FRIT 7231 Instructional Design

Design Document

Kelsey Kicklighter

Dr. Hodges
Summer 2016
Identification of Learning Problem

I am in charge of a weekly writing club at the high school where I work. The students range from
grades 9 - 12 and all enjoy writing in different creative forms. This will be my target audience.

The club is a new group, and they wanted to find a way to contribute something creative in a
shareable format that could be shared with the rest of the school and their families and friends.
As a group, they decided they wanted to create a digital writing magazine to be released
annually.

We are using an online tool, Canva, to create the project, and students were taking turns to create
the pages. However, students weren't adept at using the online tool and their pages didn't reflect
the best of their abilities. Many were not finishing their pages on time. I could see that they were
struggling, so I asked them to tell me about their concerns with the project. As a group, everyone
expressed a need for more training on Canva and a more individualized process. Several of them
also expressed the need to find a way to better critique each other's works.

The way the project is now does not appear professional and the pages do not flow together.
Ultimately, the ideal outcome would be to have a professional looking project that the students
feel proud to share with others. In addition, we need to adjust our sharing process for their
writing workshops. Currently, students read their projects aloud during our club time and the
other students make generalized comments. Ultimately, the ideal way to share their projects
would be a way which gives others a longer chance to read and give more in-depth and helpful
comments.

Learning Goal: Students will be able to use Canva to create a basic flyer, manipulate an image,
use a variety of text templates, and embed Canva design effects into their projects.

Learner Analysis

I have about fifteen students, ranging in age from 14 up to 18 years. Most of the students are
sophomores or juniors in high school. The group is 80% female and 20% male. All but three of
them are caucasian, and of the others two are of an Asian descent and one is black. All students
have at least a basic proficiency with computers. The students are mostly gifted students, or
students that typically receive high marks in their classes. They all have a vested interest in
creative writing, and as such are very creative students. Their interests in writing range from
fantasy to gothic literature. They each want their final projects to reflect their own styles. They
can be a silly group, and while they work well together, they often distract each other with that
silliness.
The students are highly motivated to complete this project since they are all excited about the
product we will create, but most are apprehensive to use the tool to create the project. They have
only used Canva as a group, and the results were less than stellar. While they know how to add
text to a page and upload an image, they do not know how to choose different templates or use
the different tools that Canva provides. Common errors include accidentally erasing entire pages
of work, losing text by using the layers feature, and using images that pixelate because they
arent adjusted properly. While students are apprehensive, they are excited to build a comfortable
working knowledge of Canva tools.

Task Analysis
I will be using the procedural analysis technique to create this task analysis. It lends itself well to
this task because we will be accomplishing several steps to complete our learning goal. These
steps will produce observable projects, allowing the instructor to evaluate the effectiveness of the
task. Our learning goal divides evenly into four steps, making it suitable for this technique.
I will serve as the subject matter expert (SME) for this task analysis. I have two years of
experience in working with the technology that the students are being trained on, and I have
completed most of the training tools that are provided by the website. I use the technology in
both professional and personal ways, and I have a high level of proficiency with it.

Procedural Analysis:
1. Learn Canva Basics - Create a flyer.
a. Choose a flyer design in the Canva design page.
b. Place text and image(s) on the flyer to advertise something.
c. Change the background color and/or texture.
i. Visual cue: Make the flyer visually appealing.
2. Manipulate an image.
a. Select an image on your flyer. Change the size and crop the image.
b. Select a filter for the image.
c. Manipulate all of the settings on the filter.
 d. Change the transparency on the image.
i. Visual cue: Make the image visually appealing and fitting for your flyer.
(You may revert to original image size, cropping, transparency, and filters
if that is more visually appealing.)
3. Use text templates.
a. Select your text. Change the font and text size.
b. Change the text color.
c. Change the text transparency.
i. Visual cue: Make the text visually appealing and fitting for your flyer.
(You may revert to original text font, size, color, and transparency if that
is more visually appealing.)
4. Embed design effects.
a. Select effects on the left-hand menu of the design screen.
b. Add one of each of the design effects. Manipulate the effects so that they work
with your flyer.
i. Visual cue: Make the effects visually appealing. (You may delete effects
that dont fit into the flyer once you have learned how to use them.)

