Here are some samples of my work

Tech Tools for ESL Teachers

• EXPLORE

Design and Develpoment - I selected the best OERs available and created materials with a variety of tools such as Piktochart, Canva, Screencast-O-Matic, Shotcut and Audacity, among others, always trying to present information in many different ways in order to suit all kinds of learners. I then used Articulate Rise 360 to build the course.

Assessment - Optional and nonelective tasks and discussions are structured in a way that leads learners to progressively get familiar with the different tools and prepare them for the final assessment. This involves the creation of a lesson plan which requires the use of two or more tools presented in the course; a clear example of project-based learning with real-world applications.

Explore Tech Tools for ESL Teachers

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AIDET scenario-based interaction

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DESIGN THEORY

To train people skills one must engage more than cognitive centers. It’s also necessary to engage emotional and behavioral learning centers. This happens when learners are in scenarios which elicit behaviors that are followed in real time by corrective feedback.
Information offered within a contextual setting enables learners to easily manage it within their working memory, helping them to commit it to their long-term memory.
Scenario-based interactive modules rely upon real world experience rather than theoretical information. As a consequence of this, on top of the high level of interactivity, learners are more motivated as they can directly see how the skills and knowledge will benefit them in the long term.

• More about ID theories

The starting point of a project such as this would normally be a series of meetings with SMEs, potential learners and possibly even patients, in order to fully understand the framework, the situations in which it should be applied, as well as the perspective of the people involved in a typical interaction. However, since this was a portfolio project, I used all the relevant information I could find through intensive online research.
Once I was comfortable with the knoledge base it was time to decide on a suitable situation and create a branching script for the interaction.
Using a tool such as Twine allowed me to visualise the conversation branches with a common starting point and leading to an informative results page.
I should mention that had I been in contact with the aforementioned SMEs and future learners, I would have surely consulted them both during and at the end of the scripting process in order to create an interaction as realistic and relevant as possible with their help.

The main tool I used to build the learning experience from scratch was Articulate Storyline.
A series of triggers let the learners select their answers and take them to the corresponding follow-up questions. As learners progress through the interaction, their answers shape the feedback they receive at the end of the scenario.

TRACKING

Data is collected all along and sent to a LRS via xAPI statememts. This allows for the possibility to gather information about each time they go through the conversation, including which questions are viewed, how learners answer, how long it takes them to answer each question, their final result, as well as whether they access the job aid available to them.
Data collection is essential when it comes to evaluating a learning experience in order to improve it whenever possible.

STYLE AND VISUAL ELEMENTS

The style of the learning scenario is intentionally simple and consistent, keeping visual distractors to a minimum. A few brand colours are used throughout the interaction and the day hospital logo is always present. I used Canva to create both the logo and the job aid.

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AIDET scenario-based interaction

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GeoGuesser immersive quiz

DESCRIPTION

This is a simple quiz that showcases how Storyline 360 can be used to create game-like experiences to test the learner's knowledge.I used a program called Street View Downlad 360 to get the 360º panoramic images and a few Storyline triggers and layers did the trick.

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Decision-making interactive presentation

DESCRIPTION

This short slideshow was entirely made with Articulate Storyline360 and it is intended to show how a learner can be kept engaged by having to actively interact with the content in order to go through the presentation.

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Spanish Law presentation module

DESCRIPTION

I developed this module to show how some essential pieces of information can be communicated to a learner at the beginning of an instruction.These bits of information include:

Two more points should be pointed out.Firstly, the way the learner's understanding and memorisation of the instruction contents are promptly tested.Immediate feedback, the ability to revise answers at the end and the option to retake the quiz as many times as necessary all contribute to the achievement of the instruction goals.Secondly, the fact that if I had dedicated more time to the project, I would have created a question for each single point of the presentation and randomised questions every time a learner takes the quiz.

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Nice to meet you

What is Instructional Design?

Ok, but how?

In a lot of different ways. Analysing needs and goals, applying theory, interacting with subject matter experts and stakeholders, developing instructional materials and activities, evaluating and improving on every step of the process and always growing while innovating.

Click on the images below if you want to learn more about some of the main theories affecting
the world of education and instructional design

Or check out the following chart to get an overview comparison of those theories

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Andragogy

Knowles also specified four principles which apply to adult learning:

Strengths

First of all, the learner’s involvement in the structuring of the learning experience serves as a great motivator.
Andragogy’s high consideration of the learner’s prior experience and point of view goes beyond basic respect. It is a way of creating useful learning resources.Second, Andragogy is a very broad-based theory and it can be applied in a wide variety of situations. One common situation in which the andragogical approach is taken is in professional contexts. In this kind of circumstances, not only does the learner benefit from the acquisition of new knowledge or skills, but it is also advantageous for the company which arranges for the training to take place. In addition to that, due to one of the basic assumptions of this theory, learning experiences tend to be quite practical ones, which can be essential in some specific work settings.Another important strength of this learning theory is that it is cohesive with other learning theories. This means that, depending on each objective, it does not exclude the use of other approaches whenever more suitable.

