Introduction
At the outset of the Learning, Design, and Technology Masters program, I felt confident in my understanding of the basic tenets of instructional technology. After all, at UGA’s Center for Teaching and Learning I had worked alongside graduates of the program and collaborated on instructional projects for years! How hard could it be, right?
Foundations
It was not long after the program started that I realized that I was actually in for quite the challenge! In one of our first classes of the program (EDIT 6100), our coursework required us to examine different learning theories and pedagogies related to learning. While some of my fellow cohort members came from distinguished teaching backgrounds, I did not. As a result, I found myself overwhelmed by the potentials for learning everywhere I looked! As a father of young children, I take their education seriously in every regard and decided that I would use this opportunity in the LDT program to evaluate new venues for introducing them to the learning process. I took it upon myself to become intimately familiar with the Foundations of instructional technology, particularly with the core ideas of learning paradigms. I found myself examining aspects of my day-to-day life and saying things to myself like “When I follow this cooking recipe, I’m engaging in behaviorism and constructionism! How cool!” With each project that I approached in this program, I would ask myself what learning theory best supports the overall learning objectives of the project. While I find myself leaning more towards wanting to solve everything by making and doing (the very essence of constructionism), I do acknowledge that these approaches are not always the most effective.
Development
The one aspect of instructional design where I did find myself to be particularly strong was in the realm of Development. As I mentioned before, I have worked professionally in the realm of video production for over 10 years. I thrive on the challenges one must overcome in this field and enjoy inserting my own creative voice in my projects. I decided to dive deep on the development end of the projects for this course. I made it a personal goal of mine in every class to have the project with the highest production values and greatest amount of care given to visual aesthetics. I firmly believe that if a learner approaches a learning activity that looks as though it were created by an amateur, that learner will not be engaged to the level he/she could be when compared to a piece of content that is delicately crafted.
At one point in the program, I had the opportunity to customize my coursework. Since I had worked as a professional video producer for over a decade, my advisor Dr. Gregory Clinton suggested I replace the traditional Video Production course for another course of my choosing. As I worked at the University of Georgia, I was not limited to online classes and decided to enroll in an introductory computer animation course with Mike Hussey in the UGA Drama Department. My experience in this course opened my eyes to the value of 3D modeling and animation as an instructional tool, particularly when used to visually illustrate artifacts that may prove difficult to physically obtain or interact with.
At one point in the program, I had the opportunity to customize my coursework. Since I had worked as a professional video producer for over a decade, my advisor Dr. Gregory Clinton suggested I replace the traditional Video Production course for another course of my choosing. As I worked at the University of Georgia, I was not limited to online classes and decided to enroll in an introductory computer animation course with Mike Hussey in the UGA Drama Department. My experience in this course opened my eyes to the value of 3D modeling and animation as an instructional tool, particularly when used to visually illustrate artifacts that may prove difficult to physically obtain or interact with.
Professional Networking and Growth
In my time with the LDT program, I have attended professional development conferences both associated with the program as well as independent from it. After a year’s experience in the program, I attended the Distance Learning Administration (DLA) conference at Jekyll Island, GA. At this conference, I met instructional designers, higher education administrators, and content developers from across the nation and spoke with everyone I could regarding their experience in education. I established connections that I have maintained with several individuals at The Ohio State University, Penn State University, and the University of West Georgia. We routinely contact each other with questions, suggestions, or just simple updates of what our departments are doing at our respective institutions.
My experience in the LDT program also prepared me for an incredible opportunity in my role at the UGA’s Office of Online Learning. In January 2016, I led a cohort of 7 UGA faculty interested in teaching online for the first time as a part of the 2016 Online Learning Fellows program. I met with them individually and as a group to assist them with their primary course designs (creating measurable learning objectives, designing aligned instruction and assessment, etc.) and the development of their actual course spaces in eLC, UGA’s learning management system. As a part of my work with the OLF, I participated in several Quality Matters workshops that trained me in how to evaluate online courses for effective course design. I am now a certified Quality Matters Peer Reviewer, which means I am capable of evaluating any course across the country!
My experience in the LDT program also prepared me for an incredible opportunity in my role at the UGA’s Office of Online Learning. In January 2016, I led a cohort of 7 UGA faculty interested in teaching online for the first time as a part of the 2016 Online Learning Fellows program. I met with them individually and as a group to assist them with their primary course designs (creating measurable learning objectives, designing aligned instruction and assessment, etc.) and the development of their actual course spaces in eLC, UGA’s learning management system. As a part of my work with the OLF, I participated in several Quality Matters workshops that trained me in how to evaluate online courses for effective course design. I am now a certified Quality Matters Peer Reviewer, which means I am capable of evaluating any course across the country!