IDD&ECompetencies Standard Model

The objective of this course was to introduce us to the major components of instructional design such as understanding what are learning outcomes and instructional objectives. Introduce us to the IDDE Standards use to evaluate the skills and knowledge needed in the Instructional Design jobs. It also combined many different projects to help us interact with the content and skills and bring out the creative part within ourselves.

• Effective Communication-Speaking/Writing (mouth)
• Effective Communication-Listening (gig ears)
• Update and Improve knowledge and Skills (iPad)
• Identify and describe the target population and environmental characteristics (cameras/eyes)
• Select and analysis techniques for determining instructional content (camera rolls/brain)
• Design Instructional interventions (heart)
• Plan and manage instructional design projects (clock)

The group project I completed along with a classmate, helped us to put into practice instructional design concepts learned in-class lectures and discussions. The most important piece was to clearly state the performance problem we found and the possible instructional solution. After some research for a performance problem that could give us the perfect example to develop this projects, we found that in an online writing course in a given University, undergraduate students were expected to acquire specific writing skills, but participating professors were unable to provide feedback promptly because they seemed to lack knowledge and skills in the use of online collaborative systems that are supported at the University especially for online cooperative learning. Therefore, this situation creates a performance gap between professors’ expectations and students’ performance. To access the final pdf file of the report, click on the following link: Kdelafe_IDE631 ProjectReport and Storyboards

FALL’17 | WINTERLUDE | SPRING | SUMMER | FALL’18

WINTERLUDE COURSE

IDE 756: Design Online Courses/ Final Grade: A

ibstpi Model Rationale – Click on the picture for more project content.

In this online course, we had the opportunity to explore the tools and techniques used for designing online courses such as aligning instructional, learning outcomes, and different ways to assess/test. We were exposed to work with the International Board of Standards for Training, Performance, and Instruction (ibstpi) competencies by completing a project as a reflection of our understanding of a selected group from the learners’ and Instructorstandardsrds. Click on the following link to access the final Model Rationale: DelafeKennia_ModelRationale

The main coursework challenged us to integrate instructional designer competencies in creating an online instruction that facilitates purposeful integration of instructional and communication strategies, engaging visuals, motivational features, interactive content and assessments, and the use of appropriate technologies and resources.  It also challenged us to follow procedures for virtual planning, designing, and discussing, critiquing, and presenting a final project to the professor and other classmates. The success of each final project was due to class discussions, readings, and other class materials helped us to clarify concepts, learn from different perspectives, context, and experiences.

The main project I completed along with a classmate consisted in the development of an online instructional unit for a simulated non-profit health care center. The aim of this project was to facilitate the healthcare center’s clients with a two-hour workshop to introduce them to a healthy lifestyle. Click on the following link to access the final pdf life DelafeKMammadovaE-UNIT2PROJECT and the competencies we included in our project DelafeKMammadovaE-TEAMPROJECTCRITIQUE

SPRING’18 COURSES

IDE 641: Techniques in Education Evaluation/ Final Grade: -A

MLS Evaluation Plan

Techniques in Education Evaluation course provided us with applied techniques to evaluate educational training programs and projects These techniques focus on a systematic investigation of what is going to be evaluated such as content, resources, stakeholders, clients, evaluation collection and finding analysis instruments, and the process of the evaluation. Each class presented a phase of the evaluation process giving us the possibility of learning the evaluation procedures and standards while interacting with the professor and classmates. The course also gave us the opportunity to apply what each phase of the evaluation process step-by-step by completing a group project.