Weaknesses

One of the most common criticisms is that andragogy does not categorise as a learning theory, but this clearly depends on one’s definition of learning theory.Other negative comments about andragogy derive from the fact that the assumptions and principles are not always applicable to any given context or situation. One of the best examples is that not all adults fit into the andragogical description of the “ideal” adult learner, one who is responsible, and self-motivated. Some adults actually behave childishly and need to be controlled and motivated in ways that stray from the andragogical approach.
Another problem with andragogy is that, according to the first principle, adult learners need to be involved in the planning of their instruction.However, in some cases, for the learning outcome to be positive certain topics must be included in the curriculum, whether the learner wants it or not. Also, sometimes learners are not even aware of what they need to learn in order to achieve a learning objective.Nonetheless, possibly the biggest flaw of andragogy is that it is not a comprehensive theory. It mainly focuses on the characteristics of adult learners, but it does not offer programmatic goals. As a result, it may not always guarantee a successful result.

Applications in instructional design

Nearly all assumptions and principles of andragogy affect directly how instructional designers create courses.For a start, andragogy’s idea of self-concept is applied in instructional design by offering adult learners as much autonomy as possible, while still offering support when requested.Second of all, taking into consideration prior experience means being able to choose the best strategies or models, as well as tools, when designing and developing instruction.Moreover, as the orientation to learning assumption suggests, adults prefer learning information or skills which will benefit them in the immediate future. For this reason, when designing instruction it is better to offer real world examples and scenarios, for them to realise how useful in their daily lives the learning experience will be. This is also relevant if we think about the third principle of andragogy.When it comes to applying the principles to instructional design, we should remember to make adult learners active participants of the development and implementation of curriculum and evaluation (first principle). This is done by getting useful feedback, which helps us turn valuable information into learning activities which reflect the real needs of adult learners. Following the second principle, instructional designers create exercises which push learners to explore the subject matter on their own, gaining first-hand experience through trial-and-error. This also links to the last principle of andragogy, according to which it is better to provide problem-centered activities, rather than asking learners to simply memorise content. Simulations are a great practical example of this. By going over them, adults are allowed to develop skills and practical knowledge which will benefit them in the real world.

References

Boulton-Lewis, Gillian M., Lynn Wilss, and Sue Mutch. (1996). Teachers as adult learners: Their knowledge of their own learning and implications for teaching. Higher Education, 32
Kearsley, G. (2010). Andragogy (M. Knowles). The theory Into practice database. Retrieved from http://tip.psychology.org
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Englewood Cliffs: Prentice Hall/Cambridge
Knowles, M. S., et al. (1984). Andragogy in action: Applying modern principles of adult education. San Francisco: Jossey-Bass
Pappas, C (2014). 9 Tips To Apply Adult Learning Theory to eLearning. Retrieved from https://elearningindustry.com/9-tips-apply-adult-learning-theory-to-elearning
Roberts, M. (2007). Applying the andragogical model of adult learning: A case study of the Texas Comptroller’s Fiscal Management Division. Applied Research Projects, Texas State University- San Marcos. Paper 209. Retrieved from http://ecommons.txstate.edu/arp/209

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Cognitivism

Constructivism

However, the problems which arise from this are practical ones. Effectively applying the scaffolding technique requires teachers to be well-trained and it can be difficult to focus on each individual student when a single teacher is supposed to cater for the needs of large groups of learners.Another critique to the scaffolding concerns the fact that it originated from research into the linguistic and cognitive development of very young children being helped by a parent or adult caregiver, and that the type of learning and communication between instructors and students are likely to be dissimilar, due to different levels of intimacy, context and curriculum-related learning objectives.Furthermore, since scaffolding is heavily dependent on verbal instruction, it might not be equally useful in all cultures for all types of learning. In fact, in some cases, certain skill may be learned more effectively through observation and practice.Subjects charcterised by a heavy load of data-related information to be grasped are also considered less suitable for the application of constructivist theories, as in some cases teachers may be tempted to cut student discussion and self-discovery short in an attempt to cover all topics in the curriculum, possibly undermining student motivation, which is one of the theoretical advantages of constructivist teaching.Finally, a challenge constructivist instructors face is trying to constantly introduce discrepant and novel materials and methods as a way of capturing students' attention and motivating them to engage without turning the classroom experience into entertainment.

Applications of constructivism in instructional design

Same as behaviorism, constructivism has many applications in instructional deisgn.
To start with, learner analysis and determining prior knowledge and schema can help instructional designers create a framework for instruction, selecting knowledge which can be more readily assimilated.Secondly, designing learning activities that reveal disconnects between prior knowledge and the demands of the current task, violating students’ expectations and predictions, makes them confront discrepancies created by inadequate information or misconceptions, creating a cognitive disequilibrium that can motivate learning.Thirdly, constructivism’s emphasis on the identification of the context in which the skills will be learned and subsequently applied translates into anchoring learning in meaningful contexts when designing instruction.
Furthermore, the importance of learner control and the capability of the learner to manipulate information pushes instructional designers to create tasks and courses in which the learner actively uses what he/she learns.Moreover, the problem-solving skills that allow learners to “go beyond the information given” can be developed through activities which train pattern-recognition skills, as well as presenting alternative ways of representing problems.To conclude, presenting new problems and situations that differ from the conditions of the initial instruction supports constructivism’s idea of assessment focused on transfer of knowledge and skills.

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Behaviorism

Behaviorism in education - strengths and limitations

Behaviorism can be a powerful tool when it comes to motivating students, though it can be a challenging task for the teacher to work out the correct use and amount of reinforcement.An advantage of this approach is that students are clearly presented with the information they are expected to learn and it is also made clear to them when their responses are correct or not and why, which certainly avoids confusion. The negative side of this is that education based on behavioral principles tends to be excessively teacher-centered.Nonetheless, the idea of focusing on measurable learner performance can help with tracking students’ learning curves, but it has been criticised by some, who believe that teachers may become prone to concentrating on easily measurable data, thus ignoring educational outcomes that involve complex intellectual processes.A behavioral mindset on the part of the instructor entails ensuring that the learner has all the pre-requisites necessary to perform the wanted educational outcome. This is done by carrying out a thorough analysis of the task, breaking it down to simpler and simpler skills, which are then sequenced to form a gradual learning path. This process can be highliy beneficial for students who need to learn complex tasks, but lack essential basic skills.This is particularly true when teaching subjects such as mathematics, in which procedures are well-defined and there is only one correct answer. Behavioral techniques such as drills and regular review can also be fruitful while teaching foreign languages.
However, the tendency of behaviorism to ignore thought and mental processes makes it an ineffective approach when the desired educational outcome requires a greater depth of processing.Behaviorism is nowadays considered an overly simplistic theory, as it does not consider the role of cognition in learning, neglecting mediational processes such as memory, attention or perception.
Another aspect of knowledge acquisition overlooked by this theory is the idea of social learning, which occurs observing, imitating and interacting with others.Finally, behaviorism fails to address how emotional states can affect one’s learning.

Applications of behaviorism in instructional design

Although behaviorism may not be the most popular theory of learning nowadayas, some of its principles are deeply embedded in instructional design.First of all, behaviorism’s emphasis on producing observable and measurable outcomes in students is applied when determining clear, measurable objectives, as well as while producing criterion-referenced assessment.Secondly, detailed task and learner analysis are extremely valuable in order to identify the learning gap and decide a starting point for instruction.
Thirdly, the breakdown of complex tasks into sequential steps is reflected in the sequencing of instructional presentation and in the idea of mastery learning.Furthermore, tangible rewards and informative feedback, are a clear use of reinforcement to impact performance.To conclude, Skinner’s use of cues, shaping and repeated practice to strengthen the correct stimulus-response association are easily comparable to the use of prompts and to the fact that the sequencing of practice is normally organised in a simple-to-complex order.

References

Pavlov, I. P. (1897/1902). The work of the digestive glands. London: Griffin
Gray, P. (2011) Psychology, Worth, NY. 6th ed. pp 108–109
Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20, 158-178.
Midgley B.O. & Morris E. K. (1998) Nature and nurture in skinner's behaviorism. Mexican Journal of Behavior Analysis. 24, 111-126
Skinner, B. F. (1938) The behavior of organisms. New York: Appleton-Century-Crofts
Pasch, M., Sparks-Langer, G, Gardner, T. G, Starko, A. J., & Moody, C. D. (1991). Teaching as decision making: Instructional practices for the successful teacher. New York: Longman
Swanson, H.L. & Sachse-Lee, T. (2000). Working memory, short-term memory, and speech rate as predictors of children's reading performance at different ages. J. Educ. Psychol, 93, 720-734.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.
Neisser, U. (1967) Cognitive Psychology. New York: Appleton-Century-Crofts
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
Martin, B. & Reigeluth, C. (1999). Affective education and the affective domain: Implications for instructional-design theories and models. In C. Reigeluth (Ed.), Instructional-design theories and models. London: Erlbaum.
Brown, S. (1998). Criterion-referenced assessment: What role for research. In H. Black & W. Dockerell (Eds.), New developments in educational assessment. British Journal of Educational Psychology, Monograph Series No. 3, 1-14.
Bloom, B. S. (1968). Learning for Mastery. Instruction and Curriculum. Regional Education Laboratory for the Carolinas and Virginia, Topical Papers and Reprints, 1

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