Gustavo Garza

EDTC 6321 Instructional Design

Instructional Design Project (IUs 1-5)
Project Description
The project for this course was developed from a common question asked on which
laptop a person should purchase for themselves. The instructional goal of this Program
is to provide the learners with the knowledge, skills, and tools, necessary to perform an
exploration research and develop a basic plan when purchasing their next personal
computer.
Standards Met
This project demonstrates proficiencies in the following AECT standards: Standard 1
Content Knowledge, Standard 2 Content Pedagogy, Standard 3 Learning
Environments, Standard 4 Professional Knowledge and Skills, and Standard 5
Research. The chart below illustrates the performances that fulfill the AECT standards.

AECT 2012 Standards

Standard 1 Content Knowledge: Candidates demonstrate the knowledge necessary
to create, use, assess, and manage theoretical and practical applications of educational
technologies and processes.
Performance indicators:

Justification

1.1 Creating. Candidates demonstrate the

ability to create instructional materials and
learning environments using a variety of
systems approaches.

1.1 The development of the project

was referenced around the learner
needs and skills, the audience were
considered and the instruction was
catered to meet the learner conceptual
understanding of the content.
The instruction was based on
metacognitive theory to allow the
learner to perform self-assessment and
remediation. Multicultural elements
were included to focus on self-esteem
and cultural literacy for the targeted
audience.
1.2 Formative evaluation was built into
the instructional design in the form of
checklists and rubrics for the student
learner.
As the student learner meets their
milestones in the instruction, the
instructional designer was able to
assess their performance.

1.2 Using. Candidates demonstrate the

ability to select and use technological
resources and processes to support
student learning and to enhance their
pedagogy.

Gustavo Garza
Standard 2 Content Pedagogy: Candidates develop as reflective practitioners able to
demonstrate effective implementation of educational technologies and processes based
on contemporary content and pedagogy.
Performance indicators:

Justification

2.1 Creating. Candidates apply content

pedagogy to create appropriate
applications of processes and technologies
to improve learning and performance
outcomes.

2.1 The instructional units # 1 (IU1)

was created to identify the audience for
the training exercise of my project.
Demographic and skill set was
identified.
The Instructional unit # 2 (IU2) was
created to identify the tasks and
objectives required for the success of
the project.
The Instructional unit # 3 (IU3) was
created from the initial IU2 tasks and
was used to identify the objectives my
project would access the learners on.
In these step, areas of knowledge in
individual components are identified
and taught for the understanding of
what the learner will be required to
know for their next personal computer
purchase.
2.2 Instructional unit 4 was developed
with the strategies including
descriptions of activities, strategies,
and procedures the learners would
complete to achieve the performance
objectives set forth. Media selection
and method of instructional delivery
were also addressed. A mixture of
visual, graphics, and exercises were
chosen.
2.4 Instructional unit 5 (IU5) was
developed based from feedback from
instructors and students at South
Texas College (STC) and evaluations
that were taken from the project.

2.2 Using. Candidates implement

appropriate educational technologies and
processes based on appropriate content
pedagogy.
2.4 Managing. Candidates manage
appropriate technological processes and
resources to provide supportive learning
communities, create flexible and diverse
learning environments, and develop and
demonstrate appropriate content
pedagogy.
2.5 Ethics. Candidates design and select
media, technology, and processes that
emphasize the diversity of our society as a
multicultural community.

2.5 The content and project was organized

and developed authentic and with all
guidelines taught and researched through
the progression of my studies at UTB. The
project developed uses

Gustavo Garza
Standard 3 Learning Environments: Candidates facilitate learning by creating,
using, evaluating, and managing effective learning environments.
Performance indicators:
3.1 Creating. Candidates create
instructional design products based on
learning principles and research-based
best practices.
3.2 Using. Candidates make
professionally sound decisions in selecting
appropriate processes and resources to
provide optimal conditions for learning
based on principles, theories, and effective
practices.
3.6 Diversity of Learners. Candidates
foster a learning community that
empowers learners with diverse
backgrounds, characteristics, and abilities.

Justification

3.1 Content presented in this project

was developed from experience and in
talking with colleagues/SME in the
subject (Faculty members in the
Computer Maintenance department).
3.2 This project has content presented
in a variety of methods. The
introduction to part identification is a
show and tell discussion. Learners
pass around a computer components
while instruction of where and how the
components are used are discussed.
Part identification assessment will be
identify issues and measure their
knowledge.
3.3 Discussion groups and third party
programs such as TestOut will be
used to reinforce understanding and
retention to content studied. Students
will be able to revisit any of the
modules as a refresher or for feedback
on their learning.

Standard 4 Professional Knowledge and Skills: Candidates design, develop,

implement, and evaluate technology-rich learning environments within a supportive
community of practice.
Performance indicators:
4.4 Assessing/Evaluating. Candidates
design and implement assessment and
evaluation plans that align with learning
goals and instructional activities.
4.5 Ethics. Candidates demonstrate
ethical behavior within the applicable
cultural context during all aspects of their
work and with respect for the diversity of
learners in each setting.

Justification

4.4 Upon feedback and suggestions I

have included an introduction
assessment as to draw a baseline to
knowledge of the material to be
covered. Discussions and activities will
be used to enforce content knowledge
and identify issues within a group.
4.5 Activities such as group
discussions, part identification and
scenarios of simulated purchases will

Gustavo Garza

be used to reflect on content learned

and for further enhancement of the
studied knowledge
Standard 5 Research: Candidates explore, evaluate, synthesize, and apply methods
of inquiry to enhance learning and improve performance.
Performance indicators:

Justification

5.1 Theoretical Foundations. Candidates

demonstrate foundational knowledge of
the contribution of research to the past and
current theory of educational
communications and technology.

5.1 Summative evaluation were taken

from the small group of students in this
project. this project encompass
learners being critical thinkers by
discuss main concepts with small
breakout sessions, as to engage the
5.2 Method. Candidates apply research
attendees in their thoughts and points
methodologies to solve problems and
of view. The attendees will be given
enhance practice.
reference material for the purpose of
personal note and references. The
5.3 Assessing/Evaluating. Candidates
apply formal inquiry strategies in assessing attendees will be challenged with
and evaluating processes and resources
interactive exercises that would require
for learning and performance.
attention and focus. The final strategy
would target feedback and references
for the learner and course content. The
attendee would be asked to provide
feedback from scenarios given in order
to reinforce their active learning and
identify any issues or concepts not
understood
5.2 The reflection on the assignment
was part of the summative evaluation.
The feedback helps me in fine tuning
this course. Question on whether
students were satisfied with the
learning experience, if they found a
real-world value to the skills they had
received were some of the acquiring
feedback to this project.
5.3 The rubric developed assesses
technical and creative qualities of the
assignment. The technical component
focused on students ability to
understand the hardware and parts of
a computer.

Gustavo Garza

Modifications Made
Modification done stand from clearing up descriptions to include an introductory
video to the project. Feedback from the SME and the sample students guided me
to increase the time allowed for the group meetings and the show and tell section
of the project. The addition of scenarios were added to aid in the critical thinking
and allowing feedback to the learner. My original project was submit using a
Pbworks under a wiki page and I have been working on uploading and revising
the project into a Weebly page. I will direct my e-portfolio to PbWorks for mow.
The intention I have for this course is to use self-made projects using captivate
that can be used on any mobile device without the need of internet connection.
The long term goal is to enhance content using CS6 and captivate to create a
standalone training for students at South Texas College.

Original Draft

Final Draft