For this course, I worked collaboratively in a group project with two more classmates, in creating an evaluation plan for the use of a Schoalogy, a Learning Management System (LMS), for an English as a Second language (ESL) adult learners. We evaluated the learning outcomes of the ESL adult learners English acquisition with the use of Schology LMS compared to those coursing the same English level but not involved in the use of the LMS. Click on the following link to access to the final report and the final presentation: IDE 641_ FINAL Evaluation REPORT  and  IDE641-ESL-FinalPresentation

IDE 712: Analysis for Human Performance Technology/ Final Grade: A

The aim of this course was to provide us with Front-End Analysis techniques that are used to evaluate programs with the purpose of finding if an educational or training program is the best solution in business or educational settings. Through different simulation exercise, guest speakers and individual and group projects, we could examine human behavior in different settings and how the role of instructional models can influence behavior changes on the job and society at large. It also gave us the opportunity to practice with those tools including performance cost, efficiency and effectiveness estimates of education, training, and other solutions; select, adapt or design an appropriate instrument to collect data; and prepare appropriate documentation for clients, stakeholders, and project team members.

In this course:

• I completed a cognitive simulation project and presentation that demonstrated how we create and follow mental constructs for all we do influencing our responses in front of events. It also demonstrated that once those mental structures are identified, solutions can be created to target parts that need to be redirected for a change in behavior. Click on the following link to the access the pdf version of the presentation for more details: Cognitive simulation presentation
• I created a SWOT tool to completed a Front End Analysis at West Side Learning Center, a local adult ESL education program, with the purpose of improving adult ESLemployment and retention outcomes.

FEA Tool Presentation. Click on the picture to see more information.

Abstract: Vocational English for Speakers of Other languages programs are much needed to prepare current and newcomer immigrants to be integrated into the workforce. Unfortunately, the adult education system is not yet prepared for this challenge. The SWOT (Strength, Weaknesses, Opportunities, and Threats) analysis for the existing VESOL programs proposed in this paper can be used to analyze prevailing internal and external strengths and weaknesses within the organization, to find ways to improve those programs, and to be used as a model for the implementation of new ones in the future. Therefore, Vocational English plans will allow the maximization of their resources to help adult learners to become competitive employees in the United States.

Click on the following link to access to the final report: Resources to FEA Tool Project- Final Report

Click on the following link to access the final presentation pdf file: FEAPlan_Presentation

IDE 761: Strategies in Education Project Management. Final Grade: A

PMP Gant Chart. Click on the image to see more.

This course online course covered the five phases that an Instructional Designer will use to design an education project management plan (PMP): Define, Plan, Organize, Control, and Close. Each of these phases focused our attention to discussing important tactics, skills, procedures, and tools that must be completed, used, and learned with the aim to apply it to class group projects and future ones. This very intensive-labor course challenged us to think outside the box and work diligently through every step with the support of reading materials, synchronized class discussions, group criticisms, and group work.

• This course provided a pre-course work which allowed us to connect to previous knowledge and start preparing the foundation for new information and skills.
• A group project, that allowed us to develop a Project Management Plan and find alternative PM solutions for a simulated educational project, acted as a vivid application of concepts and skills discussed in class.
• The possibility to learn from other group’s Project management ideas and solutions by sharing them in small groups discussions and class presentations.

My takeaway from this course was the interesting content of the five-step-process, very similar to ADDIE, that ensures the well functioning and completion of educational projects. Also, the technical skills needed to create functional Gant Charts to support and manage each projects’ details and steps until the end. Click on the following links to access to the final files:

Link to the final project report: IDE 761-Delafe-Qian-ZhouPrjMgtPlan.docx-2

Link to the final presentation: A Generic Busines ID Project Management

FALL’17 | WINTERLUDE | SPRING | SUMMER | FALL’18

CAPSTONE COURSES

IDE 737: Advanced Instructional Design/ Final Grade: A

Training Solution Flow Chart. Click on the image to see more.

The combination of synchronous/asynchronous teaching strategies in this Capstone Course allowed us to test and apply different instructional design techniques.  As students, we needed to complete some ongoing assignments such as keeping a weekly reflective journal, the development of a detailed Storyboard from a chosen topic in multiple steps, and the development of a Rubric to criticize our storyboard and others as well. As IDD&E professionals we had to create a detail Storyboard implementing the basic and advanced instructional design to complete an effective model that could be developed and evaluated in the future. Therefore, techniques being used in class by our professor were expected to be used in our storyboard design among many others.

