e-Journals

In the contemporary educational and learning context, without an instructional design is like going to a war without an armor and a game plan. Without it, educators and learners alike are left vulnerable, navigating through the complexities of teaching and learning without a structured approach or guiding framework. This absence of instructional design leads to a significant loss and misallocation of valuable resources, including time, energy, and educational materials.

Instructional design plays a pivotal role in effective teaching and learning, serving as the foundation upon which engaging and impactful instructional materials and interventions are crafted to address the diverse array of learning needs and styles. By integrating the principles of pedagogy, learning theories, and technology/media utilization, instructional design ensures that educational content is not only informative but also equitable, engaging, and accessible.

In essence, instructional design provides educators and learning design implementers with a strategic roadmap, guiding them through the rigorous process of planning, designing, implementing, and evaluating instructional mediation. Without the guidance of instructional design, teachers may become overwhelmed by the abundance of resources and methods available for lesson implementation, resulting in inefficiency and a loss of educational impact, such as student disengagement and an inability to achieve learning objectives.

By furnishing educators with structure and support, we empower them to deliver high-caliber instruction that maximizes their professional abilities and equips learners with the necessary skills, knowledge, and attitudes to thrive in a competitive academic and corporate environment. In the modern educational arena, we cannot afford for educators and learners to suffer from the pitfalls of learning and instructional chaos, lost opportunities, and diminished learning outcomes.

e-Journal 1. Timeline and Communications

As a working student, the initial phase of this instructional design project required a focused approach to establish clear communication channels and set a precise timeline. It was crucial to maintain a professional attitude and image, especially when interacting with key stakeholders such as the school principal (my gatekeeper), parents, and students (the target audience). This emphasis on effective communication skills and professionalism helped build trust, confidence, and facilitated smooth collaboration among all parties involved in the project. For instance, securing parental consent and approval from the school principal ensured that every stakeholder was on board and committed to achieving the program's goals.

Reflection: The ability to maintain professionalism while managing relationships within the project sphere significantly contributed to the project's success. This experience highlights the importance of having a clear and structured communication process to foster a collaborative environment.

Recommendation: For future instructional design proponents, I recommend implementing structured communication protocols and regular check-ins to maintain transparency and open lines of communication among stakeholders. This approach will help build strong partnerships essential for the success of the project.

e-Journal 2. Learners & Needs Assessment & Analysis

Instructional designers have to conduct a needs assessment to determine whether an instruction being developed is appropriate to the problem being identified; also, to ensure that there is really a necessity to develop an instruction to respond to the problem before investing time and resources in the costly development and production of instructional materials(University of Illinois at Urbana-Champaign, 2019). Meaning, it can help is to identify whether an instruction is created to solve a problem, innovate an existing instruction, or fill in the gaps to achieve the established goals.

Nuragha et al. (2018) emphasized that needs assessment is important to both the learners and the program or curriculum developers. It explained that needs assessment becomes a process for students to confirm their level of knowledge and skills, clarify their thoughts and interests, and determine their learning habits and choices before they enter a specific curricular program. In addition, it is the foundation for decision-making related to educational programs and curriculum development.

Learner analysis on the other hand becomes vital in instructional design because it plays a crucial role in pedagogical values, cognitive processing, learning styles (Smith & Ayers, 2006), in the learner’s psychomotor, affective, and social characteristics (University of Illinois at Urbana-Champaign, 2019) and cultural backgrounds. These factors, in any way, can affect the learning process and progression of the student. Hence, learner analysis helps in determining the scope of the design of the instruction – the content needed, and where the instruction should start. The very reason for the conduct of this analysis is because learners, no matter if they belong to a smaller community, are not alike. And that learner diversity matters in incorporating instructional deliverables in the teaching and learning opportunities provided inside the classrooms.

