3Cs Module

Course

EDET 703 - Design and Development Tools II

 

Context and Conditions

This artifact was created during the Spring 2022 semester as a short elearning course based on the 3Cs model of branching scenarios (Snegirev, 2021). I ended up using Articulate to develop this course due to its ease of navigation and graphical design.

 

Scope

This artifact was created for an academic setting, but also could be used in a work context. The course teaches a student how to use the data collection software I use at work, which I may utilize the next time I need to train someone to use it.

 

Role

  I was the SME, instructional designer, and developer for this artifact.

 

Instructional Design

This artifact includes objective tests on the processes being taught that align to both the cognitive and psychomotor domains (Morrison et al., 2019). The cognitive domain involves performance associated with most instruction: recognition and processing of facts and information. The psychomotor domain involves performance associated with coordination and physical movement (Morrison et al., 2019). This course teaches data collection using an iPad and software, which intersects both of these domains. This course aligns to the Design, Development, and Implementation phases of ADDIE (“Addie Model,” 2018). In addition to the elearning course and its content being designed and developed in Articulate, it implements a training procedure for students new to the data collection software, which aligns it to the Implementation phase as well (“Addie Model,” 2018).

 

Related Performance Indicator

This artifact fulfills the requirements for AECT Standard #2 - Content Pedagogy (AECT, 2012). Creating, using, and managing are the indicators that are met by this project, specifically by the course development, use of pacing and sequencing, and integration of multimedia to illustrate the processes being taught. When creating this course I attempted to base the content in a relevant situation it may be encountered in, unknowingly drawing from the theory of situated cognition. At the time of this project's creation I was unfamilar with the formal theory but felt it was a good decision to base this course's pedagogy around informal, real-world scenario to contextualize the information. In keeping with this decision, I used screenshots of the real software, real images of Congaree, and as much as possible placed simulation buttons where they are actually placed in the software application. From there, the course assesses the learner's knowledge by having a fellow park ranger character check their knowledge before approving them to work in the park. Initially, downloading the content files from Articulate was a judgement call due to lack of experience with the program, but because I was working with a free trial that ended up expiring, that ended up allowing for continued usage of the course since all of the course files were no longer restrained to that account. Ethically, teaching the software in this manner is beneficial to students of all socioeconomic backgrounds because they can see the interface for free, while the software subscription typically costs several hundred dollars a year.

 

Reflection

 This artifact was an exercise in content writing as well as Articulate development. I wrote all of the content myself based on my own experience using this data collection tool, and used screenshots from my own iPad as the visuals and edited them onto images of Congaree. I enjoyed this more informal style of instruction using the park ranger scenario I created. I believe this method makes the content more engaging for me to develop and more engaging for the student to participate in.

This artifact certainly shows the experience I gained with software over time, and how much students can learn from their initial mistakes. This course was one of the first I ever developed in Rise 360, and I was not sure at the time how to make the file publicly viewable without using the “Preview” function in Rise360. I did not know how to save the course and generate a public trial link, so I exported the entire course to a downloaded HTML file which can be loaded in a browser. However, this HTML file only runs in a browser from my own computer. In order to make this course viewable on this page, I had to pull the HTML download off of a backup from a broken laptop, reupload the files to this website's file directory, and point the page to those files (pictured below). I had never used it before, but I used ChatGPT to correct my initial code and troubleshoot for file path errors before finalizing the HTML below. I also used this process for my Horizon Report Module.

 

Although many may be skeptical about ChatGPT's benefits in academia, in this case it works very well to help you check your errors and go through a process of elimination to figure out an issue. It summarizes possible errors and next steps concisely and will adapt its answers to your continued input, which in my opinion makes it a great tool to refine existing work.