I have chosen three artifacts to demonstrate my ability to apply instructional design principles to real-world problems. Artifact Three, a case analysis from an advanced practices Master's level class, outlines the instructional challenges facing Pat Kelsoe and Jean Fallon as they strive to implement innovative distance and problem-based learning strategies into an existing medical clerkship program.
Artifacts Five and Nine, though completed at separate times, pertain to the same deliverable: a workshop designed to aid learners in the development of a business continuity plan for pandemic Influenza. After designing an instructor-led presentation and an instructional template that walks participants through the composition their Influenza plans, I designed an evaluation of the workshop following Kirkpatrick and Kirkpatrick’s (2006) four-level framework.
As I detailed in my analysis, the Kelsoe and Fallon case addressed the challenges of innovating within the context of an already successful instructional program. This aspect of the case study made identification of the learning and performance problems even more critical. Without clear knowledge/performance gaps, Pat and Jean simply would not be able to justify their proposed changes to an already skeptical stakeholder group.
Through their analysis, Pat and Jean discovered that, “students do not always encounter critical cases in their clerkship and students feel isolated in the field” (Nagy, 2016, p.4). These are the learning issues the pair intended to remedy, however as I acknowledged in the analysis, confronting resistance to innovation is a mandatory hurtle to achieving their ultimate goal. Unfortunately, uncovering financial resources was another challenge, and one that had a paradoxical relationship with their stakeholder issues. “Drumming up stakeholder buy-in would make securing and allotting financial resources easier,” I proposed, “while having solid financial resources and a management plan would facilitate stakeholder interest and investment” (Nagy, 2016a, p.5).
I used the Dick and Carey (2015) model to methodically create the pandemic Influenza workshop. This required the use of a variety of instructional strategies, some of which I was trying for the first time. Goal diagramming was a particular challenge for me at the time (my Goal Analysis Diagram can be viewed on pages 5 and 6). I had written many goals and objectives before but never paid so much attention to the precision of my language and the relationships between the concepts. That exercise (and the entire experience of taking each step of the design process seriously and thoughtfully) was invaluable to my growth as a designer. From that point on I was much more deliberate with the planning stages of my projects, which has undoubtedly improved the quality of my content.
After preliminary development of the workshop I conducted a brief formative assessment with two pilot testers. A synthesis, summary, and collection of raw data are outlined in Section Three of the report (Nagy, 2016b). The results of the evaluation were a critical influence on the final development of the workshop. Soon after starting development of the workshop I realized it would be an interesting and useful experiment to use the final deliverable as source material for my evaluation.
The evaluation was designed to answer the question, “should the workshop be offered again and, if so, how can the material be more responsive to the needs of the audience?” (Nagy, 2017, p. 2). Kirkpatrick & Kirkpatrick’s (2006) four-level evaluation model was the methodology I chose to follow for this assignment. I developed tools to evaluate the efficacy of the training based on reactions, learning, and behavior and results in addition to outlining the necessary methods for implementation of the tools.
A consequence of deep-diving into this workshop was opportunity to examine every step of the development of this project as though it was under microscope. That experience increased my comfort level with systematic design and evaluation to the point that I feel assured I could develop an engaging and instructionally sound deliverable regardless of the content.
Dick, W., Carey, L., & Carey, J.O. (2015). The systematic design of instruction. New York: Pearson.
Kirkpatrick, D. L. & Kirkpatrick, J. D. (2006). Evaluating Training Programs. San Francisco: Berrett-Koehler Publishers, Inc.
Nagy, S. (2016a). Case Study 15: “Pat Kelsoe and Jean Fallon”. [Case Analysis].
Nagy, S. (2016b). Business Continuity Planning Workshop: Surviving the Pandemic. [Final Project].