After completing our two rounds of user research, we synthesized and analyzed the results, which culminated in the presentation below. In the presentation, we quickly reviewed the work we had done from September through December 2011 and presented our findings from the work done from January through April 2012.
Developing the user research project management plan and performing two rounds of user research encouraged me to see how the principles I had learned as an instructional designer were applicable to research and design that occurs outside the formal sphere of education and training. While I certainly drew upon my instructional design knowledge in order to work through these assignments, the basics of user research and design are applicable to many processes. Focusing on the end user reminds us, the instructional designers, that design and learning should be user/learner focused. If it is not user centered, can we really say that it (the product, training, course, etc.) is worth the user’s time and energy? In today’s busy world, we do not have time for training for training’s sake. Everything must be created for the benefit of the end user.
Upon turning in the User Research Project Management Plan, we embarked on Rounds 1 and 2 of our user research using the processes and procedures described in the project management plan.
The PDF of our paper prototype and the summary of our research is presented below.
A link to our prototype and the summary of our research is presented below.
As a continuation of work performed during the fall of 2011, we developed a project management plan for the two user research design cycles that would occur during March and April 2012.
For one of my final courses in grad school, I revised the instructional design and development portfolio I had created earlier in the program. The revised site includes additional coursework taken since spring 2011 and reflects the growth and development of my instructional design knowledge and my application of said knowledge through the presentation of artifacts that correspond with instructional design standards.
The individual pages of this site are listed below.
Through this course, I evaluated my work over the last three years and reaffirmed that my understanding of instructional design and learning has evolved. The exercise of working through the IBSTPI competencies and aligning those competencies with my coursework revealed the depth and breadth of my knowledge. The IDD program pushed my to explore ideas and concepts that would have otherwise remained unexplored if I had not been through the program.
During Introduction to Instructional Design (EDIT 705) taken in July 2009, three classmates and I identified an instructional problem, drafted an instructional design document, and produced a prototype for one of the instructional modules described in the design document using the ADDIE model.
At that time, Navy Federal Credit Union wanted to improve member service by providing instruction on “superior member service” to employees. Based on our analysis, we proposed five modules that could be delivered online or in-person to Navy Federal employees to improve their delivery of “superior members service.”
Download a copy of the instructional design document.
As part of a Web Design and Accessibility course taken in July 2009, I designed a site using PHP in Dreamweaver that complied with Section 508 of the Rehabilitation Act and the Web Content Accessibility Guidelines (WCAG) 2.0. I developed knowledge of XHTML (1.0 strict), CSS, and how to best design websites for disability accessibility.
Click the link below to view the site.