Sharing the Design Load: Managing Skillsets in Collaborative Work
instructional design professionals and graduate school colleagues.
In the Spring of 2024, I was charged in leading a group to build out my first full eLearning experience in Articulate Storyline. My colleagues were both under heavy strain from travel plans and personal responsibilities. While I also was traveling, working full time and taking an additional course, I braced myself to lead because I always enjoy the challenge of working with others in this capacity.
I have taken the ©Gallup Strengths Finder assessment four times, so at the minimum I recognize that the best teams are those whose members aren’t all talented in the same way. As a partner, my biggest priority is to ensure everyone is given proper parameters, instruction on responsibilities, and are working within their unique talents. I believe those “islands of misfit toys” build the most magical and powerful of partnerships.
In the end, I believe the product we created was the direct result of THE strongest group experience during my time in graduate school. We may have held an unequal share of responsibility, but because we were all working in our strengths, the work benefited.
In the remaining body of this blog, you will find a link to view the project in Articulate 360, a link to view the interactive rubric to assess learner experience and the first sections of my project charter to show project overview and goals. To see the entire charter, you will find a link to the first version. This addition is provided to showcase how I approach project management, partnership, and design flow to maximize time and impact. Enjoy!
As a partner, my clients can expect the same service as my colleagues did. I hope to balance them in the way they need to create something amazing! With my artistic and creative temperament alongside my ability to focus, initiate and strategize, my clients always get the very best of balance.
Ready for balanced partnership? Let’s connect! Visit my Work with Me page to explore how I can help bring your vision to life.
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Project type: eLearning Module
Project Charter: Viewable Google Document
Full Project (Articulate 360 Review): BETA Version (Tested April 2024)
Assessing a Multimedia Lesson (Articulate Rise Shared Project): Interactive Rubric (Accessible within eLearning Module)
Team:
Caroline LeBoeuf– Project Manager, Author of Project Charter, Contributor for all aspects of ADDIE process, Lead on Media Plan for full eLearning lesson, Designer of General Slides and Part 2: Assess (Storyboards), Lead Designer of full eLearning lesson Articulate Storyline for versions 1-3
Nicole Woods– Contributor for all aspects of ADDIE process, Lead Designer of Course Flowchart, Designer of Part 3: Evaluate (Storyboards), Lead Designer of Articulate Rise Project “Assessing and Multimedia Lesson”
Jaime Martinez– Lead on Analysis Phase with Task Analysis of Course, Contributor for all aspects of ADDIE process, Designer of Part 1: Define (Storyboards), Lead Test Recruiter and Evaluator of Project
Excerpt from Project Management Charter
Overview of the Project:
Gagné’s Nine Levels of Instruction (also known as Nine Conditions of Learning, Nine Events of Instruction, or Taxonomy of Learning) is a flexible lesson structure that helps instructors engage students and achieve their learning outcomes. This multimedia lesson will help instructional designers define the Nine Levels, identify examples of each level, and evaluate how successfully a lesson implements the Nine Levels.
Goal Analysis
Learners will understand Gagné’s Nine Levels of Instruction and assess their implementation in their own work through an e-learning module-based multimedia lesson offered through Articulate Storyline.
Audience Analysis
This multimedia lesson will be used by students in instructional design programs (undergraduate or graduate), as well as professionals transitioning into the instructional design field who are new to multimedia design and would benefit from understanding and applying Gagné’s Nine Levels to their own work.
Context (Situational) Analysis
Learners will complete the e-Learning module on a personal device. The multimedia lesson can be accessed on laptop or desktop computer, a tablet or a phone in a space of their choosing (personal or professional).
Learners will complete this e-learning series of modules with the goal of improved performance in their chosen profession. Learners must be provided access to the modules as embedded in an LMS (ex. Blackboard, Moodle, Canva) or other learning based websites (ex. Coursera, LinkedIn Learning, Udemy). Learners who lack basic knowledge and understanding of Instructional design theory and principles may need additional instructional support for an optimal learning experience.
Anticipated duration of eLearning multimedia module
This e-learning module will include a short introduction, and an interactive menu including three distinct sections. Learners must finish each section and pass the aligned assessment in order to complete the course. The multimedia lesson is anticipated to take approximately 35-45 minutes to complete, depending on the learner successfully meeting learning outcomes within the individual assessments with one or more attempts.
Objective Analysis
By the end of this eLearning module, learners will be able to:
- Define Gagné’s Nine Levels of Instruction
- Identify examples of each level
- Evaluate an existing lesson for its adherence to the Nine Levels
TOAB (Task – Objective – Assessment Item Blueprint)
| Goals: Learners will understand Gagné’s Nine Levels of Instruction and assess their implementation in e-learning modules.1.0 Learners will define Gagné’s Nine Levels of Instruction 2.0 Learners will identify examples of each of the Nine Levels3.0 Learners will assess an existing lesson for adherence to the Nine Levels | |||
| Learning Task Item and Number | Objective | Outcome Level | Assessment Item |
| 1.0 Define Gagné’s Nine Levels of Instruction | Given a multimedia lesson and a list of definitions, learners will select the correct description of each of the Nine Levels. | Remembering | Matching Activity: Which of the following definitions best represents each level? |
| 2.0 Identify examples of each of the Nine Levels. | Given sample instructional activities, learners will identify which of the Nine Levels each activity represents. | Understanding | Multiple Choice Activity: Learners are shown sample instructional activities and must correctly choose which of the Nine Levels those examples most accurately represent. |
| 3.0 Assess an existing lesson for adherence to the Nine Levels. | Given a complete multimedia lesson and a rubric, learners will correctly identify which of the Nine Levels are present and which are missing. Learners will recommend additions to address missing levels. | Applying | Rubric Activity: Using a rubric, learners will assess a sample lesson by identifying which of the levels are present, identifying which are missing, and suggesting revisions. |
Reference: Kurt, D. S. (2021, January 1). Gagné’s nine events of instruction. Educational Technology. https://educationaltechnology.net/gagnes-nine-events-of-instruction/
Until next time – keep shining for those who would otherwise remain in the dark.
Be the light!
