Instructional design isn’t a straight path with a tidy finish line. It is a cycle that is constantly moving between task and learner analysis, design, development, and evaluation. Working with my team on our module, Creating Your First Instructor Introduction Video, exemplified this realization. This reflection looks back at what we built, what worked, what didn’t, and how I grew as a designer through the process.
Instructional Goals and Objectives
Our project centered on helping university faculty
strengthen instructor presence in online courses by creating a high-quality
introduction video using DaVinci Resolve. Our objectives were clearly stated
and measurable, and they aligned closely with both the needs analysis and the
task requirements.
Faculty needed to be able to:
- Set up
a new project in DaVinci Resolve and import media
- Edit
and assemble a complete video with a bumper, title, and talking head
- Export
the final MP4 file
- Upload
to YouTube
- Embed
the finished video in Canvas
Every learning activity in the module connected directly to
these tasks. The text and video walkthroughs, knowledge checks, and peer review
tasks supported the step-by-step process of assembling and publishing the
video. The summative assessment, the department head reviewed rubric, aligned
directly with these skills. The objectives, activities, and assessments
reinforced each other in a way that would feel logical and coherent for the
learner.
Learner Experience and Usability
Even without real learners walking through the module, I
could anticipate how faculty might respond. Many faculty members are pressed
for time, so providing a clean user experience was imperative. I focused heavily on layout
clarity when building the module pages and creating the walkthrough videos.
Learners would likely appreciate having a clear overview of
the task and an outline of the steps in the process, so they know what to
expect. The inclusion of screenshots showing where to click, along with concise
and easy-to-follow instructional videos, make the complicated steps of the process easy to follow. The consistent formatting and clean layout also support ease of
navigation and reduces cognitive load.
We designed with accessibility in mind through UDL
principles by including text, screenshots, infographics, and videos. Even
though we used YouTube’s auto-captions at this mock-up stage, accessibility was
still part of the planning.
On the usability side, I worked to make navigation feel
intuitive with consistent next and previous buttons. Instructions, visuals, and
videos sat side-by-side, so the learner didn’t have to hunt for anything.
Knowledge checks were placed at natural stopping points so faculty could assess
their progress. If we collected Kirkpatrick Level 1 reaction data (University
of San Diego, 2022), I imagine faculty would appreciate the clarity and pacing
but might still feel the steep learning curve of DaVinci Resolve.
Design Process Reflection
The part of the instructional design process that excited me
the most was the development of the layout and the creation of the walkthrough
videos. Designing the module pages, creating screenshots, and building videos
was where I felt like I contributed my skills and expertise. Breaking down
overwhelming processes into steps is something that feels very natural to me. I
assembled an instructor video the way a faculty member would, so I could see
where confusion might happen, and then used that experience to outline a clear step-by-step
path to follow.
The analysis stage felt less exciting. Because the scenario
was imaginary, the needs assessment was more pre-defined than exploratory. If
this had been a real workplace project, I would have wanted actual
conversations with faculty to understand what slows them down or confuses them
before designing anything.
Working in a team pushed us to collaborate. We divided tasks
based on strengths, communicated through Slack, and blended our styles
together. I think the range of perspectives made the final product stronger.
Even when we had to revisit sections or adjust layout ideas, the back-and-forth
made the module more cohesive.
Effectiveness and Alignment
Our design aligned with the problem in the Design Case:
faculty needed support creating a short, polished introduction video that
strengthened instructor presence. The module addressed that need directly.
We didn’t have direct learner data, but we built indirect
evidence of effectiveness into the module. The walkthrough videos demonstrated
the entire successful process. Knowledge checks reinforced understanding before
learners moved on. The prescribed peer review provides learners with early
formative feedback, which aligns with Calhoun’s et al. (2021) explanation of
formative assessment. The UDL strategies we used supported faculty with
different skill levels. And the rubric for the final embedded video would give
straightforward evidence of whether the learner met the expectations or not.
Opportunities for Improvement
If we had more time or access to real faculty, there are
several areas I would strengthen. Usability testing with even one or two
faculty members would reveal confusion or pain points we couldn’t see
ourselves. A common issues or frequently asked questions (FAQ) page would also help because DaVinci
Resolve can appear convoluted to first time users. I would also enhance accessibility features,
especially teaching faculty how to edit captions instead of relying only on
auto-captioning.
I would refine the walkthrough videos by slowing down
trickier steps, and adjusting pacing in a few places that were found to be pain
points. If we collected feedback from faculty, I would ask about the clarity of
steps, pacing, and whether troubleshooting guidance covered their needs. That
information would guide further improvements to the module.
Professional Growth and Next Steps
This project revealed a few things about my strengths as a
designer. I’m able to simplify complex processes into approachable steps. I
think visually, and I naturally focus on user experience. I gravitate toward
the development phase, where ideas take shape and things feel more concrete. I
am also a lifelong learner, and I genuinely enjoy teaching myself and others
new processes.
At the same time, the project reminded me that I need to
improve early-stage evaluation planning. I tend to jump straight into building,
but evaluation should inform the design from the start. I plan to embed
evaluation checkpoints earlier in the process moving forward. That mindset will
matter in LDT 506, where evaluation becomes more structured and detailed.
Overall, the module we created reflects thoughtful,
learner-centered design. Evaluating it has helped me understand what we
accomplished and who I’m becoming as a learning designer.
References
Calhoun, C.,
Sahay, S., & Wilson, M. (2021). Instructional Design Evaluation. In edtechbooks.org.
EdTech Books. https://edtechbooks.org/id/instructional_design_evaluation
University of San
Diego. (2022, September 14). The Kirkpatrick Training Evaluation Model
[+ Benefits & FAQs]. University of San Diego Online Degrees. https://onlinedegrees.sandiego.edu/kirkpatrick-training-evaluation-model/
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