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Final Design Solution

Design Project Description 

Overall Description

We plan to conduct 4 sessions of instruction over 4 weeks. Each session will last between 60 minutes to 90 minutes, and there will be free lunch provided for our learners after each session. All sessions will be conducted inside of a computer lab in the library. 

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Logic Model

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Design Rationale

Introduction

The ultimate goal of our learning design is to empower our target audience (i.e., older adults) to actively engage in digital spaces and critically analyze material they encounter in those spaces.  While developing this initial design, our team was faced with three major questions.

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  1. How will we structure our course?

  2. What media and technology will we incorporate?

  3. How will we know if our design works?

Reflections

Brittany

  • I was curious to see how our Analysis Phase would feed into our design. There was a lot of uncertainity and I was a bit skeptical about all of the steps, but I'm happy the way that things turned out with our design and feel like the Analysis phase was incredible helpful.

  • I'm really thankful for our team. We all work well together and at the end of the day put together a really great product. I'm so honored to be working with such a great group of people who are all so talented and hardworking. 

Kate

  • I really enjoyed completing this portion of the project.  I really wasn't sure how all the analyses we conducted would apply to the actual design, so I was presently surprised to find myself constantly referring to them while working through this design. I have grown to truly appreciate how each part of this project contributes to a successful learning design, and I am excited about the next portion of the project.

  • The biggest realization I had while working on the design phase was how instrumental goals and objectives are to the foundation of the design.  Our team completely revised our goals while working through this phase of the project because our initial goals didn't give us a clear direction. The updated goals, however, served as our initial building blocks and gave us a great framework to reference while completing our design.

Angel

  • On Milestone 4-6, when I worked with my teammates, they helped me when I faced complex problems. They provided the most helpful information and ideas to help me make each Milestone focus clearer; when I asked questions, they also gave me feedback and suggestions timely as they made it easier to finish my work. When I have done my part, my teammates help me check on my part and provide helpful evidence to improve my details, thus making the topic more strongly and convincible.

Kyle

  • Before beginning our design process, I was a little bit lost since I thought this was totally a new thing to me. However, I realized that there are still many similarities and connections to my own teaching experiences since I need to design my lesson everyday. I enjoyed the design process with my teammates as I could apply what I know already through teaching experiences and what I learned from the class. 

References

Bates, T. (2015). Teaching in a Digital age: Guidelines for designing teaching and learning. 

     BCcampus Open Publishing. 

Dirksen, J. (2016). Design for how people learn (Second Edition). New Riders. 

McDonald, J. K., & West, R. E. (2021). Design for Learning: Principles, Processes, & Praxis.  

     EdTech Books. 

Soloman, H. (2018, November 30). Cognitive load theory (John Sweller). InstructionalDesign.or

     g. Retrieved from http://www.instructionaldesign.org/theories/cognitive-load/

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