Podcast Production Training Instructional Design Document & Low Fidelity Prototype
Project Overview
Context: The Podcast Production Training Instructional Design Document and Low Fidelity Prototype were completed as part of the EME5603 Introduction to the Systematic Design of Instruction course at Florida State University. The instructions for the design document assignment focused on a comprehensive solution in addressing all the target objectives, learners’ long-term success or transfer of learning, employing data-based decision making, and clear and measurable goal statement and learning objectives. The low fidelity prototype covers a 60-minute target instruction addressing some of the learning objectives from the design document.
Conditions: The design document was an individual semester-long project. I independently developed all content, learning objectives, assessments, and materials, referencing "The Systematic Design of Instruction" by Walter Dick, Lou Carey, and James Carey on using the Dick and Carey Model. The low-fidelity prototype was created within a specified timeframe using Microsoft PowerPoint, Adobe Audition, and Adobe Illustrator. Additionally, I conducted online research to supplement content development.
Scope: This is the final submission for grading, representing a semester-long academic project. Different sections of the design document were submitted for feedback throughout the semester before being integrated into the final document. Prior to submitting the low-fidelity prototype, my professor provided feedback on various aspects including activating prior knowledge, text formatting, highlighting crucial information, pretest question formatting, and accessibility for learners with visual impairments. I implemented the suggested changes, and no further feedback was provided after submission.
Role: I independently led the project development, assuming roles as subject matter expert, designer, and content developer.
Below is a list of the competencies and how they were demonstrated on this project.
Instructional Design Document - Goal Analysis & Subordinate Skills
Instructional Design Document - Learner Analysis
Instructional Design Document - Instructional Strategy Cluster 3
Instructional Design Document - Evaluation Plan: Formative Evaluation small group sample attitude questionnaire
Communication Skills
Communicate effectively in written, oral, and visual formats.
Produce clear, concise, and grammatically correct messages.
Produce visuals that adhere to the principles of message design.
Use appropriate tools to communicate with learners, clients, and other stakeholders.
Instructional design documents delineate strategies for developing and delivering instructional materials and serve as roadmaps for stakeholders. Effective communication ensures the stakeholders grasp the document's purpose, objectives, and requirements. Strong communication skills are necessary for drafting clear and concise content that outlines learning objectives, learner and environmental analysis, assessment plans, and evaluation strategies, instructional strategies, and implementation plans.
The instructional design document for this project reflects a potential real-world scenario where a law firm’s marketing department is failing to produce an in-house podcast that is a central element of a new firm wide marketing campaign strategy. It was determined through front-end analysis that multiple deficiencies exist within the marketing department’s ability to schedule, write, record, edit, and distribute the podcast. A 60-minute training session on podcast production was needed for the key stakeholders of the marketing department to produce a professional podcast. In scenarios like these instructional designers must provide stakeholders with critical information on the value and feasibility of implementing instructional solutions. This instructional design document achieved this through effective written communication, outlining clear instructional goals, analysis findings, and a comprehensive plan to achieve performance objectives.
The low-fidelity prototype applies message design principles to direct audience behavior and foster engagement. It utilizes persuasive language to drive learner performance, with content customized to suit their needs and interests. The prototype addresses learner concerns and delivers meaningful, pertinent information. The design sustains learner interest through compelling content and interactive features, employing storytelling, visuals, and multimedia. Lesson content is straightforward and targeted while avoiding unnecessary extraneous material and simplifying complex concepts with visuals and demonstrative examples.
Analysis Skills
Analyze learning and performance problems to recommend appropriate solutions.
Use a variety of analysis practices such as performance system analysis, needs assessment, goal, task, learner, and context analysis.
Determine subordinate and prerequisite knowledge and skills.
Analytical skills are crucial for instructional designers when creating instructional design documents. Strong analysis skills allow instructional designers to gather relevant information, identify instructional needs, and develop effective instructional solutions that align with learning objectives and meet the needs of the target audience. The following analysis was performed in the design document.
Instructional goal analysis - This analysis divides the larger instructional goal into manageable smaller units. The instructional goal for the project (learners will produce a professional sounding podcast by applying industry-standard methods for scheduling, recording, editing, and distribution) was broken down into six steps that make up the entire goal. These steps were analyzed further into their subordinate and entry level skills to align with the learner’s prior knowledge requirements for completing the training.
Learner Analysis - This analysis examined the targeted learning population characteristics with data sources including entry skills, prior knowledge, attitudes towards content and delivery system, motivation, and education and ability levels. This information was used later in the design document to inform decisions about the training style and implementation.
Performance Context - This analysis examined the characteristics of where the goal of this training solution will be used in a ‘real life situation.’ This included managerial and supervisor support, physical aspects of the performance sites, social aspects of the performance sites, and relevant skills to the workplace. This analysis informed how best to replicate the training context with the actual performance context.
