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

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Collaboration of Learning

(Click the link to view the interactive group Padlet)

Implementation Overview Assignment

This Implementation Overview demonstrates how my instructional design for a 2nd Grade Personal Narrative Writing module was implemented in a blended digital learning environment using Google Classroom.

The Start Here module orients students and teachers to the module by introducing the teacher, explaining learning goals aligned to TEKS, and outlining the navigation steps. All supporting resources are linked here for easy access, including the pacing calendar, 3-column design table, student graphic organizer, editing checklist, example narrative, and anchor chart.

Following the Start Here module, the course includes two instructional modules:

Module 1: Planning Your Narrative – Students brainstorm and outline their personal narrative using the graphic organizer and anchor chart.

Module 2: Drafting Your Narrative – Students write their first draft with support from an example text, sentence stems, and the editing checklist.

Students may complete their work on paper or digitally, submitting their plans and drafts through Google Classroom. This approach supports both in-class and asynchronous learners, reflecting a blended learning environment.

The instructional design remains student-centered and is grounded in Outcome-Based Education (OBE), Backward Design, Universal Design for Learning (UDL), and the COVA model (Choice, Ownership, Voice, and Authenticity). The instructor’s role is primarily as a facilitator and coach, providing modeling, feedback, and guidance.

Below is the narrated implementation walkthrough video, along with links to the Start Here and instructional modules for review.

This implementation highlights how intentional instructional design can be effectively translated into a blended digital environment that is accessible, flexible, and engaging for students.

Feedback from stakeholders during usability testing will further inform future iterations of this module to improve clarity and usability.

 

 

Implementation Overview Assignment

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