In a learner-centered classroom, both are integral parts to fully understand the gaps and opportunities that we can provide to our students. The reason why we create instructional materials is not just because we have learners who need them, but also because we respond to problems they encounter in their learning process. We cannot simply develop an instruction or produce an instructional material without taking a look at the audience who need it. It would just be a waste of capital and human resources if a stringent analysis would just be set aside.

Conducting a rigorous Learners and Needs Assessment (LNA) is a crucial step in developing an effective and responsive instructional design. By employing diagnostic tests and surveys to profile the students, I was able to identify specific instructional gaps. This analysis was instrumental in creating the Design Blueprint, ensuring that the instructional plan and materials were tailored to the specific needs of the learners.

Reflection: This process highlighted the significance of an evidence-based approach in developing a responsive educational program. It emphasized the importance of continuous assessment and feedback to ensure that instructional plans—encompassing activities, assessments, and materials—remain effective and relevant. I realized that needs analysis is essential as the foundational step that provides direction for the entire project.

Conclusion: Needs assessment is not a separate element of the instructional design process but a vital part of it. It allows designers to define target learning outcomes based on identified gaps. By adhering to the principles of backward design, we can ensure that instructional strategies are developed specifically to address the instructional problem.

e-Journal 3. Theoretical Underpinnings & Instructional Design Model

The application of a theoretical framework and instructional design model provides a strong foundation for developing an instructional design. These tools guide the alignment of instructional strategies with learning objectives, ensuring that learning activities foster knowledge construction and engage students in meaningful learning experiences.

Reflection: Integrating a learning theory into the instructional design process allowed me to create a more learner-centered approach. The Cognitivist Theory of Learning enabled me to develop learning activities that encourage students to process new information through assimilation, accommodation, and scaffolding. To effectively enhance students’ higher-order and critical thinking skills, it is crucial to apply cognitive theory, ensuring a thorough grasp of news and news writing concepts. I included a full explanation of the theoretical basis of the pedagogical decision in my e-Portfolio (Section 3.1.1).

Meanwhile, the Morrison-Ross-Kemp (MRK) Model for Instructional Design guided the alignment of instructional strategies with the defined learning objectives, ensuring a logical structuring of objectives, content, strategies, and assessments. The Morrison, Kemp, and Ross (MRK) Instructional Design Model highlights the importance of understanding the learners' need and its adaptable nature. The MRK Model guided the development of activities and assessments aimed at gauging and improving the basic understanding of news and news writing, including characteristics, structure, and elements of a lead paragraph. Its cyclical nature fits the development of this ID so there is a content planning, design, and evaluation to ensure effective instruction. By careful consideration of the inner elements of MRK ID Model, it would allow a combination of instructional and assessment approaches to better develop the participants mastery of the workshop objectives.

Recommendation: It is advisable to explore other instructional design models and learning theories to enhance the flexibility and adaptability of instructional designs for various learning contexts and audiences.

e-Journal 4. Development of Learning Objectives

Learning objectives were defined using findings from the Learners and Needs Assessment. The insights gained from this analysis were used to formulate objectives that are specific, achievable, responsive, and relevant to address the identified learning gaps. This process is a crucial element of instructional design, as the learning activities and assessment tasks must align with the intended learning outcomes. The diagnostic test provided to students highlighted a poor understanding of basic concepts, which was a key basis for designing the learning objectives.

By utilizing the MRK Model, the learning objectives leverage cognitive processes, ensuring that students can apply acquired knowledge in practical assessments.

Reflection: Developing learning objectives helps instructional designers create a clear blueprint for both teaching and learning. Ensuring that objectives align with the instructional curriculum enables designers to identify the main focus of the design, thereby meeting educational and learning requirements effectively.

Conclusion: Instructional designs rely heavily on clear and specific learning objectives that align with both the identified learning gaps and educational requirements.

e-Journal 5. Content Development

In this phase, I outlined the content of the training, selected the instructional strategies, designed the learning activities, developed the assessment tasks, and planned the necessary instructional materials, including media and technology. I carefully considered the accessibility and readiness of these elements, both in terms of course development and the project implementation venue. I applied principles of instructional media resources and multimedia design to ensure that the content was attractive, engaging, accessible, and responsive to the learners' needs.

