INSTRUCTIONAL DESIGN
FOR
DIGITAL LEARNING
WRIGHT STATE UNIVERSITY
Bret's E-Portfolio of Instructional Design
Welcome!
Welcome to my Instructional Design overview page. This site was created using Weebly website creator. This page features links located on the left ribbon that contain individual courses, workshops, and associated content required to complete a Master of Education (M. Ed.) in Educational Technology deeply rooted in modern Instructional Design principles.
Below are summary descriptions of each course with the course title linked to each individual page. I hope you enjoy this web page and it's associated content as much as I have creating it.
Welcome to my Instructional Design overview page. This site was created using Weebly website creator. This page features links located on the left ribbon that contain individual courses, workshops, and associated content required to complete a Master of Education (M. Ed.) in Educational Technology deeply rooted in modern Instructional Design principles.
Below are summary descriptions of each course with the course title linked to each individual page. I hope you enjoy this web page and it's associated content as much as I have creating it.
How to Use This Site
1. Select a course title below that links directly to it's associated workshop page.
2. Select a course title on the left tool ribbon. You can also view course sub-pages by hovering the cursor over each course title.
1. Select a course title below that links directly to it's associated workshop page.
2. Select a course title on the left tool ribbon. You can also view course sub-pages by hovering the cursor over each course title.
About the Author
Hello! My name is Bret. I am a 2017 graduate of Wright State University graduate with a Masters of Science in Leadership Development (MSLD) and a 2018 graduate with a Masters of Education (M. Ed.) in Educational Technology/Instructional Design.
I currently work for the National Air and Space Intelligence Center at Wright Patterson AFB, Ohio as an Innovation Analyst. I am also a retired Chief Master Sergeant and veteran of the Ohio Air National Guard with 35 years of combined civilian and military service.
Hello! My name is Bret. I am a 2017 graduate of Wright State University graduate with a Masters of Science in Leadership Development (MSLD) and a 2018 graduate with a Masters of Education (M. Ed.) in Educational Technology/Instructional Design.
I currently work for the National Air and Space Intelligence Center at Wright Patterson AFB, Ohio as an Innovation Analyst. I am also a retired Chief Master Sergeant and veteran of the Ohio Air National Guard with 35 years of combined civilian and military service.
In April 2018, I was selected as the Instructional Design Graduate Student of the Year for the Wright State IDDL program.
I was humbled by this award which would not have been possible without the world-class guidance and care provided by the IDDL program advisors, combined with unprecedented peer support and feedback received in each class throughout the program.
I was humbled by this award which would not have been possible without the world-class guidance and care provided by the IDDL program advisors, combined with unprecedented peer support and feedback received in each class throughout the program.
Master of Education (M. Ed.) - Educational Technology/Instructional Design
8100 Series Courses - Application of Instructional Design Technologies
EDT-8110: Learning in a Digital World
Content Summary
The “Big Idea” of this course is to teach adult learners about the most common learning myths, proven learning strategies, and suggestions for learning strategy implementation within your own organization or personal development (Brown, P. C., Roediger, H. L., & McDaniel, M. A. 2014).
Key Assignments
1. Create a learner centered teaching online workshop.
2. Create a How to Make Learning Stick online workshop that incorporates Quizlett assessments.
Reflection on Learning
EDT-8110 is the first class in the Instructional Design program, regardless if it's the IDDL-1 certification program or the M. Ed. in Educational Technology. This class introduces students to the labor intensive but rewarding tempo of WSU instruction design classes that repeat themselves throughout the program. This class in particular not only introduced me to the theory of deep, long lasting learning, but was combined foundation of all instructional design classes, including website development and content including appropriate image selection, aesthetic design, chunked content, and website accessibility.
Content Summary
The “Big Idea” of this course is to teach adult learners about the most common learning myths, proven learning strategies, and suggestions for learning strategy implementation within your own organization or personal development (Brown, P. C., Roediger, H. L., & McDaniel, M. A. 2014).
Key Assignments
1. Create a learner centered teaching online workshop.
2. Create a How to Make Learning Stick online workshop that incorporates Quizlett assessments.
Reflection on Learning
EDT-8110 is the first class in the Instructional Design program, regardless if it's the IDDL-1 certification program or the M. Ed. in Educational Technology. This class introduces students to the labor intensive but rewarding tempo of WSU instruction design classes that repeat themselves throughout the program. This class in particular not only introduced me to the theory of deep, long lasting learning, but was combined foundation of all instructional design classes, including website development and content including appropriate image selection, aesthetic design, chunked content, and website accessibility.
