Competency 3

Artifact 3.1 – EDCI – 672 – Case Analysis 4 – Iris Daniels

Artifact 3.2 – EDCI – 569 – Paper Prototype – JJS Code of Ethics

Artifact 3.3 – EDCI – 566 – Digital Job Aid – Human Trafficking Digital Identification Guide

Artifact 3.1 – EDCI – 672 – Case Analysis 4 – Iris Daniels – In this paper I analyzed a case about an international consortium working together to develop new online software training courses. The challenge of the case was that due to varying cultural differences, the various members of the consortium could not come to an agreement on the design and development of the online courses.

Artifact 3.2 – EDCI – 569 – Paper Prototype – JJS Code of Ethics – This was a paper prototype for the first of a number of online policy and procedure training for the Utah Division of Juvenile Justice Services. The purpose of this training is to create accountability for the individual employees of the Division, by holding them responsible for completing the training and understanding the policies and procedures.

Artifact 3.3 – EDCI – 566 – Digital Job Aid – Human Trafficking Digital Identification Guide – This job aid was created for the Utah Division of Juvenile Justice Services as a way to assist staff in identifying potential victims of human trafficking.

I believe all three of the artifacts identified demonstrate my ability to effectively communicate both orally and in writing. Whether it is by analyzing a case study and identifying potential solutions to solve the problem, laying out an instructional design plan that includes a full analysis, learning objectives, assessment items, and a full storyboard and wireframe, or communicating the various warning signs of human trafficking in a simple format that is quick and easy to use. In each of these examples I was able to clearly lay out my thoughts, regarding the material, in a way that is both comprehensible to the reader and details everything needed, without being overwhelming. Specifically, you can note my effective oral communication skills through the narration in the storyboards for my paper prototype. They were written in the same way they were later recorded, demonstrating my ability to effectively communicate orally.

Artifacts 3.2 and 3.3 both do an excellent job of demonstrating my ability to effectively communicate content through learning activities that integrate content and pedagogy. In both artifacts, I apply the principles of instructional design to create instructional products that would best communicate the course material to the learners. In artifact 3.2, you can directly see how I laid out my instruction to account for multimedia design principles, and I followed the Dick and Carey instructional design model by performing analysis and developing learning objectives and assessment tools prior to moving on to design my storyboard and wireframe. In artifact 3.3, you can see a fully developed job aid that was designed to help staff quickly and effectively identify potential victims of human trafficking. Both of these artifacts were directly created to help communicate course content in the most efficient manner possible, while still being effective at teaching the necessary content to the learner.

Artifacts 3.1 and 3.3 both revolve around creating instruction and assessments that address the needs of diverse learners. In artifact 3.1, I analyze a case study of an international instructional design project aimed at helping learners from around the globe learn new software through an online course. In this case study, I had to come up with at least 2 potential solutions for addressing how to create and communicate the course material to an international audience. This is definitely not an easy task, but I think this artifact demonstrates my ability to think outside the box to solve real-life cultural challenges that are faced by every instructional designer. As for artifact 3.3, I think this demonstrates my ability to communicate knowledge under diverse constraints. I had to create a job aid that would be effective at identifying potential victims of human trafficking, but would also be compact while delivering a lot of information. The entire job aid is condensed into a 5-page walkthrough guide that is simple to follow and allows the learner to quickly use it anywhere by being available on the Divisions intranet.

Being able to effectively and efficiently communicate knowledge is the crux of the instructional design field, and something I believe all instructional design professionals must be able to do. For me personally, I strive to continue learning how to best design and develop instruction according to evidence-based practices. For me, it isn’t just about being able to communicate knowledge but to be able to communicate it in the most effective manner possible. I hope to continue researching instructional design best practices by attending conferences, reading through instructional journals, articles, and papers, and continuing to conduct my own personal research. This is something I plan on continuing to do well after finishing up this program, and as I move forward in my career. It’s one’s strive to better one’s self that is going to continue pushing us towards excellence.