[ETEC 578 – Instructional Design & Development] eJournal Entry 2 – “A is for Analysis”

In the ADDIE model the letter “A” is an acronym for Analysis, and in analyzing it is very important to clarify the problems and objectives in your ID performance and identify its actual needs.

Last week, I decided to focus my instructional design project on mobile video microlearning and in creating my performance analysis and needs assessment, I noticed that my biggest problems will be connecting the dots with condensed lessons that may not detail full scale of the curriculum, or worse, not be engaging, organized, or simplistic enough to not lead to confusion. Also, technology performance issues such as problems with lower bandwidth, streaming, and a lack of usability features could disrupt learning and attention spans could cause some problems if not addressed in the planning stages. These issues both are instructional and non-instructional problems that can be streamlined and even corrected by researching the engagement of popular eLearning modules, social media posts, interactive learning experiences online and off, and new creative and innovated approaches to microlearning as a whole.

Troubleshooting as far as technology and online platforms should also be researched and focused on so that in the designing of microlessons, file sizes are not over limit (which may cause streaming and/or downloading disruption), technology standards and education ethics are applied to content and to information shared, and technology capabilities are identified.

Microlearning is a method for teaching and delivering content to learners in condensed bursts where learners are in control of what and when they’re learning. Content for video microlearning can use an array of multimedia that can catch and keep attentions spans enough to facilitate learning in flexible ways that engage the learner. The average attention span of the average learner in 2020 is roughly 90 seconds. Most social media platforms focus on video modules averaging multimedia options to last between 1 minute and 1 minute and 30 seconds. Using video microlearning in 2 minute and under modules give students the ability to easily access learning quickly and in complete standalone lessons or micro-courses that can not only be accessed quickly and from any smart device, but also shared, helping recall and retention. I think focusing on the conveniences, audience, impact and approach within the performance will solve many instructional questions and problems presented.  

[ETEC 578 – Instructional Design & Development] eJournal Entry 1

The instructional design project I want to undertake in this course is mobile video learning as a modality. With my background in videography and design, I think it would be interesting and beneficial (especially during this pandemic) to create video learning experiences that can be integrated via push learning, social media, and other platforms to provide on-demand microlearning experiences. I already have some ideas to help my Senior students who will be learning virtually this year, still receive our grant services (which help to provide post-secondary information and guidance) on FAFSA, college information sessions, testing, and college application help through various short how-to and scenario learning videos that can be accessed directly to their smartphones or any mobile or learning device.

In fully exploring what problem my instructional design project will address, I recognize and tap into my budding passion for microlearning and digital learning in wanting to create and facilitate on-demand videos to address immediate curriculum and student needs through self-paced learning and learning that is accessible through various digital platforms. With so many changes happening during the pandemic, changing the pace and structure of how teachers and students operate and engage, whether from home learning or within isolated classrooms, curriculum that does not include media and technology through multiple platforms and in ways that can be accessed without step by step instruction from a teacher at all times is counterproductive and insufficient to maximizing learning time and optimizing technology capabilities for lectures and digital feedback.

When constructing microlearning using video, it is easy to notice that it can be somewhat synonymous to mobile learning. Both go hand in hand in my opinion, with mobile learning being accessed from anywhere and video microlearning being condensed enough to be uploaded onto any platform and used through mobile applications. Something that I am very aware of while designing is that mobile learning can suffer from lower bandwidth, streaming, and a lack of usability features that can disrupt learning and attention spans. This is also why I believe fine-tuned adaptive learning should be included in the customization of the videos as to not waste time, resources, technology capabilities, and further devote a stronger focus on mastering what is actually need, for what platform, and for which students (including a range of their technology and curriculum).

In reflection, using the five phases—Analysis, Design, Development, Implementation, and Evaluation, of the ADDIE model, I have definitely revealed new insights for my project, specifically in the Analysis, Design, and Evaluation phases, leading me to look past my own understandings and do more research on filling in gaps in the curriculum needs for the  eLearning; accessibility, storyboarding/outlining, and implementation of the videos.