Instructional Objectives
My goals are of the Cognitive Domain, and come from the last three levels of the domain.

1. Using Canva software, determine the best design format to display different types of
information based on design principles.
2. Using Canva software, create designs that are based on design principles.
3. Evaluate your Canva designs for effectiveness and visual appeal based on whether or not
text and graphics work well together.

Assessments
The objectives I created involve a testable knowledge as well as a visual project and
self-evaluation. To fulfil the first objective, I will create a short multiple choice test, consisting of
about ten questions, in which students will have to decide which design method they would use
based on examples given in the specific questions. To be able to continue with the modules, they
will have to receive at least a 70% on the quiz. They will be able to retake the quiz.
For the second two objectives, I will provide the following rubric since the submissions will be
visual and a long-form response.
 Objective Unacceptable Requires Attention Acceptable Target
Assessment

Using Canva No designs were Design is either The message is The message is
software, create submitted. completely plain or conveyed, but the conveyed easily and
designs that are too crowded and graphics and/or text the graphics and
based on design confusing. The do not match or do text work well with
point is not easily not work well one another to
principles.
conveyed. together. create a visually
appealing design.

Evaluate your No self-evaluation Evaluation did not Evaluation focused Evaluation focuses
Canva designs for was submitted. focus on graphics, on at least two of equally on graphics,
effectiveness and text, message, or the following: text, message, and
visual appeal overall project. graphics, text, overall project.
message, or overall Evaluation
based on whether
project. Evaluation considers all
or not text and does not carefully perceived strengths
graphics work well consider the and weaknesses of
together. perceived strengths the project.
and weaknesses of
the project.

Content Sequencing and Instructional Strategies

Sequence Description Objective

1 Describe different types of 1

design templates found on
Canva and when best to use
them.

2 Describe different visual 2

design element principles.

3 Demonstrate the use of tools 2

on Canva.

4 Students create their own 2

flyers.

5 Have students evaluate their 3

designs.
Expansion of Sequence Steps
1. Describing different templates on Canva - Concept. I will create a video that shows
where to find the different types of templates on Canva, and a chart that describes the
strengths and weaknesses of the different templates. To proceed to the next step, the
students will need to pass a quiz.
2. Visual design principles - Principles and Rules. I have two videos and one infographic
that describes design elements and dos and do nots, which I will share with my students.
3. Canva tools - Procedure. Students will be presented with short clips that describe the
ways to use Canva tools. There will be one clip per tool - images, text, and effects.
4. Student flyers - Concept. Students will be instructed to create their own flyers on a
subject of their choice using the tools that they have learned.
5. Self evaluation - Principles and Rules. Students will be instructed to evaluate their own
projects based on what they have learned. They will have the opportunity to resubmit
their flyer designs based on their own evaluations.

I think that providing different forms of information - both video format and graphic -
will provide for a differentiated instruction.They can move at their own pace and will have
access to the different resources that they can return to if they are struggling. The information
they receive will build gradually to scaffold the information better. Creating their own flyer gives
them a chance to process what they have learned while creating a product of their own. Having
read further on the subject of differentiated instruction, I think I would also like to include
discussion groups for the evaluation process.

Instructional Design Summary

Gain the attention of I would like to start with a short, fun clip to gain the attention
learners. of my learners, like this: https://youtu.be/J6LtABooE2c. Im
also going to have them compare and contrast this past years
writing magazine that they created with other examples so
they can think about what works and what does not.