EDT-8120: Instructional Design for Digital Learning
Content Summary
In EDT-8120, students learn concepts and elements of the curriculum design model known as Understanding by Design, or UbD, created by nationally recognized educators Grant Wiggins and Jay McTighe. This course teaches a "backward design" approach to ensure instructor created courses maintain focus on the foundational "big ideas" of academic instruction (Wiggins & McTighe, 2011).
Key Assignment
Course participants created a three-stage backward design curriculum using the Understanding by Design model. Additionally, students create UbD online workshop incorporating screen shot video to connect with the workshop participants.
Reflection on Learning
EDT-8120 was extremely challenging class. As a non-teacher, this was my first attempt at curriculum writing. This class taught me about the amount of time and effort that goes into designing a course that is not only smart, but begins with the end in mind. I selected a topic not knowing if I could find enough information to create a meaningful course while meeting assignment requirements. In the end, I was able to complete the assignment and create a curriculum using the UbD template that was both relevant, educational, and rewarding.
Content Summary
In EDT-8120, students learn concepts and elements of the curriculum design model known as Understanding by Design, or UbD, created by nationally recognized educators Grant Wiggins and Jay McTighe. This course teaches a "backward design" approach to ensure instructor created courses maintain focus on the foundational "big ideas" of academic instruction (Wiggins & McTighe, 2011).
Key Assignment
Course participants created a three-stage backward design curriculum using the Understanding by Design model. Additionally, students create UbD online workshop incorporating screen shot video to connect with the workshop participants.
Reflection on Learning
EDT-8120 was extremely challenging class. As a non-teacher, this was my first attempt at curriculum writing. This class taught me about the amount of time and effort that goes into designing a course that is not only smart, but begins with the end in mind. I selected a topic not knowing if I could find enough information to create a meaningful course while meeting assignment requirements. In the end, I was able to complete the assignment and create a curriculum using the UbD template that was both relevant, educational, and rewarding.
EDT-8130: Making Online Courses Interactive
Content Summary
This course examines the practice and theory of incorporating various educational technologies in e-learning courses to foster participant interaction. Opportunities to practice online instruction include presenting course content using Blackboard Collaborate, creating a web page using the Weebly website creator, and using the Voice Thread application for presenting slide-based content that encourages student participation, critical thinking, and interaction (Garrison, 2017).
Key Assignment
Course participants created an online workshop that incorporates Community of Inquiry (CoI) theory in a digital web conference format.
Reflection on Learning
EDT-8130 introduced Community of Inquiry concepts where participants share equal responsibility for learning outcomes in the digital domain. This course required the creating and presentation of a live, synchronous class in Blackboard Collaborate using "fake students" as live participants. The main challenge was to present course content within a specific time constraint. This class provided a realistic feel combined with the challenges of what its like to teach asynchronous and synchronous online courses.
Content Summary
This course examines the practice and theory of incorporating various educational technologies in e-learning courses to foster participant interaction. Opportunities to practice online instruction include presenting course content using Blackboard Collaborate, creating a web page using the Weebly website creator, and using the Voice Thread application for presenting slide-based content that encourages student participation, critical thinking, and interaction (Garrison, 2017).
Key Assignment
Course participants created an online workshop that incorporates Community of Inquiry (CoI) theory in a digital web conference format.
Reflection on Learning
EDT-8130 introduced Community of Inquiry concepts where participants share equal responsibility for learning outcomes in the digital domain. This course required the creating and presentation of a live, synchronous class in Blackboard Collaborate using "fake students" as live participants. The main challenge was to present course content within a specific time constraint. This class provided a realistic feel combined with the challenges of what its like to teach asynchronous and synchronous online courses.
EDT 8140 - LMS Evaluation
Content Summary
The Learning Management System (LMS) evaluation course examines integrating curriculum with LMS educational technologies combined with the knowledge and skills necessary to evaluate the quality of online courses systems.
Key Assignment
This course consisted of 7-week detailed examination of two different learning management systems of the student’s choice. For this class, I compared Desire to Learn (D2L – formally known as Brightspace) against the Canvas LMS. Each week, functional aspects of each system was compared side-by-side and rated using various metrics that included variety of features, ease of navigation, intuitiveness, and accessibility.
Reflection on Learning
This class was a great learning experience in terms of gaining hands-on exposure to different learning management systems while conducting a logical side-by-side review of features from a customer standpoint. The class also taught real-world skills of examining pros and cons using hard data to present a final LMS recommendation to an executive board or council.
