The ADDIE instructional design model provides a structure that guides instructional design decisions, and there exist multiple models (Morrison, Ross, and Kemp, Dick and Carey, etc.) that further guide specificity within the phases of ADDIE.   For the past twenty years, I have worked for an organization that uses the Loucks-Horsley (2009) model for designing professional development for teachers of science and mathematics.  My experience with this model allowed me to understand the instructional design process and overlay this new learning on my experience.  Although I have used, and taught others to use, the Loucks-Horsley model to design long-term professional development plans, I was not familiar with using such a process for designing instruction.  I appreciate the growth I have experienced through this program to increase my intentionality in designing instruction for K-12 students and for teachers. I have improved my ability to consider the elements of the Analyze phase of ADDIE, specifically what Morrison et al. (2013) label as Learner and Context, Task Analysis, and Instructional Objectives instead of immediately progressing to developing the instruction. Although the focus of this program was different from what I expected, I am thankful to be exposed to new learning that I did not recognize I needed.  My knowledge of instructional design has changed the way I approach the design and development of professional learning sessions as part of my daily work.


In addition to instructional design, I have grown as a web designer during this program.  As I compare my early attempts at web design in EDET 703 and EDET 735 to later attempts in EDET 650 and EDET 793, I notice that my understanding of color and design has been transformed.  My later website examples have a more professional look and feel and use fonts and colors consistently.  Although my undergraduate work required knowledge of several programming languages, 1995 was a long time ago and the requirements of this program required me to learn more about HTML and website design.  I used WIX and Google Sites to create the websites produced for my coursework.  Looking back, I think I would have grown my knowledge more if I had selected to use web design software and a different web host. However, I also realize that would have significantly increased the time required to complete the tasks.  Although I want to increase my knowledge, I made the decision to use the simpler pathway to allow for balance of time between work, home, and school.


My experiences in this program have also increased the size of my technology toolbox. From the initial experiences in EDET 603 with Rise 360 and creating a shared Technology Toolbox as a class to learning about technology to support diverse learners in EDET 735 and developing an online course in EDET 755, I have embraced each new tool and adapted it to my regular use.  I share these tools with teachers and model their use as I support mathematics and science learners.  Learning about Universal Design for Learning impacted the way I think about lesson design and K-12 instruction and likely has changed my instructional style for the rest of my career. 
 

The most challenging part of this program for me has been collaborative group assignments.  Although I appreciate the opportunity to learn from others and with others, my experience and efficacy sometimes has a negative impact on the group dynamic.  I learned early in the program that I have to consciously balance my need to advocate for my own ideas with inquiring into the ideas of others.  In the first semester, I made an intentional decision to step back from sharing my thoughts to encourage the leadership and thinking of others.  One of my professional goals is to empower other educators and increase teacher agency.  I selected to carry that goal into my interactions with colleagues in the program.  However, it was a learning experience.  In at least one case, my lack of advocacy for my own ideas led to assignment feedback that was less than desirable.  I feel like I’ve found the right balance as I’ve progressed through this program, and hopefully my colleagues feel the same. 


Overall, I am proud of the work I have accomplished and the learning I have integrated into my daily work.  I look forward to continuing my journey as an educator with more intention, greater flexibility, and increased knowledge of instructional design and technology. 

References

Association for Educational Communications and Technology  (2012).  AECT standards:  2012 version. Retrieved from https://www.aect.org/docs/AECTstandards2012.pdf  

 

Branch, R. M. (2009). Instructional design: The ADDIE approach (Vol. 722). Springer Science & Business Media.

 

Costa, A. L. (2008). The School as a Home for the Mind: Creating Mindful Curriculum, Instruction, and Dialogue. SAGE Publications.

 

Holt, J. (1984) Growing without schooling. Holt Associates.

 

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing Effective Instruction (7th ed.). Wiley.

 

Mundry, S., Hewson, P. W., Love, N., Stiles, K. E., Loucks-Horsley, S. (2009). Designing Professional Development for Teachers of Science and Mathematics. SAGE Publications.

 

Koestler, A. (2014). The Act of Creation. Dauphin Publications.

Overall, I am proud of the work I have accomplished and the learning I have integrated into my daily work.  I look forward to continuing my journey as an educator with more intention, greater flexibility, and increased knowledge of instructional design and technology. 

Terri Rathburn

As I step onto the balcony to review my collection of artifacts and coursework within the Learning Design and Technologies program, I realize how each piece fits together with my work experiences to create my current knowledge base.  I am fortunate to have entered this program after twenty-four years of educational experience which impacted my approach to learning and synthesis of information.  This portfolio represents both my current understanding of instructional design and technology, as well as the journey I’ve taken to build my expertise. 


In the beginning, when I applied to the Master of Education in Learning Design and Technology program, I was unaware of the focus and intent of the program.  I recall my personal statement for my application was focused on technology tools for education with no connection to instructional design.  My most significant learning in this program revolves around the concept of instructional design.  I have learned that instructional design includes intentional and purposeful procedures to ensure the development of quality and successful instructional products.