Alison L. Moore Masters Portfolio: Instructional Systems Program Goals Statement At the onset of my Masters coursework, I had recently left a position working with a museum s education department. I had realized I enjoyed developing and delivering training to the tour guides and docents, and wanted to explore the field of instructional systems. Returning to the museum world is always an option, but I m also recognizing the possibilities for career paths for instructional designers. I am interested in pursuing roles in a military or corporate setting rather than as a private contractor. Currently I am applying to the doctoral program of Florida State University s Instructional Systems program. Earning a Ph.D. will provide me heightened professional experiences, a thorough understanding of instruction and cognitive theory, and extensive writing and research skills. After I have completed my Ph.D., I should have a more finite career direction identified and be competitive in applying for positions. To hold a desirable position, I will need to demonstrate various skills associated with the practice of instructional systems. In addition to maintaining a systemic and systematic approach, six main competencies are identified as serving practitioners, which include Analysis, Design and Development, Technology Integration and Media Applications, Evaluation and Research, Management and Implementation, and Communication. To prove I possess proficiency in these skill areas, I have created an online portfolio that should be viewed concurrently with this Goals Statement. Numerous artifacts displaying my skills are available for download throughout the portfolio, as well as background information for each project. The following is an overview of these competencies, a self- assessment of my current skills, and a reflection on how my Masters coursework (artifacts) demonstrates this proficiency. Analysis Most instructional design and performance improvement projects will require a strong analysis at the onset. This can include various types of analyses, such as learner, needs, and performance system analyses. To conduct a thorough analysis, one must be able to examine 1
and organize copious amounts of information. I possess such abilities, as is evidenced in the artifacts chosen to represent this competency. Many courses within the IS program granted me the opportunity to practice this skill, and as a result I have completed a learner analysis that informed an entire instructional package and a performance system analysis of a local institution. The purpose of the learner analysis was to gain information about a target learner group and, due to my abilities, I used the knowledge gained from the analysis to develop appropriate objectives, content, and assessments. On a larger scale, I was part of a team that performed an analysis of an organization based in Tallahassee. This task required a comprehensive study of the organization s processes, structure, and purpose. Attesting to the success of this analysis, we were able to produce a plan for improving the group s performance concerns. Without strong skills of analysis, I would not have been part of such effective projects, and will not complete all necessary tasks as a professional. Design and Development The design and development stage of projects is often based on the information gathered during analysis, and can involves creativity. Instructional designers must ensure all materials produced align with each other, and thus support a common end result for the target learners. This can include the triangulation of performance objectives, instructional content, and assessments. It is the responsibility of designers to develop sound instruction that conveys the information learners need, and also to be able to determine if the instruction achieved this goal. Again, this is accomplished through effective design of instruction. I have exhibited this skill in numerous courses throughout my time in the IS program. An early attempt at creating a well designed piece of instruction began with the drafting of performance objectives and assessments for manipulating the photographic effects of a camera. This artifact was one step of a larger project, but was necessary in that the objectives and measurement items were written simultaneously. This ensured complete alignment during the primary stages of instructional development. Following this initial phase of design, projects progress into full packages. For example, I also submitted for a class a print- based module comprised of objectives, content, and assessments. These three elements coincide with each 2
other and facilitate learners understanding of how to utilize the free program Jing. This module I developed is technologically low, but is still effective due to its successful design. Respecting the importance of sound design and development is a skill instructional designers must possess. Technology Integration and Media Applications From my internship, I have learned that possessing expert proficiency with every form of technology is not a requirement for instructional designers. However, being familiar with various software programs assists greatly in numerous ways. For example, designers conversant in software applications will be able to identify and select the most appropriate programs for certain projects. Also, depending on the business structure, instructional designers will be able to interact and communicate more effectively with the individuals responsible for the technical roles. It is possible that a designer could hold a position in which she is directly responsible for creating instruction, but this is not always the case. I have been exposed to various forms of new technology throughout my Masters coursework. Different project assignments required me to learn new programs and push my knowledge of familiar software s capabilities. During my time in the Instructional Systems program, I created an audio podcast using Garageband, a video podcast using imovie, an instructional game using Microsoft PowerPoint, and a tutorial using Adobe Captivate. New technologies to me included Garageband, imovie, and Captivate, while I was stunned to learn about the complex functionalities of PowerPoint. This knowledge of possible applications grants me immense creativity when designing instruction in the future. Being aware of technology allows for the planning of creative and new formats of instructional materials, regardless of the content and environment. Evaluation and Research Professional instructional designers also require expertise in evaluation and research techniques. Evaluation should occur throughout the span of any project, and there are numerous forms of evaluation to match the various phases. During the design and development stage, formative or process evaluation is used to guide decision making. In so doing, designers can make necessary adjustments to a project without expending too many 3
