Running Head: APPLICATION OF DYNAMIC INSTRUCTIONAL DESIGN 1

Application of Dynamic Instructional Design

George H. Warriner III

Coastal Carolina University

EDIT 704

3 August 2018
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Part 1: Getting to Know the Learners

The specific learners who are targeted for this instructional design plan are faculty

members at Coastal Carolina University from varying disciplines in different colleges on

campus. This can make teaching faculty members challenging due to the variety of perspectives

and experiences that they bring to the classroom setting, much like grade school students. With

that said, I do not have a consistent set of faculty members that I see daily to gauge incremental

learning, so my lessons need to be self-contained singular units of instruction on a particular

skill. Prior to each session, I reach out to the registered attendees to determine their comfort with

technology, and the foundational knowledge that is necessary to be successful in the session that

they signed up for. If there is a gap that needs to be addressed, I will either recommend their

attending a different session so that they get the foundational knowledge prior to attending my

session, or I will invite them to do a one-on-one consultation to fill in those gaps to ensure that

they will be comfortable when they attend the session. If the session is intended to be a basic,

low level session, I will still reach out to ensure that the faculty member is comfortable with the

technology being used in the session in terms of access, and not so much functionality. As the

learning environment for this instructional design plan is dynamic, the learner population is

constantly changing, so I must make sure that I scoop every learner up and guide them through

the needed content in the single session. These connections that I make with faculty prior to their

attending a session serves as the mechanism by which I assess the current state of the learners as

well as how to best support them through the upcoming session they will be attending.

Part 2: Performance Objectives and Lesson

The content for this lesson does not follow a specific academic standard given the nature

of the college-based environment that has original courses that are individually developed by
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instructors. For the purposes of this instructional design plan, the overarching theme of the lesson

is: Learners will be able to incorporate best practices when integrating Echo360 Interactive Tools

into course development. I chose to use this content for this plan because of my shift into the

expert role of the use of Echo360. I have used the 6 Point Lesson Plan Model to help formulate

my instruction. I really like this model, as this model allows for the control of the learning to

shift directly from the instructor over to the learner. During the teacher input phase, the instructor

has complete control over the learning environment and what is developed. Once the lesson

moves on to guided practice, followed by independent practice, the control then makes that shift

described above.

1. Focus/Review

Lesson Title: Utilization of Echo360 Interactive Tools to Increase Student Engagement

I open this session by establishing the focus by stating that this session will be centered around

utilizing the interactive elements of Echo360 to engage students in their course material. This

restates the focus of the session for those attending and helps to guide the lesson towards the

goal.

2. Statement of Objectives

• Participants will be able to integrate Echo360 Interactive Tools into course development

to increase student engagement.

• Indicator(s):

o Participants will be able to demonstrate proficiency in creating interactive

learning spaces by interacting with the Echo360 interface and construction of

interactive classes in Echo360

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o Participants will be able to develop interactive presentations from within the

Echo360 interface and incorporate them into Echo360 classrooms

• Bloom’s Taxonomy:

o Indicator 1: Application: Utilizing knowledge to independent practice

o Indicator 2: Synthesis: Taking participant-created content and creating authentic

learning environments for students.

3. Teacher Input

• Demonstrate how to integrate Echo360 content with Learning Management System

Moodle

• Showcase examples of Echo360 classroom interface that integrates interactive activities

into classroom environment

4. Guided Practice

• Participants will sign in to Echo360 server and access their Content Library

• Participants will upload presentation content that they have for their courses into their

content library.

• Instructor-guided tutorial on how to add activity slides to presentations

• Tutorial on how to add video and presentations to an Echo360 classroom interface

5. Independent Practice

• Participants will assemble classroom interfaces in the Echo360 by combining video and

slide presentation content

• Participants will demonstrate their understanding of how to access student engagement

analytics in the Echo360 dashboard

6. Closure
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• Instructor and participants will discuss and review the instructional applications for

utilizing the Interactive parts of Echo360 in hybrid, online, and face-to-face courses.

o This will serve to inform my understanding as to whether the participants have

been able to understand the content from the session and will be able to

effectively integrate the concepts into their instruction.

Part 3: Teaching and Learning Strategies

Prior to the session, all participants will have had prior contact with me regarding their

background and comfort with technology. This shows my commitment to their success in

learning this new tool for them. Much of what I teach is heavily dependent upon how much

hands-on time the participants have using a tool. The 6 Point Lesson Plan model flows very well

when it comes to technology rich lessons. The great thing is that I instruct classes on technology

tools, so the lessons are engaging, guided, and technology rich. I try to enable attendees the

opportunity to have plenty of independent time to work with a tool that I am teaching. This

allows individuals the chance to ask very pointed questions about the tool that could be specific

to their individual discipline. Once attendees have had time to independently investigate and use

a tool, I like to have a short discussion about how different disciplines could use the tool, and

then hear from attendees about how they envision their use of the tool in their courses.

Part 4: Present and Analyze Technologies Used

There is not a lot of technology used outside of the Echo360 application for this lesson.

With that said, there are many different aspects and components that are used in this lesson.

From the start, attendees are on the computers, logged in to Echo360, and are investigating all of

what Echo60 has to offer. Specific areas that are investigated are the Echo360 Content Library,

Capture Menu, Engagement Analytics, and classroom interface. No other pieces of technology
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are integrated into this lesson. However, there are enough areas that are investigated in Echo360

for it to be a technology-rich lesson. I am a proponent of Echo360 to enhance and support

instruction that is both synchronous and asynchronous. There are no striking piece of technology

that I could add to this lesson to increase the impact of it given the niche that Echo360 occupies.