Content Summary
The Learning Management System (LMS) evaluation course examines integrating curriculum with LMS educational technologies combined with the knowledge and skills necessary to evaluate the quality of online courses systems.
Key Assignment
This course consisted of 7-week detailed examination of two different learning management systems of the student’s choice. For this class, I compared Desire to Learn (D2L – formally known as Brightspace) against the Canvas LMS. Each week, functional aspects of each system was compared side-by-side and rated using various metrics that included variety of features, ease of navigation, intuitiveness, and accessibility.
Reflection on Learning
This class was a great learning experience in terms of gaining hands-on exposure to different learning management systems while conducting a logical side-by-side review of features from a customer standpoint. The class also taught real-world skills of examining pros and cons using hard data to present a final LMS recommendation to an executive board or council.
EDT-8150: Digital Professional Development
Content Summary
EDT-8150 introduces Andragogy as the theory of adult learning. Andragogy was introduced as a theory to differentiate it from Pedagogy; the theory of youth education and learning. Andragogy is based on assumptions that adults have unique and specific learning needs that must be applied differently than how children learn (Knowles, Holton, & Swanson, 2015).
Key Assignment
Course participants create a Andragogy workshop in Weebly using a Power Point based storyboard. Additionally, participants create and provide examples of Andragogy in practice using recorded video presentations.
Reflection on Learning
EDT-8150 was one of the must fun and challenging courses of the IDDL program to date! It required learning video production techniques using Camtasia video editing software to present a adult-specific learning workshop while focusing on Andragogical theory. The video creation and editing skills learned in this class proved to be a huge benefit in subsequent IDDL classes.
Content Summary
EDT-8150 introduces Andragogy as the theory of adult learning. Andragogy was introduced as a theory to differentiate it from Pedagogy; the theory of youth education and learning. Andragogy is based on assumptions that adults have unique and specific learning needs that must be applied differently than how children learn (Knowles, Holton, & Swanson, 2015).
Key Assignment
Course participants create a Andragogy workshop in Weebly using a Power Point based storyboard. Additionally, participants create and provide examples of Andragogy in practice using recorded video presentations.
Reflection on Learning
EDT-8150 was one of the must fun and challenging courses of the IDDL program to date! It required learning video production techniques using Camtasia video editing software to present a adult-specific learning workshop while focusing on Andragogical theory. The video creation and editing skills learned in this class proved to be a huge benefit in subsequent IDDL classes.
8200 Series Courses - The Scholarship of Teaching and Learning
EDT 8210 - Applied Psychological Theory for Digital Learning
Content Summary
This course introduces students to multimedia learning theory including the Cognitive Load Theory and the Cognitive Theory of Multimedia Learning. The big idea of this course is the exploration and application of psychological theory combined with how this theory can be integrated into multimedia learning content.
Key Assignments
Key assignments include a deep dive into the relevant theories and load reducing design principles. These principles are put into practice through the application of various load reducing design techniques including signaling, spatial contiguity, temporal contiguity, and the use of refutation text (to name a few).
Students also get another opportunity to sharpen video creation and teaching skill using video production and narration of course content, various green-screen techniques, and picture-in-picture slide presentation.
Reflection on Learning
This is THE multimedia design course that teaches the principles of Dr. Richard E. Mayer, an educational psychologist whose research has made significant contributions to the theories of cognition and learning. This is a great course that teaches the foundation of effective multimedia presentation techniques based on Mayer’s research proven results.
The principles learned in this course have real-world application not only for an instructional designer, but for anyone who wants to create highly effective business or academic presentations.
Content Summary
This course introduces students to multimedia learning theory including the Cognitive Load Theory and the Cognitive Theory of Multimedia Learning. The big idea of this course is the exploration and application of psychological theory combined with how this theory can be integrated into multimedia learning content.
Key Assignments
Key assignments include a deep dive into the relevant theories and load reducing design principles. These principles are put into practice through the application of various load reducing design techniques including signaling, spatial contiguity, temporal contiguity, and the use of refutation text (to name a few).
Students also get another opportunity to sharpen video creation and teaching skill using video production and narration of course content, various green-screen techniques, and picture-in-picture slide presentation.
Reflection on Learning
This is THE multimedia design course that teaches the principles of Dr. Richard E. Mayer, an educational psychologist whose research has made significant contributions to the theories of cognition and learning. This is a great course that teaches the foundation of effective multimedia presentation techniques based on Mayer’s research proven results.
