M2-Week 1-Class

Instructional Design & eAuthoring Module (Week 1)

The following is a reflection on the Tuesday morning class that took place on 25th October 2016 from 10:00 to 13:00 using Gibbs Reflective Cycle.

Description

The aim of the module is for the students to gain competence in planning, designing and developing eLearning resources/activities. The assessment consists of four items as follows:

(1) Storyboard (Group)
(2) The e-learning resource/activity ) (Group)
(3) Annotated bibliography (Individual)
(4) 1000 word reflection (Individual)

Later in the class, we were divided into three groups.  My group consists of four students as follows:  Allessio Gemma, Michael McKeever, Rachel Maguire and myself (Gerard Kilkenny).  We decided that the eLearning resource we will develop will be based on composting.  We decided to adopt the name The Compostivists for our group.

Feelings

It wasn’t too dramatic a change to move to a computer room (Room 2069) on the second floor of DIT Aungier Street.  For the first five weeks of the course (the Learning Theories module), the MSc and MA students were together in the LTTC Teaching Rooms on the fifth floor.  Now that the MSc and MA groups are separated for Module 2, it has now become apparent that there are 11 students following the MSc Applied eLearning degree course.   My group The Compostivists have already schedule its first meeting for this Saturday 29th October 2016 in the Westbury Hotel, Dublin 2.  I volunteered to carry out the development work for the eLearning resource (using Adobe Captivate) and Allesio signalled an interest in taking the lead on creating a storyboard for the resource.  I have a feeling that our group will work well together.

Evaluation

It was helpful that the lecturers on this module (Damian Gordon and Pauline Rooney) outlined how the module is to be assessed, and what is expected of the students, from the outset.  I discovered that I already have one of the books on the Essential Reading List:

Clark, R. C., & Mayer, R. E. (2011).  E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Pfeiffer.

I began reading this book about a year ago before I applied for the MSc Applied eLearning course.

Damian showed the class how useful the Cite button in Google Scholar can be.  I hadn’t used Google Scholar before now but I hope to make good use of it in the weeks ahead.

Analysis

My initial analysis was that the assessment for Module 2 (Instructional Design) is much more demanding than for Module 1 (Learning Theories).  Module 2 has four assessment tasks compared to one assessment task for Module 1.  Moreover, Module 2 takes place over eight weeks with 10 ECTS to be gained whereas Module 1 took place over five weeks and had only 5 ECTS attached to it.  However, on closer analysis the four assessment items appear to be very integrated.  The storyboard precedes the development of the eLearning resource and the annotated bibliographies inform both of these items.  The 1000 word reflection is a meta-reflection of all of the individual reflections and this is something to be carried out at the end of the module.

Conclusions

I think that I am going to very much enjoy this module as I am very interested in, and have prior experience of, developing eLearning resources.   It will be important to carefully schedule the work required for this module in order to meet the deadlines for the assessment tasks.  In relation to the annotated bibliographies (5 to 7 to be done), Damian advised us to properly critique our annotations and to say if they were useful for our group project.  There should be three parts to each annotation:  summary, critique, evaluation.

Personal Action Plans

  • Locate user guides and video tutorials for Adobe Captivate 9
  • Source some of the eleven books on the Essential Reading list.