Learning Context – This analysis examined the characteristics of the learning context, where the learning of this training would take place, and how the learning context will best reflect the actual performance context. This included the number and nature of the sites, site compatibility with instructional needs, site compatibility with learner needs, and feasibility for simulating the workplace. This analysis informed decisions about where to conduct the training.
Low-Fidelity Prototype – Table of Contents
Low-Fidelity Prototype – Microphone Diagram
Low-Fidelity Prototype – Learning the microphone component parts and set up
Low-Fidelity Prototype – Learning about the different types of tracks in Adobe Audition
Design Skills
Design interventions to address learning and performance.
Design a curriculum, program, or learning solution.
Align outcomes, strategies, and assessments.
Generate appropriate instructional strategies and activities.
Design assessments to measure learning and performance.
Identify the scope and sequence for instructional solutions.
Generate design documents and disseminate findings to stakeholders.
In creating a design document, instructional designers require various design skills to effectively outline the structure, content, and strategies for instructional materials or courses. This instructional design document followed the Dick and Carey Model in developing an instructional solution for a performance issue related to podcast production within a law firm’s marketing department. The Dick and Carey Model is a systematic instructional design model used to guide the development of effective instructional materials and courses. The Dick and Carey Model consists of nine iterative phases, each focusing on specific aspects of the instructional design process. These phases include 1. Identify Instructional Goals, 2. Conduct Instructional Analysis, 3. Analyze Learners and Contexts, 4. Write Performance Objectives, 5. Develop Criterion Referenced Test Items, 6. Develop Instructional Strategy, 7. Develop and Select Instructional Materials, 8. Design and Conduct Formative Evaluation, and 9. Design and Conduct Summative Evaluation. Each phase was used in developing and revising the training material created for the design document. These phases helped to design interventions to address a performance issue while identifying the scope and sequence for the instructional solutions.
As part of the instructional design document an assessment plan was developed that included a pre-test to evaluate the learner’s prior knowledge and mastery of any of the enabling skills, practice test to provide active learner participation and review of the training lessons covered, and posttest that will measure the objectives included in the entire training module.
The low fidelity prototype was informed by the instructional design document as a 60-minute lesson plan encompassing a live training covering Cluster’s 3 & 4 from the instructional strategy. Additionally, the prototype was also guided by John Keller’s ARCS motivational model. ARCS is a framework used to guide the design of instruction that promotes and sustains learner motivation through four key components 1. Attention, 2. Relevance, 3. Confidence, 4. Satisfaction. The lessons were designed to capture and retain the learner’s attention using stimuli to gain interest and curiosity, making the instructional materials relevant to personal goals and interests, giving learners confidence in their ability to succeed, and having a sense of satisfaction by applying the newly acquired knowledge and skills to a real-life situation.
Evaluation and Research Skills
Design and develop formative and summative evaluation plans.
Construct valid & reliable data collection tools.
Develop a communication, implementation, and monitoring plan.
Evaluation skills are crucial for instructional designers to assess instructional materials, courses, and programs effectively. This includes developing comprehensive evaluation plans outlining objectives, methods, data collection instruments, and timelines. It also involves selecting appropriate evaluation methods, such as surveys, interviews, observations, or performance assessments, based on goals, context, and stakeholders' needs. Additionally, it requires using evaluation findings to inform ongoing revisions and improvements to instructional materials, courses, and programs. This may involve collaborating with stakeholders to implement changes and monitor their impact over time. By cultivating these skills, instructional designers ensure that materials and programs meet learner needs and achieve desired outcomes.
As part of the instructional design document the following types of evaluation were developed
Formative Evaluation - A four-stage formative evaluation process was developed to assess the instructional materials used for training. This process includes expert review, one-to-one, small group evaluation, and field trial to evaluate completeness, currency, and accuracy. It also identifies errors, assesses learner performance and reactions, and evaluates the effectiveness of changes made following the one-to-one stage. Evaluation instruments that were created include interview questions, surveys, Likert scale questions, and an environment questionnaire.
Summative Evaluation - After instruction, summative evaluation data for this training module will be collected in two phases. External evaluators, not involved in the material's development, will conduct the summative evaluation to analyze learners' acquisition of knowledge and skills outlined in performance objectives. This assessment will provide a comprehensive evaluation of the program's effectiveness, informing decisions on future development. It will also pinpoint areas for improvement in design, delivery, and implementation. The two phases include the Expert Judgement Phase that includes congruence analysis, content analysis, design analysis, and transfer feasibility analysis. The second phase is the impact analysis phase to look within the organization sponsoring the training to see if the organizational needs were met after instruction, are employees transferring knowledge and skills to the workplace, and has the work product of the learners improved.
To access the full Instructional Design Document and Low-Fidelity Prototype, click on the link below: