Communicate Knowledge

  • Communicates effectively in oral and written formats
  • Effectively communicates content through the design and delivery of teaching/learning activities that integrate content and pedagogy
  • Demonstrates the ability to adapt instruction and assessment techniques to the needs of diverse learners

Artifacts

Description

The Craig Gregersen case study from EDCI 67200 was an interesting instructional design challenge.  According to the case study, an instructional designer with a law degree was hired to design and deploy an employee product safety training program for a large multinational company.  In my analysis, I noted that the training must be adapted for different legal systems, different regulations regarding product liability, and different languages.  Moreover, culture would have to be taken into account for the impact it has on ethical behavior (Frisque, Lin, and Kolb, 2004) and it has been argued that cultural differences must be recognized by multinational corporations as a part of doing business (Barker and Cobb, 1999, as cited in Frisque, et al., 2004, p. 38).  Analyzing the case with this in mind and proposing solutions to the challenges raised by the diversity of the target learners was a valuable exercise in how we must look beyond the obvious.  When we do this we see the unique needs and implications of the instruction we create.  I hope to bring this perspective to the work that I do.

It can be argued that students online programs also represent a diverse set of learners.  Similar to the target learners in the Gregersen case study, students in completely online programs present unique challenges and needs for the academic programs in which they enroll.  It has been my professional experience that these students often have differing information needs about their programs, graduation requirements, and similar topics since they do not have the convenience of being on campus.  It is not possible for a student in an online program to stop in and visit an academic advisor or a Registrar’s office in order to have simple questions answered.  As a Blackboard administrator, I have assisted with constructing online student centers for a number of academic departments that met these needs.  A key element to the success of these sites was that they brought a wealth of information to the Blackboard environment that students were already accessing on a regular basis.  When I began the program at Purdue, I assumed a similar resource had been created, and was surprised to discover that it had not.  This inspired my decision to create an Online Student Center for the Learning Design and Technology program, and I’m glad I’ll have that opportunity before I graduate.  I believe that the effective use of institutional resources impacts student motivation and satisfaction, and in turn, student retention and success.

Meeting the Competency

The Craig Gregersen case analysis from EDCI 67200 and the Practicum Final Report from EDCI 57300 demonstrate effective communication in a written format.

The second element of the Communicate Knowledge competency is to effectively communicate content through the design and delivery of teaching or learning activities that integrate content and pedagogy.  This element is present in both case analysis and the Online Student Center produced in fulfillment of the EDCI 57300 Practicum.  In the case analysis, the design and delivery of instruction is discussed in terms of meeting the needs of the learners and the stakeholder’s unique requirements.  In the Practicum, the Online Student Center was designed to present instructional content in a way that can be meaningfully used by students.

The last element of this competency, to demonstrate the ability to adapt instruction and assessment techniques to the needs of diverse learners, is shown in both artifacts.  In the Gregersen case analysis, the need to adapt instruction based on locale is highlighted and discussed.  The creation of the Online Student Center for the LD & T program will address an emergent need of a unique student group, bringing together materials from presently available from a variety of sources and creating new content where needed.

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