2.3: Applying Research-Based Instructional Design Models

2.3 Students will apply research-based instructional design models and techniques to design and facilitate content and learning experiences for their peers and for authentic online learning contexts.

During the fall of 2016, I completed the EDU-655 course which is the Assessment of Learning Outcomes in Online Environments. During this course, one of our major projects was an Assessment Portfolio which was assigned in pieces over the course of the term. The assessment portfolio started with the development of Learner Outcomes and Essential Questions. During this part of the assessment, I developed learning outcomes and 2 essential questions  relating to the one of my courses (Microbiology). From this we applied blooms taxonomy and assigned level and difficulty to each of the learning outcomes. This continued into the second part of the assessment, where I developed Formative Examples for an online course. These formative assessments had to relate to the learning outcomes developed in part 1. I developed three formative assessments that connected with the various learning outcomes. The third part of the portfolio was developing performance tasks, checklists, and rubrics for the same Microbiology course using the outcomes developed in the first part of the assessment. I chose to develop my material based on the culminating lab experience (Unknown Bacterial Identification) that is required in all microbiology courses.

Below is the sample of this work…

Reflection: