Instructional Design in Online Learning
In EDLD 5318: Instructional Design in Online Learning, I explored the principles of designing meaningful, student-centered learning environments in digital and blended formats. This course focused on aligning outcomes, activities, and assessments intentionally, while fostering student choice, ownership, voice, and authentic learning (COVA).
Throughout the course, I developed, implemented, and refined a blended learning module for 2nd grade narrative writing. Each phase—design, implementation, and usability testing—allowed for reflection and iteration based on feedback, mirroring real-world instructional design practices.
The assignments below document my learning process, growth as an instructional designer, and my commitment to creating flexible, engaging, and effective learning experiences for students.
This instructional design assignment showcases a blended 2nd grade personal narrative writing module. Designed using Outcome-Based Education (OBE) and Understanding by Design (UbD), the course helps students plan, draft, and reflect on their writing in a developmentally appropriate way. Through scaffolded supports, aligned TEKS, and multimodal resources, the module empowers young learners to build confidence and independence as writers.
This assignment focused on building and showcasing the “Start Here” module and first instructional module of my 2nd grade personal narrative writing course. Using Google Classroom as the LMS, I implemented a blended learning structure with scaffolded support, embedded resources, and student-facing videos recorded from the learner view to ensure clarity.
My implementation video walks through how the course fosters student-centered learning, supports early tech users, and aligns outcomes, activities, and assessments. It also highlights real-world usability considerations, such as the need for printable templates and multiple submission options based on district constraints.
Feedback from peers, teachers, and families shaped key revisions, helping improve navigation and accessibility for young learners.
In this final assignment, I tested the accessibility and clarity of my instructional modules with real users, including a parent, student, and colleagues. I gathered feedback through a Google Form and peer video reviews, then made revisions based on their suggestions. This process helped me better understand how to improve the learner experience and design with real-world constraints in mind. The final reflection and walkthrough video document these insights and adjustments.
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