resources that will need to be modified. After a project is complete, a summative or outcome evaluation is conducted to determine if the instruction or program is performing desirably. I have experience with both types of evaluation. For the many assignments of instruction, I engaged in formative evaluation during the initial planning and building of materials. I pilot tested a mid- design module addressing camera effects on a group of learners before the module was completed. This extra procedure alerted me to problems within the instruction, which included confusing text, broken links, and incorrect assessment items. Designers also must be adept in research, which includes gathering accurate and useful information. This data can come from various sources, such as peer- reviewed journals, technical reports, or research studies. With a Masters degree from Florida State University in Art History, I am fully capable of locating, organizing, and reviewing scholarly articles. And after completing the IS program s Inquiry and Measurement course, I am now experienced in conducting research studies of a more scientific nature, as well. I was able to identify a research problem, explore background literature, develop measurement instruments, distribute surveys to an appropriate scope of participants, and analyze data into useful results. This study was conducted through the College of Education and addressed the motivational factors of graduate Instructional Systems students on attending departmental activities. Not only did I complete a class s assignment satisfactorily, but I also collected current data that was used to support my peers. These skills will assist me within my upcoming profession, but also more immediately as I pursue a doctoral degree. Management and Implementation Designers must be able to manage project phases and adhere to timelines. This competency is important because efficient use of resources during the course of a project relates directly to dollars and client approval. Most projects will not be linear, meaning that project leaders must be cognizant of the dynamic progression of instruction development or program evaluation. Maintaining control over a complex process will require proficiency in management and implementation skills. I have been exposed to the overwhelming situations this competency can present. For example, I served as project leader for a student group working with a local organization. Over the course of the semester, which lasted four months, I 4
oversaw the planning, implementation, and review of numerous analyses, research inquiries, and reviews. Many of these steps, when considered individually, were complicated, and when integrated into a semester- long project, the overall task was immense. With the support of my group members, I was able guide the entire project to completion. Also, this final project contained a detailed plan for recommended interventions. An artifact presented for this competency illustrates this level of management and implementation of which I am capable of envisioning. The purpose of the proposal is to describe the schedule for a high- level program implementation. The plan involves a month- by- moth timeline, specific roles for relevant individuals, as well as a description for formative and summative evaluations. From these experiences, I possess the ability to develop and plan for detailed management and implementation procedures, as well as accomplish such processes. Communication Communication is a common element to all other competencies discussed throughout this paper. Developing and implementing strong communication etiquette, both in person and electronically, will improve all aspects of an instructional designers professional career. Carrying out any project, such as instruction development or performance improvement, can be a social experience involving much interaction between clients, leadership, and staff. To ensure all stakeholders are acting within a common framework, effective and efficient communication is vital. Additionally, communication in instructional design can also be considered in the context of conveying content through instructional materials. Again, clear and precise communication is essential in order to achieve maximum learner retention. From experiences during courses and an internship, I have acquired an understanding for the importance of superior communication, and also honed such skills. The artifacts presented in support of this competency demonstrate this talent. As described previously, I was the project leader for a group assignment with a local organization. We successfully collaborated with client contacts and leadership throughout the semester, and this would not have been possible without effective communication. I listened to their descriptions and asked relevant questions to solidify a comprehensive understanding of their complex system. Through effective communication our group was able to succeed. An additional artifact includes the 5
camera manual. This project exemplifies well designed instructional of complicated content that is easily accessible through clear communication. Combining appropriate language with specific images, the module was successful in teaching learners about a technical topic. My four semesters spent in FSU s Instructional Systems program have provided me with exposure to both theoretical approaches and hands- on practice of instructional design and performance improvement. From this Goals Statement, it should be clear that I posses a firm understanding of instructional models, as well as the skills needed to realize such models. In addition, the artifacts presented on my portfolio website support my attainment of the six competencies associated with the field of instructional design. 6