Reflection: This experience highlighted the importance of integrating the learner profile, familiarity with the learning environment, and identified learning gaps. It is crucial to align content development with the guiding theoretical framework and instructional model to ensure a cohesive design. Additionally, the Multimedia Learning Theory emphasized the deliberate use of media resources—utilize when necessary, vary to avoid monotony, and ensure learner engagement.

Recommendation: Continuously assess the effectiveness of instructional media and content to ensure their effectiveness for future users.

e-Journal 6. Instructional Strategies

This instructional design incorporates a variety of strategies, including Lecture, Didactic Questioning, Case (News) Analysis, Group Collaboration, Summarization, Assessment of Prior Knowledge, Drill & Practice, Demonstration, Small Group Discussions, and Scaffolding.

These strategies are integrated into various learning activities and assessment tasks outlined in the instructional plan. They are guided by the learning needs and the chosen theoretical framework, Cognitivism, ensuring that students engage with the material in multiple ways rather than relying solely on direct instruction.

Reflection: The use of these instructional strategies is informed by an understanding of the Cognitivist Learning Theory. To effectively test students' cognitive abilities and their capacity to process information, the learning environment and instructional approaches must create opportunities for acquisition, retention, and retrieval of knowledge.

e-Journal 7. Integration of Instructional Media

Throughout the process of developing the instructional materials, I utilized a variety of media, including texts, images, videos, audio recordings, printouts, pullouts, and the blackboard, to enhance the delivery of content. These media were selected based on their effectiveness in conveying the necessary information. Relying solely on verbal explanations can be exhausting for the teacher and may limit the students' understanding. However, instructional media support students in grasping concepts more effectively, especially when dealing with unfamiliar material.

Reflection. According to The Florida State Office of Distance Learning (2011), instructional media offer several significant advantages in the classroom. They enhance knowledge acquisition and retention by providing interactive learning environments that make experiences more meaningful and satisfying. Such media also boost learner motivation through multisensory engagement, making learning more immediate and productive. By presenting information in a systematic and organized manner, instructional media give classroom instruction a scientific basis and improve both comprehension and communication. They also help maintain students' attention and discipline, stimulate imagination and cognitive processes, and save teachers time and energy by clarifying concepts efficiently. Furthermore, these tools are ideal for reviewing learning outcomes and evaluating the completeness of instruction, while also promoting opportunities for interactive and individualized learning.

Conclusion. We have to remember that IMT alone will not suffice to optimize learning within the academic environment, whether formal, informal, or non-formal. Instructional media are tools to assist teaching and learning. Ergo, teachers need to trigger students’ sustained attention and engagement in the process by using the most appropriate IMT that supports low to higher-level thinking skills.

e-Journal 8. Assessment and Evaluation

Developing assessment tools and evaluating learning outcomes are integral aspects of instructional design. These elements are not merely for measuring what students have learned but also for determining the extent of their understanding and addressing any gaps to ensure comprehensive comprehension of the subject. This process is essential for achieving the desired learning outcomes.

In this instructional design, I created individual, paired, and collaborative learning assessments to gauge students' understanding and emphasize the importance of collaboration throughout their campus journalism training. While some tasks were completed in pairs or groups, cognitive theories highlight how information processing can enhance students' cognitive abilities, leading to more effective answers in the assessment tasks. For example, students were tasked with developing their own definitions of news by assembling words and phrases and brainstorming in groups to assess the impact of inadequate news reporting on a controversial event.

Formative and summative assessments enable the design to measure students' grasp of the subject matter, allowing teachers to adjust their pacing and strategies as needed during instruction. Feedback mechanisms are crucial, particularly when students seem to be struggling with the material.