In this course, I developed a storyboard for a one-hour Professional Development Unit for ESL Adult teachers. This unit was created to target the identified knowledge and skills gap among ESL adult teachers at West Side Learning Center (WSLC). This unit shows a Google application and Chrome extension tools that teachers could use to enhance their ESL teachings with the purpose of using technology to improve students English acquisition. Click on the following links to access to the final files:

Here is the link to the final Storyboard file:  KDELAFEFinalStoryboard

Here is the link to the final Rubric: KDELAFEFinalRubricHandsOnActivities

My most significant take away from this class was the opportunity to develop a storyboard for a topic I am passionate about, but the best part was that the development of it was divided into phases. The first two phases allowed me to showcase my thoughts and have my work criticized by others in the class. This synchronized part of the class allowed me to understand if my instructional strategies were understood and evaluate my abilities to use the knowledge learned in previous courses comfortably.

IDE 772: Education Technology in International Settings/ Final Grade: A

E-Book

This online Capstone course covered issues and solutions or possible solutions in instructional principles, strategies, and processes in different instructional settings. It also offered broad information about the impact of education technology-changes in countries around the world. The course gave us the opportunity to choose a county to study and use it as a reference to report back in group forums facts that covered issues and challenges in designing multicultural learning and social influences in designing, developing, and evaluating instructions.

There were two major components in this course: weekly discussions and the development of an e-book (the link to this electronic file is attached below). Every week we covered very interesting discussions about how technology has raised and impacted education in countries such as Brazil, Spain, Cuba, Algeria, Liberia, Mexico, Singapore, Saudi Arabia, Czech Republic, Nigeria, Finland, Latvia, Spain, China, and Zimbabwe. Each discussion enhanced our knowledge and opened up our eyes to issues and changes that we had very limited information about — each question posted by the student that hosted the week discussion involved readings and deep analysis to discuss findings and support them with facts. While participating in these weekly discussions, we were to work on selecting materials for the development of our chapters, which turned into the final collaborative class project.

As I already said, this class was compelling regarding getting to know how technology has developed in different ways and how it has impacted and continues impacting the way we see education around the world today. The structure and innovation in this class were also very attracting and motivating because it was designed from the gamification instruction perspective. The focus of the gamification instruction, which allowed us to build our content-knowledge hierarchy and performance hierarchy among students, was a perfect way to maintain us connected and constantly respondent to challenges. Click on the following link to access the complete online file: https://drive.google.com/file/d/1BPcbFcOWd5bXzaPlugk-Nb9dRosmOrq4/view

FALL’17 | WINTERLUDE | SPRING | SUMMER | FALL’18

FALL’18 COURSE

IDE 552: Digital media Production/ Final Grade: A

Creating images using Photoshop

This course covered a surface spectrum of different design media principles dedicated to learning new or upgrade skills in designing, developing, and implementing digital instructional media. The F2F course format made possible the interaction with the professor, peers, and technology through the learning process and creation of different projects. The tools covered included the basics of Adobe Dreamweaver, HTML5, CSS3, Responsive Webdesign, Photoshop, WordPress, and Camtasia video editing.

In this course, I have:

• created a static Webpage using HTML5, CSS3. Click on the following link to access the example page:  http://kdelafe.mysite.syr.edu/
• created a responsive Webpage using WordPress (which is serving as my professional portfolio for the IDD&E MS Program) https://kdelafe.expressions.syr.edu
• edited previously-made videos I have created for my current job using a new set of skills. Click on the following link to access the YouTube file https://youtu.be/lPfzrZnhi8I

My biggest take away from this course was the possibility of learning basic webpage design using HTML5 and creating styles using CSS3. Also, the possibility of strengthening others skills using WordPress and Camtasia was as well remarkable. I do regret not having taken this course in the first semester as it is originally assigned because, in that way, it would have saved me lots of time creating visuals, infographics, and a solid webpage for all courses content leading to the M.S. portfolio. On the other hand, I am glad of the possibility of taking this course at the end of the program, so I could dedicate the extra time it requires to learn and practice.

FALL’17 | WINTERLUDE | SPRING | SUMMER | FALL’18