Development
“The process of translating the design specifications into physical form” (Seems & Richey, 1994, p.35). The domain of development includes four subdomains: Print Technologies, Audiovisual Technologies, Computer-Based Technologies, and Integrated Technologies.
The development stage is the part of the process in which materials for learning are created. Prior to starting this program, I tended to treat design and development as being essentially the same thing, as I truly didn’t appreciate the level of planning that needed to occur prior to the creation of instructional materials. However, through courses like Design for Learning and Applied ID Theory, I now recognize just how impactful the planning process is when choosing materials and learning experiences to help engage the audience. Additionally, prior to taking courses as part of this program, I saw technology through a more narrow lenses and only used technology that I had prior experience with, which could have easily limited the creative potential I am now coming to realize and be excited by. Throughout this program I have been able to expand my mind to the different possibilities that exist when choosing effective technology, which has allowed me to explore infographics, cartoons, different camera angles, and webpage design to name a few examples. I feel confident that as I move beyond these courses, I will only continue to explore the growing list of technology forms that exist because the world definitely doesn’t stop with PowerPoint.
Print Technologies
"Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes" (Seels & Richey, 1994, p.37).
In an effort to address Gagne's ninth event of instruction, enhancing retention and transfer, I created this summary review to accompany the web-based instructional program I developed to better train Math Emporium proctors for Applied ID Theory. This handout, which consisted of a downloadable one-page document, was designed to be used post-instruction as a resource that could be carried around by the intended learners, helping them to hold onto what they had learned, while also serving as a resource to help them transfer what they learned into action as they proctored exams.
Audiovisual Technologies
"Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages" (Seels & Richey, 1994, p.38).
I created this instructional video, using PowerPoint, Audacity and Final Cut Pro, to teach my desired learners about volcanoes, one of my favorite topics, for Theoretical Foundations of TEL. The idea behind using audiovisual technology wasn't one that came immediately to me because prior to this course, I liked to think that words incorporated with colorful visuals could stand alone. However, after completing the Foundations of instructional Design and Technology course and learning more about dual-coding, I realized the benefit that could be found by using and blending the two forms as not all learners learn in the same way. Additionally, by using the two forms, I could include one set of information in written format, while adding spoken information to create a more detailed presentation.
Computer-Based Technologies
"Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources" (Seels & Richey, 1994, p.34).
This PowerPoint was created as an assignment for Learning Message Design, in which I was asked to create a slide show that included a series of small learning message designs using Gagne's events of instruction as a guide. I chose the order of operations as my topic because at the time, my colleagues and I were being inundated with questions surrounding this application, and I saw the benefit that could come from having a computer-based presentation available for Virginia Tech students to use as they navigated online math courses.
Integrated Technologies
"Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer" (Seels & Richey, 1994, p.40).
This web-based instructional program was created to improve proctor training at the Math Emporium, and in doing so, incorporated several forms of media to help deliver the material. For not only was this website designed using Adobe Dreamweaver, it also incorporated Adobe Photoshop, Audacity, Final Cut Pro, Adobe Illustrator, Quizzizz, and Google Forms, and the use of audio and photgraphy equipment. Of all the projects I created for this course, this is the one I am most proud of because of the learning experiences it created for me, especially when it came to using many different forms of media to provide and support instruction. As well, as the opportunity to learn about using and entering code, which I found particularly rewarding as I was able to make the html I created do things that I didn’t see as options in webpage editors that are so often used today.
When you click on the three individual buttons for this subdomain, you will be directed to YouTube videos that guide you through the html used to create this web-based instruction. The reason it isn’t a published website is because that was not a part of the course requirement. Therefore, moving it from Dreamweaver to a hosted domain hasn’t occurred yet.