Instructional design in online learning

Instructional Design Assignment

Instructional Design Walkthrough: Personal Narrative Writing – 2nd Grade

This project showcases a digital learning experience designed for 2nd grade ELAR, focused on personal narrative writing. The goal was to create a student-centered module that aligns outcomes, instructional activities, and assessments using Outcome-Based Education (OBE), Backward Design, and Universal Design for Learning (UDL).

The module also integrates the COVA model (Choice, Ownership, Voice, and Authenticity), giving students autonomy and flexibility in how they approach and express their learning.

 

Resources

(Click the link to see resources for this assignment)

Collaboration of Learning

(Click the link to view the interactive group Padlet)

Implementation Overview Assignment

This assignment builds on the instructional design created in Part 1 by implementing the "Start Here" module and the first two instructional lessons within a digital learning environment. The focus remains on a 2nd grade English Language Arts module guiding students through the process of writing a personal narrative.

The course was structured in Google Classroom and includes a welcome page, pacing plan, student tools, and scaffolded activities to support all learners. The instructional design remains grounded in Outcome-Based Education (OBE), Backward Design, Universal Design for Learning (UDL), and the COVA model.

The video walkthrough highlights how the course modules are structured, the instructor’s role as a coach and facilitator, and how students engage with materials synchronously and asynchronously.

Coming Soon

Usability Testing & Reflection Assignment

This final assignment documents the usability testing and reflection process for the 2nd grade personal narrative writing module created in EDLD 5318. The goal was to gather feedback from stakeholders to evaluate the clarity, navigation, and accessibility of the course's "Start Here" and initial instructional modules.

Usability testing was conducted with [insert who participated, e.g., a grade-level colleague or instructional coach], who explored the digital environment and completed sample student tasks. Feedback was used to identify areas for improvement and make design adjustments that enhance the student experience.

The reflection video highlights lessons learned, specific changes made to the course, and how the feedback strengthened alignment between learning outcomes, instructional activities, and assessments. It also discusses how the course design supports both student autonomy and instructional clarity within a blended learning environment.

Coming Soon

“You can’t design learning in isolation—you have to see how it actually works in the hands of students.”

— Inspired by A.W. Bates, 2019