document below.

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  • Development

      From my technical aspects, I used a free web development platform (Wix.com) to develop an instructional website for each smartphone group to understand the importance of the specifications of smartphones based on their needs. To my design document, I added the ARCS model, Merrill's first principles of instruction, ABC’RUS visual design principles, and the cognitive load theory as instructional design theories to integrate my teaching methods in the training. Through creating the storyboard and flowchart from the design phase, I created efficient teaching materials for delivering the training.

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  • Implementation

      We did not practice this part in this class.

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  • Evaluation

      In this class, we only focused on formative evaluation in the evaluation phase. I interview an information technology expert and applied one-to-one evaluation from my formative evaluation project to gather data through the students’ and an IT expert’s feedback. I also provided the online quizzes, course satisfaction surveys, and interview items which were to make judgments about the overall teaching environment and students’ understanding of specifications of smartphones and reflection at the end of the training. Refer to the formative evaluation document below.

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How will these design skills influence my future career?

      The design experience from the ETEC 544 and 644 courses helped me form basic knowledge of how to apply the ADDIE model processes and instructional design theories for designing a course and training. I will use instructional design theories and the ADDIE model to incorporate technology tools for creating effective teaching and learning environments at educational institutions or corporations. To become a successful instructional designer or web developer, I must collaborate with faculty or employees to make efficient instructional materials accessible for meeting the instructional goal based on instructional design models and theories.

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Sample Work in ETEC 544

Please click the “ETEC 544 project” or “Design home page” button to see my ETEC 644 project or design home page below:

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