Instructional Analysis and Strategies for a Defined Goal
 

REFLECTIVE STATEMENT
Describe: The instructional analysis and micro and macro strategies artifact were developed during a course assignment at George Washington University. The goal used in this assignment also relates to my Lytec teaching module artifact.

Analyze: I chose this include this artifact in my portfolio because it demonstrates my ability as an instructional designer to analysis and develop strategies and instructional materials for a specific goal. This artifact represents my portfolio framework by demonstrating my role as an instructional designer to assess, design, and enhance existing instruction through the use of an instructional design model; in this case, the Dick and Carey model.

Appraise: The strength of this artifact is that I was able to define a goal and apply the steps of the Dick and Carey model within a set amount of time. The outcome was a much more detailed view of a goal that I have been teaching for years. Using the design process, I produced an in-depthinstructional analysis of the goal, complete with re-written performance objectives and assessment tools. Applying the steps of the design model allowed me to re-develop my existinginstructional materials to include a much more detailed strategy for instruction. Utilizing the instructional strategies as a guide, student materials were also re-designed to include more focus and detail. Formative evaluations with a subject matter expert, as well as one-to-one student interviews and a field trial proved helpful in defining areas of instructional weakness. From the evaluations, I was able to compile a revision list that will be used to further refine the instruction.

Transform: Because of the course that required me to delve into the Dick and Carey model with precise application, I now view the instructional design process as a "practice," much like a doctor would "practice" as a health care provider. I see the instructional design process as a unique combination of art, science and philosophy, with each design situation utilizing strengths from each branch of the triune. The philosophy gives us the underlying principles and reasons for what we do, while the science gives us technique, methodology and protocols, and the art allows us to uniquely apply the concepts in a manner that will engage the individual learners. Because the Dick and Carey process is very detailed, and not every situation lends itself to the full time-consuming design process, I believe it takes a thoughtful and skilled designer to weave the philosophy and science of design with the artistic ability of crafting instruction that meets educational, budgetary, and timeline considerations.