The principles learned in this course have real-world application not only for an instructional designer, but for anyone who wants to create highly effective business or academic presentations.
EDT 8220 - Instructional Design Concepts and Theories
Content Summary
Instructional Design Concepts and Theories explores various instructional design concepts using the ADDIE process, and how design can be applied to practice. The systematic instructional design process encompasses the analysis of learning goals and needs combined with the creation of a system to meet those needs.
Key Assignment
This course requires students to assume the role of an instructional design consultant who performs an in-depth analysis of an organization experiencing significant training issues, and the creation of a project to solve those issues. Assignments include creating a training needs analysis, task analysis, and learner analysis. Learning organization and delivery methods are also examined. This examination includes a study of different learning environments, teaching styles, strategies, and evaluation of learner achievement. The project concludes with an evaluation of the instructional design prescription and analysis of its effectiveness.
Reflection on Learning
This is a great course that teaches instructional designers about necessary analysis tools and methods essential to solving instructional shortfalls or problems within an organization. The surveying tools and training evaluation methods taught in this course have real-world applications students can implement in their own organization.
Content Summary
Instructional Design Concepts and Theories explores various instructional design concepts using the ADDIE process, and how design can be applied to practice. The systematic instructional design process encompasses the analysis of learning goals and needs combined with the creation of a system to meet those needs.
Key Assignment
This course requires students to assume the role of an instructional design consultant who performs an in-depth analysis of an organization experiencing significant training issues, and the creation of a project to solve those issues. Assignments include creating a training needs analysis, task analysis, and learner analysis. Learning organization and delivery methods are also examined. This examination includes a study of different learning environments, teaching styles, strategies, and evaluation of learner achievement. The project concludes with an evaluation of the instructional design prescription and analysis of its effectiveness.
Reflection on Learning
This is a great course that teaches instructional designers about necessary analysis tools and methods essential to solving instructional shortfalls or problems within an organization. The surveying tools and training evaluation methods taught in this course have real-world applications students can implement in their own organization.
EDT 8230 - Digital Teaching: Research Methods
Content Summary
Research methods involve the interpretation and critique of teaching and learning research, the application of methods to a specific research question, and the mechanics of qualitative and quantitative research design.
Key Assignment
The key assignment of this course focused on the application of research methods to an educational technology of choice applicable to the student’s current or future career. My specific research focus involved the use of presentation software as it relates to effectiveness in audience attention and message retention. Measurement methods, reliability, validity, and examples of quantitative and qualitative study designs are presented in a narrated video training format.
Reflection on Learning
This course provided a thorough overview of common research methods and universal key concepts used in all research studies. It provided practical means to apply research methods to my current career in Facilities Management, and additional opportunity to demonstrate learned concepts through narrated video production methods. This course provided a solid foundation for methodologies used in the follow-on EDT 8240 Literature Review class.
Content Summary
Research methods involve the interpretation and critique of teaching and learning research, the application of methods to a specific research question, and the mechanics of qualitative and quantitative research design.
Key Assignment
The key assignment of this course focused on the application of research methods to an educational technology of choice applicable to the student’s current or future career. My specific research focus involved the use of presentation software as it relates to effectiveness in audience attention and message retention. Measurement methods, reliability, validity, and examples of quantitative and qualitative study designs are presented in a narrated video training format.
Reflection on Learning
This course provided a thorough overview of common research methods and universal key concepts used in all research studies. It provided practical means to apply research methods to my current career in Facilities Management, and additional opportunity to demonstrate learned concepts through narrated video production methods. This course provided a solid foundation for methodologies used in the follow-on EDT 8240 Literature Review class.
EDT 8240 - Digital Scholarship of Teaching: Literature Review
Content Summary
This course requires students to perform deep exploration of techniques used for constructing a research-based literature review in the field of instructional technology. Various types of literature reviews are examined, and techniques to conduct scholarly research are presented.
Key Assignment
The key assignment for this course involved writing a thorough literature review of a chosen research topic in three phases, or drafts. This required rigorous reviews of scholarly, peer reviewed research articles, and systematic coding of articles that supported the research question. A coding form was used to track articles using a per-defined format to store summary information for each article.
The research question for my literature review involved the use of seductive details in multimedia presentations. Seductive details are the inclusion of interesting text or images in multimedia presentations that have no relevance to the overall instructional message.
