I developed the fifth module of an eight-module course for the New Mexico Department of Health’s online Foodborne Illness Investigation Training. The module, which instructed learners on the state’s protocols for epidemiologic investigations, was designed to accompany the state’s Foodborne Illness Investigation Manual and was developed using Adobe Captivate. I chose to present the paper prototype for this project, rather than the digital prototype, because it provides insight into my planning and designing processes.
The second artifact for this competency is a case analysis from an advanced practices Master's level class. In the case study, Iris Daniels is challenged to create an instructionally sound web-based training while coordinating a group of stakeholders from different cultural and professional backgrounds. The analysis provides viable solutions and connects the subject matter to my own experiences working in a multicultural workplace.
A savvy implementation of educational technology best practices was essential for the paper prototype. This was not only mandated by the online format, but also in response to a pre-identified potential for low learner motivation. In order to combat this, the module incorporated multimedia, narrative, branched scenarios and open navigation.
Adobe Captivate was the primary development tool, the reasoning behind which I state in the opening: “Adobe Captivate will be the software primarily used for course development, as it provides diverse options for incorporating multimedia and interactions as well as the opportunity for multiformat publishing. Captivate is also widely used among e-Learning professionals, which increases the chances that the state’s in-house training designers can update the training for years to come” (Nagy, 2017, p. 5).
The paper prototype also outlines the assessment and evaluation strategies intended for this project, and illustrates my intentions for incorporating the use of technology to adhere to those plans. A birds-eye view of each assessment point in the module is provided in the Site Map on page 7. The use of technology to facilitate interesting multiple choice interactions and branched scenarios was vital to the creation of the seamless learning and practice environment I envisioned. This, combined with open navigation and the ability to access information related to the case at the click of the button, led to a more realistic and responsive learning environment.
Both of my artifacts can be used to demonstrate mastery of this sub-competency as outlined in the table below.
AECT (2007). Code of Professional Ethics. [web page accessed at http://aect.site-ym.com/members/group_content_view.asp?group=91131&id=309963 on May 24, 2017.
Nagy, S. (2016). Case Study 20: “Iris Daniels”. [Case Analysis].
Nagy, S. (2017). E-Learning Prototype Conducting the Epidemiologic Investigation [Design Project].
Parrish. P & Linder-VanBerschot. J. (2010). Cultural Dimensions of Learning: Addressing the Challenges of Multicultural Instruction, International Review of Research in Open and Distance Learning ISSN: 1492-3831, 10-16