Module 1 - Instructional Design

Interactive Video Creation with Adobe Captivate

 

What are your subject, level of instruction, and intended audience?

• Subject: Creating interactive videos using authoring tools for e-learning

• Level of Instruction: Advanced undergraduate or graduate level

• Intended Audience: Students or professionals interested in e-learning design, likely in education or instructional design fields

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What are the key institutional documents that will influence your design process?

• Syllabus: Would outline course objectives, schedule, and assessment criteria

• Course outline: Detailing weekly topics and activities

• Accreditation standards: Relevant e-learning or instructional design standards

• Fink's Taxonomy of Significant Learning: Used as a framework for course design

 

Are you using competency-based education (CBE) or outcome-based education (OBE)? Why?

This course uses outcome-based education (OBE). The learning goals in the Fink's table are clearly defined outcomes that students should achieve by the end of the course. OBE is chosen because it focuses on what learners should be able to do (outcomes) rather than just what they should know, which is crucial for a skills-based course like interactive video creation.

 

What design approach have you chosen? Why?

The design approach chosen is Fink's Significant Learning approach, as evidenced by the use of the Fink's three-column table. This approach was chosen because it provides a comprehensive framework that goes beyond just knowledge and skills, incorporating human dimensions, caring, and learning how to learn. This holistic approach is well-suited for a course that aims to transform online learning experiences.

 

How will you balance assessment Of/For/As learning?

• Assessment Of Learning: Summative assessments like the final interactive video project and the portfolio presentation.

• Assessment For Learning: Formative assessments such as quizzes on basics and peer reviews of interactive videos.

• Assessment As Learning: Reflective activities like the self-assessment essay and learning journal, which encourage students to think about their own learning process.

 

Are you moving your learners into deeper learning? If not, why not?

Yes, this course design is moving learners into deeper learning. It starts with foundational knowledge but quickly moves into application, integration, and higher-order thinking. The human dimension and caring aspects encourage learners to connect the material to their personal and professional lives. The "How to Keep on Learning" section promotes lifelong learning skills.

 

Who controls the learning?

The course design suggests a balance between instructor-guided and student-controlled learning. While there are structured activities and assessments, there's also emphasis on self-reflection, personal learning plans, and student-driven projects. This balance allows for guided instruction while promoting learner autonomy and self-directed learning.

 

This course design demonstrates a thoughtful approach to teaching interactive video creation, emphasizing not just technical skills but also broader understanding, application, and continuous learning in the field of e-learning design. It aims to produce competent and reflective practitioners who can adapt to the evolving landscape of online education.

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Big Harry Audacious Goal (BHAG)/ Fink's Three Column Table

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References:

Adobe Help Center. (2023, September 6). Create an interactive video with overlay in Adobe Captivate. Adobe.

https://helpx.adobe.com/captivate/help/create-interactive-video-overlay-captivate.html

 

Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. Jossey-Bass.

www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf

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Gulamhussein, A. (2013). Teaching the teachers: Effective professional development in an era of high stakes

accountability. Center for Public   Education. https://Teaching_Effective_Professional_Developmt.pdf (dropbox.com)

 

Harapnuik. D. (2021). Assessment Of/For/As learning. https://www.harapnuik.org/?page_id=8900​​