This semester has been unprecedented and challenging. COVID-19 prompted Georgia State to close for two weeks and shift the learning to the online modality. The experience has led to numerous required alterations to instructional schedules and curriculum. Based on my experiences in the Instructional Design and Technology field, the content from this course is critical in practice. Most of the content, such as developing and identifying learning objects, constructing a needs analysis, identifying learner needs and characteristics, and creating effective assessments, are frequent topics that are discussed in my office. Now that a majority of the classes have migrated online, we had to rapidly develop a plan for supporting and transitioning our faculty to teach and learners to learn at a distance. This course provides the concepts for developing effective online courses. While there was not adequate time and resources to scale classes to incorporate instructional design best practices, we were still able to provide guidance for the remainder of the semester. We are currently learning from the experience of transitioning online and are expected to develop instructional design resources for the upcoming semesters.
Some of the most significant takeaways from this semester have been developing the learner analysis and identifying learning outcomes. These activities are typically developed and performed before designing. I also believe that starting with a strong foundation will lead to success. These concepts are some of the core foundational processes for designing successfully. The learner analysis is a process that I am typically involved in. We work on identifying and analyzing historical student outcome data to assist with designing a course. We recommend and review pre-surveys and pre-assessments to provide insights on how to iterate the course during the semester and after the semester, allow for effective teaching and learning. We have developed learner analysis and reports to faculty and departments that altered their instruction for the success of learners.
Learning outcomes and assessment creation was a challenge for me. Dr. Richardson’s explained this process in great detail and provided informative feedback to help me understand the process. Learning outcomes and assessment creation are critical during the foundational stages of designing. It might be evident that learning outcomes are necessary for understanding what will be learned. Developing the assessment to appropriately measure if learning occurred or if the instruction needs to be modified is required. Formative assessments can provide the instructor with data about students’ progress and inform the next phase of course instruction. Summative assessment is a cumulation of most of the topics or course term. We have observed to have more formative assessments to provide more data about the progress of learners and to identify necessary interventions.
I am looking forward to continuing to learn in the Learning Design and Technology program while utilizing what was learned in the LT 7100 course in future courses. I have already started to implement or consider using the concepts learned in this course in my everyday work. I will continue to explore opportunities to apply the concepts in other courses and at work when possible.