Reflection on Learning
This class taught me the amount of academic rigor involved in conducting and writing a good literature review. Another takeaway was the ability to quickly skim articles and find relevant content relating to methods, findings, and conclusions. The techniques taught in this class are useful in real-world settings when conducting research on any topic, for any reason.
Content Summary
This course requires students to perform deep exploration of techniques used for constructing a research-based literature review in the field of instructional technology. Various types of literature reviews are examined, and techniques to conduct scholarly research are presented.
Key Assignment
The key assignment for this course involved writing a thorough literature review of a chosen research topic in three phases, or drafts. This required rigorous reviews of scholarly, peer reviewed research articles, and systematic coding of articles that supported the research question. A coding form was used to track articles using a per-defined format to store summary information for each article.
The research question for my literature review involved the use of seductive details in multimedia presentations. Seductive details are the inclusion of interesting text or images in multimedia presentations that have no relevance to the overall instructional message.
Reflection on Learning
This class taught me the amount of academic rigor involved in conducting and writing a good literature review. Another takeaway was the ability to quickly skim articles and find relevant content relating to methods, findings, and conclusions. The techniques taught in this class are useful in real-world settings when conducting research on any topic, for any reason.
EDT-8250: Digital Citizenship
Content Summary
Digital Citizenship examines the issues and responsibilities of using digital technologies. EDT-8250 incorporates the elements of Digital Citizenship through the creation and use of an interactive simulation using Articulate Storyline Software to create an interactive learning experience (Ribble, 2015).
Key Assignment
1. Create a Digital Citizenship online workshop and an Articulate Storyline simulation workshop.
Reflection on Learning
I tend to think I've completed the most challenging course in IDDL, until I start the next course! EDT-8250 was without a doubt THE most challenging course to date, because it combined learning the Articulate Storyline software with my own personal challenge of moving during the class. After a slow start, I was able to adapt to Storyline to create an interactive simulation I was excited about. I think learning simulation software is an extremely beneficial skill that will pay dividends in future.
Content Summary
Digital Citizenship examines the issues and responsibilities of using digital technologies. EDT-8250 incorporates the elements of Digital Citizenship through the creation and use of an interactive simulation using Articulate Storyline Software to create an interactive learning experience (Ribble, 2015).
Key Assignment
1. Create a Digital Citizenship online workshop and an Articulate Storyline simulation workshop.
Reflection on Learning
I tend to think I've completed the most challenging course in IDDL, until I start the next course! EDT-8250 was without a doubt THE most challenging course to date, because it combined learning the Articulate Storyline software with my own personal challenge of moving during the class. After a slow start, I was able to adapt to Storyline to create an interactive simulation I was excited about. I think learning simulation software is an extremely beneficial skill that will pay dividends in future.
Quality Matters, Independent Study,
and ID Internship: Apr-July 2018
and ID Internship: Apr-July 2018
APPQMR - Applying the Quality Matters Rubric
Content Summary
Quality Matters is an inter-institutional peer review process dedicated to the continuous improvement of online course design. There are three main elements of QM include examination of the QM Rubric, the peer review process, and professional course development. These elements work together to provide a total solution to reviewing online course design.
Key Assignments
This independent study course, taught in an asynchronous format, consists of 9 self-paced learning modules. Assignments throughout the course included quizzes, narrative assessments of the QM rubric general and specific standards applied to a simulated online course, self-assessments of learning, and peer reviews.
Reflection on Learning
Outstanding learning experience! The amount of detail in the rubric written in simple, easy to understand language. The annotations provide excellent detail (but not too much detail) with examples relevant to what one would see in an actual course.
The logic of the alignment standards as they relate to one another throughout the rubric makes complete sense. As I read through these standards, I was able to see the alignment pattern.
The rigor of the review processes itself, from the instructor course worksheet (self-assessment) to the review team process (and structure) to the specific peer feedback format. After taking this workshop, I now know the level of scrutiny a well-designed course goes through to become QM certified.
Content Summary
Quality Matters is an inter-institutional peer review process dedicated to the continuous improvement of online course design. There are three main elements of QM include examination of the QM Rubric, the peer review process, and professional course development. These elements work together to provide a total solution to reviewing online course design.
Key Assignments
This independent study course, taught in an asynchronous format, consists of 9 self-paced learning modules. Assignments throughout the course included quizzes, narrative assessments of the QM rubric general and specific standards applied to a simulated online course, self-assessments of learning, and peer reviews.
Reflection on Learning
Outstanding learning experience! The amount of detail in the rubric written in simple, easy to understand language. The annotations provide excellent detail (but not too much detail) with examples relevant to what one would see in an actual course.
