IDE 632
This course engages students in the theories and practices of instructional design and development. The course focuses on instructional systems and model design (ISD). We explore ISD as it is practiced in different environments.
Primary Project:
Instructor: Linda Euto
Final Grade: A
Authors: Emma Pate, Jessica Calhoun, Soroth San
IDD&E Phases Involved: Design, Development, Implementation
Reflection and Self-Assessment:
I am very proud of this project and the model that my team and I were able to develop. Since none of us had ever designed or developed an Instructional Model before we were both excited, and nervous.
We based our model on a real performance problem that my teammate Soroth experienced in his high school alma mater in Cambodia. This performance problem was also unique because it did not require an instructional solution. Prior to this project my teammates and I had only worked with developing instructional solutions in an IDD&E context, making this a distinct and interesting challenge.
Our model experienced numerous iterations, critiques from our peers in our cohort and professor Euto. This allowed us to refine our model to a point that I am very proud of. The model we developed also includes hypothetical implementation and evaluation plans making it comprehensive, iterative, and scalable.
I am glad that I had the opportunity to work with such talented and passionate teammates. We collaborated with high levels of efficiency, professionalism, and respect for one another and the individual skills and expertise that we each brought to this project. Even now, I believe that our solution is distinct and highly optimal.
IDE 641
This course provides applied, programmatic techniques for evaluating educational/training programs and projects. Units focus on planning, client relations, problem analysis, data collection and analysis, reporting, evaluation management, and ethics.
Primary Project:
Instructor: Robert Tornberg
Final Grade: A
Authors: Emma Pate, Chynara Turatbek Kyzy, Soroth San
IDD&E Phases Involved: Evaluation
Reflection and Self-Assessment:
I have always had an interest in evaluation, and program evaluation specifically, making this project an exciting opportunity to explore that area. This was one of the most rewarding projects that I completed in the IDD&E M.S program. The project allowed my team and I to work with a real client who was interested in implementing our recommendations to an active instructional program being done at Syracuse University – the SMART Money Peer Councilor Internship Program.
That is not to say that this project did not have its challenges. My team and I struggled with recruiting potential users for our formative evaluation. We also faced barriers with cultural and language differences between one of our users, the content, and the interviewer. Despite this, we were able to collect valuable data and produce detailed and actionable recommendations for our client. Additionally, we were able to reflect on how we could avoid these hiccups in future formative and summative evaluations in our careers.
This course and project solidified my appreciation for the evaluation process with the aim of improving both instructional materials and programs. I am incredibly proud of this project, and the recommendations that we were able to offer to our client. This is further supported by the fact that Dr. Tornberg requested permission to utilize our final report as an exemplar for future students in IDE 641.
IDE 712
The primary purpose of IDE 712 is to investigate the concepts, principles, and practical procedures of human performance technology for the analysis and understanding of performance problems in educational and organizational settings, and the identification of performance–improvement interventions.
Primary Project:
Instructor: Rob Pusch
Final Grade: A
Authors: Emma Pate, Jessica Calhoun, Soroth San
IDD&E Phases Involved: Analysis
Reflection and Self-Assessment:
This was a fascinating and challenging project that tested and expanded my knowledge of the Front-End Analysis (FEA) process. My team’s performance problem was the same as the one we worked with in IDE 632. However, rather than focus on designing a model and solution we were creating a hypothetical FEA of the performance problem involving my teammate Soroth’s High School in Cambodia.
This was a massive performance problem involving numerous stakeholders, potential users, barriers and unknowns. Despite these challenges we were able to plan an in-depth analysis that addresses many variables and possible causes of the performance problem that we were faced with.
Similar to the IDE 632 project, I was very lucky to get to work with such a talented, supportive and hard working team once again. When it occasionally felt like the scope of our FEA would become overwhelming, we were able to lean on and provide support to one another. The team again produced a high quality FEA plan and situational analysis that provides a comprehensive look at some of the potential barriers faced by Cambodian high schools students in seeking higher education abroad.
IDE 761
In this class students gained management tactics, skills, procedures, and tools for planning and administering educational projects. Includes planning, implementing, maintaining, and closing projects, investigate project management issues on focus, change, and quality.
Primary Project:
Instructor: Gary LaPoint
Final Grade: A
Authors: Emma Pate, Lauren Bavis, Tint Woon Pyae
IDD&E Phases Involved: Implementation (Project Management)
Reflection and Self-Assessment:
This project presented unique challenges, opportunities for growth, and ways of thinking about how to work as an instructional designer as part of a much larger instructional implementation process involving multiple teams and departments.
That said, this was likely the most difficult project that I completed during my time in the IDD&E M.S program. My teammates and I experienced many of the required components of this project (creating a Gantt chart, work breakdown structure, critical path, etc.,) for the first time. We collaborated on all components and worked to build and refine these activities within our report and presentation. As a group we worked together to develop a comprehensive project management plan for implementing a multi-year instructional technology implementation initiative for a hypothetical secondary school.
Despite the learning curve required for this project, my team and I developed a well constructed plan that effectively manages resources, and workflow.