Assessments • Personal Philosophy • Conclusion

Assessments can be done in a variety of new ways, here are some examples:

Formative: Have students share their sketchnotes with a table partner as a checkpoint and formative assessment.

Summative: 2. Have students create a individual or group Informational graphic summarizing their learning.

As an instructional designer, my goal is to develop unique and creative learning solutions that will meet the needs of my clients.  As an instructional designer, it is my objective to create all-inclusive learning experiences that are practical, resourceful, and flexible enough to facilitate professional and academic growth (Boettcher, 2007). To be able to promote optimal learning, the one aspect you must never lose sight of is your learners (Kustoff & Spiro, 2014).  As such, all design must be created not only with them in mind but with the learner's needs being your primary goal (Kustoff & Spiro, 2014).    

As mentioned before, the learner's needs must be the foundation of your instructional design.   As an instruction designer, it is essential to be flexible (Yoders, 2014).   This means that the learning theory you apply, the design aesthetics, and instructional strategies one incorporates into their modules will never be precisely the same. Personalized learning opportunities will always be present, and the norm for your instructional design.  To meet the different modalities of learning instruction will always include all information presented with text, visuals, and audio, as well as including multiple opportunities to practice (Boettcher, 2007).

Paivio's Dual Coding theory, along with Sweller's Cognitive Load Theory, can be combined to create a 21st-century e-learning module that applies to Merrill's First Principles of Instruction. Paivio's Dual Coding Theory acts as a foundational focus to provide a meaningful structure to Merril's five principles of instructional design. At the same time, Sweller's Cognitive Load will keep the activities direct and straightforward.

Annette Villanueva-Lowe

American College of Education