Inform learners of I would like to host a discussion of the comparison mentioned

objectives. in the first section, based on the model that some of my other
classes have used. I will have students post a short response
that addresses what we did well and what we need to improve,
and how they think we should go about doing that. They will
also be required to respond to three of their fellow students
 responses. I will then take their posts and combine them with
the principles of our objectives so that we are creating our
goals as a class. This will hopefully keep them motivated.

Activate prior knowledge. Getting the students thinking about what we did and did not
do well in the past as well as talking about what they like
from other projects will have them already thinking about
what they know on the subject of design.

Deliver content to learners. Content will be delivered asynchronously through videos,

graphics, and guided web exploration.

Indicate sequence of 1. Describing different templates on Canva - Concept.

instruction. This will be our first lesson after the initial discussion
and attention-grabber. I will create a video that shows
where to find the different types of templates on
Canva, and a chart that describes the strengths and
weaknesses of the different templates. To proceed to
the next step, the students will need to pass a quiz. The
quiz will be multiple choice and will be a simple
review of what was found in the Canva video.
2. Visual design principles - Principles and Rules. I have
two videos and one infographic that describes design
elements and dos and do nots, which I will share with
my students. I also have a collection of design links on
a Pinterest board, which the students should look
through and choose a few to base their own design
principles off of.
3. Canva tools - Procedure. Students will be presented
with short clips that describe the ways to use Canva
tools. There will be one clip per tool - images, text,
and effects.
4. Student flyers - Concept. Students will be instructed to
create their own flyers on a subject of their choice
using the tools that they have learned. I will have
students post their projects and respond to at least
three of their classmates projects compliments and
constructive criticism.
5. Self evaluation - Principles and Rules. Students will be
instructed to evaluate their own projects based on what
they have learned. They should also address the
comments they received from their classmates. They
will have the opportunity to resubmit their flyer
designs based on their own evaluations.
 Activities relate to Our objectives relate around learning to use Canva to create
objectives. visual designs in order to create a better writing magazine for
next year. Our instruction covers the basic tools to use Canva
as well as basic design standards.

Feedback They will get a participation grade for their discussion and
response posts to their classmates. This will be updated during
the course of the class. The quiz will only be graded and
returned after every student has completed it. And the grades
for their designs and self-evaluations will be completed on
individual rubrics with specific comments that I give back to
them.

Differentiation and Universal Design for Learning reminds us that every single
Universal Design for students learns differently, and that to accommodate that we
Learning. have to provide differentiated teaching methods. My
instruction will use videos, graphics, and web resources and
their evaluations will involve discussions, a quiz, creation,
and an evaluation. Hopefully this will provide enough
differentiation to provide for active learning for all of my
students.

Formative Evaluation Plan

For the formative evaluation, I will ask Gillian Riley to serve as my subject matter expert. Gillian
is an instructional technology coach that works with the faculty at my school. She has been very
supportive of my students projects in the past as well as my pursuit of my masters degree, and
for these reasons as well as her experience with using technology in an educational environment,
I think she would be well qualified to serve as my subject matter expert.

Expert Reviewer Survey

1. Did the content address the learning goals and objectives for this course? Why or why
not?
2. Were students able to fully realize these goals and objectives? Why or why not?
3. Did the instruction make sense, and was it easy to follow? If not, please indicate the
problem areas.
4. Were the resources appropriate and effective?
5. Were there enough chances to practice what was learned?
6. Were student assessments appropriate and effective?
7. Were there any technical problems with the content?
Having learner assessments from a test audience would assure that the learning goals are being
met by learners from the target audience. Their attitude towards the course as well as their
performance on assessments can pinpoint whether or not it is actually effective.

Test Audience Survey

On a scale of 1 to 10, with 1 being the worst possible outcome and 10 being the best, please rate
the following:
1. The length of time needed to complete these lessons
2. The effectiveness of information and resources
3. The appeal of the material learned
4. The usability of the material learned.
5. Other comments: Please leave any specific questions, comments, or concerns here.