LDT 530 Learning Media Design – University of San Diego
When I was appointed lead instructor of this course, I conducted extensive revisions to the existing course to make it more student-centered. One of the main revisions I did was revamping a group assignment that previously took place in a single week to span four weeks, giving students time to gel as a group and to better scaffold the group project deliverables. While this is an online and asynchronous program, students work full-time and usually have caregiving responsibilities. Finding time to meet alone is difficult for each group. Completing the group project in a single week was exceedingly stressful for students.
Group Project Before and After
Before: Group Project in One Week
Module 4: Group Project
- Live group meeting: Discuss what VPATs are and how to use them
- Compare Section 508 report and VPAT for Microsoft Word
- Using VPATs, compare accessibility of three elearning tools
- Due Day 7 of Module 4:
- Provide a report on what you learned, including which of your three tools is most accessible (final deliverable)
- Individually, write a report on your experience working in a group (individual deliverable)
After: Group Project Over Four Weeks
Module 3: Group Project Part 1
- Collaboration Contract (turn in contract)
- Schedule group meeting
Module 4: Group Project Part 2
- Live group meeting: Discuss what VPATs are and how to use them (turn in meeting summary)
- Assign roles and duties for final deliverable
Module 5: Group Project Part 3
- Report: Using VPATs, compare accessibility of three elearning tools (final deliverable)
Module 6: Group Project Individual Report
- Journal entry on experience (individual deliverable)
Other Assignment Innovations
In Module 2, you’ll see an example of an Accessibility Advocate Journal assignment, which is a recurring assignment I added to the class to encourage students to reflect on their learning.
In Module 4, I designed and added the assignment on Writing Good Alt Text, and I redesigned the infographic assignment instructions and resources for clarity.
In Module 5, I designed and added the discussion on using AI to develop rubrics.
See Sample Modules in Canvas
View Modules 3 through 5 on Canvas (create a free Canvas account to “enroll” in the course).
IDT 505 Foundations of Instructional Design and Digital Authoring Tools – California State University, Fullerton
This is a course I regularly taught at Cal State Fullerton for their M.S. in Instructional Design and Technology program. I was the lead instructor on this course for several years and made major revisions to it over time.
In IDT 505, students learn the basics of instructional design and adult learning principles, and work towards creating learning objects in Articulate 360.
My teaching and design philosophy for this course was to facilitate hands-on learning as well as build community via peer-to-peer learning.
View the full course on Canvas (create a free Canvas account to “enroll” in the course).