Sub-Badge 2: Systematic Design
Sub-Badge 2: Systematic Design
Challenge 1: Identify and sequence instructional goals.
Criteria for successful completion of this challenge: Evidence of ordering learning objectives (not course objectives) for a target audience (what an instructor will teach).
Reflection must address: How learning objectives were identified and sequenced based on the project or needs assessment (e.g., performance problem identification, learning gaps, content).
Artifact
Reflection
I have selected my EDCI 569 Final Project as the artifact to demonstrate how I identified and sequenced instructional goals. I have selected this artifact because this project addressed learning needs of the target audience, which was to provide a baseline idea about Montessori education and ensure parents come prepared with questions when they meet school faculty.
This competence is important because learning objectives clarify the intent of the course and help provide structure and purpose to the content. Examples of how this artifact demonstrates this competency: In the Design Document, based on the current state and desired state, the need and performance problem was clearly identified as “An online learning module to help parents learn about Montessori education, areas of learning, core features, and benefits. Module also helps parents prepare questions by offering ideas and suggestions”. Based on this, learning goals and objectives were identified and sequenced. These clearly delineated points including parents to be able to recognize areas of Montessori education, identify its features, and benefits, and identify relevant questions to discuss with school faculty. This led the e-learning module to include topics such as Introduction to Montessori Education, Areas of Learning, Features, Benefits, and case studies, in that sequence. Each topic aligns to learning objectives clearly specified in the design document.
My previous knowledge in writing learning objectives helped me navigate this challenge, develop clear objectives, and align course content with the objectives. For example, in the Digital Multimeter Project for EDCI 572, I performed detailed goal analysis involving the following steps:
Determining main steps needed to achieve the final goal
Sequencing the main steps and classifying them into appropriate learning domains
Subordinate skills analysis involving hierarchical and cluster analysis to determine the stages learners needed to complete to achieve each main step
Entry skills determined through learner analysis
My e-learning module worked as an appropriate artifact for the instructional goals challenge because the structure of the module is closely aligned to learning objectives defined in the design document. Some important things I learned while earning this challenge include how to scaffold content by first introducing the topic, then provide examples such as Areas of Learning, then list features and benefits, and finally offer some case studies for learners to apply what they have learned. In the future, I will use this skill to provide meaningful structure to learning modules that I develop.