The logic of the alignment standards as they relate to one another throughout the rubric makes complete sense. As I read through these standards, I was able to see the alignment pattern.
The rigor of the review processes itself, from the instructor course worksheet (self-assessment) to the review team process (and structure) to the specific peer feedback format. After taking this workshop, I now know the level of scrutiny a well-designed course goes through to become QM certified.
EDT 6700 - Independent Study
Content Summary
This independent study consisted of agreed upon activities by the student and faculty advisor relating to various academic disciplines learned during the IDDL program. The primary goal was to promote the program using social media.
Key Assignments
The key assignments included creating Facebook, LinkedIn, and Twitter accounts and pages for the IDDL program, combined with the creation of two promotional videos: one video to promote the program in general, and one to interview former IDDL students who provided testimony of their experiences in the program, and how IDDL benefited them in their careers.
Reflection on Learning
The independent study and the idea of promoting IDDL to prospective students was an extremely rewarding experience. It combined creative freedom with additional exposure and practice using various multimedia disciplines. If one person discovers the IDDL program due to the work completed in this course, it will have been worth the effort.
Content Summary
This independent study consisted of agreed upon activities by the student and faculty advisor relating to various academic disciplines learned during the IDDL program. The primary goal was to promote the program using social media.
Key Assignments
The key assignments included creating Facebook, LinkedIn, and Twitter accounts and pages for the IDDL program, combined with the creation of two promotional videos: one video to promote the program in general, and one to interview former IDDL students who provided testimony of their experiences in the program, and how IDDL benefited them in their careers.
Reflection on Learning
The independent study and the idea of promoting IDDL to prospective students was an extremely rewarding experience. It combined creative freedom with additional exposure and practice using various multimedia disciplines. If one person discovers the IDDL program due to the work completed in this course, it will have been worth the effort.
EDT 8900 - Internship
Content Summary
The internship focused on an AFIT-wide learning management system (LMS) conversion from Blackboard Learn to Canvas. Due to the web-based nature of both learning management systems, I was able to perform 95% of the work from home using a login and password to both systems. In-person visits to AFIT consisted of bi-weekly intern-supervisor meetings to validate the conversion progress.
Key Assignments
Key assignments included familiarization with BlackBoard Learn and re-familiarization with Canvas, transferring large course content files between the systems, and complete re-construction of the Blackboard courses in Canvas using Canvas module and page formats.
Reflection on Learning
The internship and associated tasks were a beneficial and fun learning experience, supported by an intern supervisor who encouraged design creativity combined with humor. It provided a real-world glimpse of the instructional design career field. As a full-time working adult, the ability to perform the majority of the internship from home played a huge role in its success.
Content Summary
The internship focused on an AFIT-wide learning management system (LMS) conversion from Blackboard Learn to Canvas. Due to the web-based nature of both learning management systems, I was able to perform 95% of the work from home using a login and password to both systems. In-person visits to AFIT consisted of bi-weekly intern-supervisor meetings to validate the conversion progress.
Key Assignments
Key assignments included familiarization with BlackBoard Learn and re-familiarization with Canvas, transferring large course content files between the systems, and complete re-construction of the Blackboard courses in Canvas using Canvas module and page formats.
Reflection on Learning
The internship and associated tasks were a beneficial and fun learning experience, supported by an intern supervisor who encouraged design creativity combined with humor. It provided a real-world glimpse of the instructional design career field. As a full-time working adult, the ability to perform the majority of the internship from home played a huge role in its success.
References
Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Harvard University Press.
Garrison, D. R. (2017). E-learning in the 21st century : A community of inquiry framework for research and practice. Abingdon, Oxon ; New York, NY : Routledge
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner (8th ed.). New York, NY: Routledge.
Ribble, M. (2015). Digital citizenship in schools. Eugene, Or: International Society for Technology in Education.
Wiggins, G.P., & McTighe, J. (2011) The understanding by design guide to creating high quality units. Alexandria, VA: ASCD.
Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Harvard University Press.
Garrison, D. R. (2017). E-learning in the 21st century : A community of inquiry framework for research and practice. Abingdon, Oxon ; New York, NY : Routledge
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner (8th ed.). New York, NY: Routledge.
Ribble, M. (2015). Digital citizenship in schools. Eugene, Or: International Society for Technology in Education.
Wiggins, G.P., & McTighe, J. (2011) The understanding by design guide to creating high quality units. Alexandria, VA: ASCD.