Reflection: This stage of the design process emphasized the importance of being actively involved in instructional execution. While assessments are aligned with the defined objectives and strategies, they also provide valuable feedback on student learning. This feedback highlights the need to revisit and adjust any elements of the design that may not be effectively addressing the identified gaps.

Recommendation: Assessments should be viewed as reflections of student learning rather than merely indicators of who is performing well. Effective instruction ensures that all students are working towards the same learning goals. To achieve the desired learning outcomes, assessment tasks must be carefully designed to offer opportunities for immediate intervention and support.

e-Journal 9. Implementation Plan

The implementation plan included several key steps: finalizing the review and revision of the Instructional Plan (IP) and Instructional Materials (IMs), checking the venue and equipment, securing parental consent for the attending students, meeting with the school principal, maintaining continuous communication with the gatekeeper and teacher, and preparing contingency plans for any potential challenges on the day of implementation. These steps ensured that resources were in place for a smooth execution of the project.

Reflection & Recommendation: Develop a comprehensive implementation plan that emphasizes stakeholder engagement and anticipates potential risks and challenges. Planning for contingencies will enable you to address problems swiftly and minimize delays. This proactive approach is crucial for the successful execution of the project.

e-Journal 10. Review & Revision

I received valuable feedback from my subject-matter expert, gatekeeper, and teacher-implementer to enhance the design and materials before implementation. Their suggestions included revising the learning objectives, improving the PowerPoint presentation, ensuring learner engagement with the content, and aligning summative tests with the defined objectives. My subject-matter expert, who holds a doctorate in educational management, provided insights not only on the content but also on the overall design, which was crucial for refining the instructional materials.

Reflection: This stage of alpha testing highlighted the importance of iterative design. A flexible design can be easily improved and adjusted, allowing all elements to work cohesively. This iterative process ensures that the instructional materials remain effective and responsive to the needs of the learners.

Recommendation: Consult with subject matter experts or other specialists relevant to your design’s subject area. Their expertise will help refine your instructional plan, enhancing its effectiveness, responsiveness, and relevance.

e-Journal 11. Final Delivery

The project delivery was quite hectic. We faced a challenge when the classroom housing one of the school's WiFi routers was locked, and the advisory teacher was located in another town. With only 30 minutes remaining before the program started, we had to implement an alternative plan: using a classroom near the principal’s office. Luckily, the principal’s quarters also had a WiFi router, which allowed us to regain internet access.

I ensured that all technology and equipment were functional, all learning materials were prepared, and the classroom had sufficient space to accommodate the participants. Note: The teacher included some observing students from Grades 3 and 4 to prepare them for the following school year.

Reflection: This experience highlighted the effectiveness of contingency planning. The gatekeeper's assistance and the accommodating Kinder Adviser were crucial, and having access to our motorbike helped resolve transportation issues. Despite the initial setbacks, we managed to deliver the project successfully due to careful preparation of equipment, venue, and materials.

Conclusion: The final delivery phase is critical to ensuring that instructional materials are implemented effectively. However, successful implementation requires more than just preparing instructional designs and materials; it also involves managing external factors that can impact the delivery process.

eJournal 12. Project Evaluation

The project gatekeeper and implementer conducted a thorough review of the rubrics used for assessing the instructional design and materials. Although they provided very satisfactory marks, I focused on the lessons learned and areas for improvement. I made a conscious effort to address aspects that I believe need enhancement to improve learner engagement and the overall quality of the students’ learning experience. This reflective practice helps me become more meticulous and receptive to feedback, ultimately enhancing the effectiveness of my design.

Reflection: The evaluation process underscored the importance of continuously revisiting and refining the design. The verbal insights provided by the teacher and the gatekeeper were invaluable in strengthening my work and will guide future projects.

Recommendation: Future project evaluations should be more thorough, specific, and detailed to refine both instructional design products and practices.