Collaborative Technology Project Report - A Multi-Modal Approach to Synchronous Pre-Work

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PROJECT SUMMARY

This project was completed during the Fall 2020 Semester as a requirement of the IDE 611-Technology for Instructional Settings course within Syracuse University's Master of Science in Instructional Design, Development, and Evaluation (IDD&E) Program.  The purpose of this project was to identify an opportunity, within a learning environment, to enhance educational approaches by implementing a technological solution.  Further, this collaborative project required the group to create needs assessments, goals, and objectives while identifying the target audience, proper technological solutions, challenges faced, results from implementation reflections, and the product that will be used to fill the identified gap.

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AUTHOR AND CONTRIBUTORS

AUTHOR:

Donald A. Petrie, Student, Syracuse University, M.S. IDD&E

CONTRIBUTORS:

Andrew DeUnger, Student, Syracuse University, M.S. IDD&E

Michael Wahl, Student, Syracuse University, M.S. IDD&E

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IDD&E PHASE

This project involved designing, developing, implementing, and evaluating a technological solution to close a performance gap.  As such, this project represents all phases of IDD&E.

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REFLECTION

This project served as an exercise in instructional design (ID) while simultaneously exploring technological solutions to performance gaps.  The collaboration fostered during this project emphasized the importance of teamwork and sharing of thoughts and ideas with peers.  Further, this project enhanced my understanding of the analysis, design, development, implementation, and evaluation (ADDIE) and ID processes.  These processes, that serve as foundations for IDD&E, are critical and require practice.  This project provided that practice, in a real-world application, and aided in the enhancement of my personal ID competencies.  Lastly, exploring the technological solutions used for educational interventions broadened my perspectives on the availability and uses of educational technology.  Given the COVID-19 pandemic environment, ongoing as of this writing, it is more imperative than ever to leverage technological resources to enhance educational situations.

 

SELF-ASSESMENT

This project, completed early in the Fall semester of the IDD&E M.S. Program, allowed me to exercise, in practice, the proficiencies required of instructional designers.  Further, it helped me to understand the areas of deficiency that I had regarding the ADDIE and Instructional Design (ID) processes.  Upon completion of this project (linked below), I was better able to understand the IDD&E Standards of Practice and how they relate to me as an aspiring instructional designer.  Lastly, the compilation of skills learned across the four Fall Semester courses I participated in provided me with the capability of incorporating those skills into this project.  Ultimately, combining these skills aided me in achieving a clear understanding of the IDD&E Standards of Practice, which helped me to progress in my self-assessed proficiencies. 

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