2.

6 Instructional Design
Candidates model and facilitate the effective use of research-based best practices in instructional design
when designing and developing digital tools, resources, and technology-enhanced learning experiences.
Reflection

The Autobiography WebQuest and Multimedia Design Project Report were created with several digital
tools using research-based best practices in instructional design to develop a technology-enhanced
learning experience. I developed the WebQuest with Weebly as the platform and created multiple tabs
for the introduction, process, evaluation, conclusion, teacher page, and references. These tabs allowed
students to work through the WebQuest at their own pace and gain ownership of their learning. The task
was for students to write a series of short chapters to create their own autobiography. For each chapter,
the students could choose between two options for the form that chapter would take. For example, for the
profile chapter, students could choose from two formats and include the profile topics they felt were most
important. Each chapter included examples, vocabulary, how to and creation tools, and a reflection. All
materials and directions were provided online through the WebQuest, so students worked at their own
pace to complete the project. This was an individual class project; however, I collaborated with my peers
during the planning phase and utilized their feedback in my design process.

Standard 2.6, Instructional Design, defines the expectations for modeling and facilitating the effective use
of research-based best practices in instructional design. The Autobiography WebQuest and Multimedia
Design Project Report demonstrate my ability to model and facilitate the effective use of digital tools
through my clearly organized WebQuest platform. During the planning phase, I conducted a learner
analysis, context analysis, and task analysis to prepare a meaningful student learning experience. During
the planning process, I even tested the WebQuest with students similar to the students I would assign the
WebQuest to when it was completed. I used their feedback to improve the WebQuest by clarifying
instructions and repairing a broken link. All chapters utilized standard organization, contained built in
support for student success, and allowed the student to submit feedback to the teacher regarding the
chapters content, so the WebQuest could be continually improved. This artifact also demonstrates my
ability to support and enhance research-based best practices in instructional design. The WebQuest
provided many opportunities for choice. Students had ownership over their autobiography could choose
which format they wished to use for each chapter. They could work at their own pace and move to the
next chapter as soon as they were ready, so they were always actively engaged with a task. I kept the
principals of Universal Design for Learning (UDL) in mind, and included many forms of built in support
to allow my diverse group of students to be as independent as possible with this project. Specifically, I
included audio support, visual support, video instructions, and clear and concise 5
th
grade language.
Many of my student are struggling readers, so I provided audio directions in addition to written
directions. I also have many English Learners, so I included images, examples, and vocabulary assistance
to aid in their comprehension. For assessment, I provided students with the rubric in which their project
would be graded. This helped them understand the expectations and allowed them to evaluate their own
work to determine where on the rubric they would fall prior to submitting their work. Finally, I included
a reflection section at the end of each chapter. This allowed students to reflect on their learning,
strengths, and weaknesses. It also gave me valuable insight about how to design my future WebQuests to
be most effective for students. All of these elements, choice, student ownership, self-paced work, UDL,
visuals, rubric assessments, and self-reflection demonstrate my ability to support and enhance research-
based best practices in instructional design.
Completing this WebQuest was a meaningful learning experience. From this experience, I learned a great
deal about using Weebly as a platform my instruction. It allowed me to provide students with access to a
variety of digital tools that support research-based practices. I learned the power of integrating the
principals of UDL to increase student independence. In the future, I would like to build a WebQuest
around another content area. While using the WebQuest to build writing skills was worthwhile and
engaging for the students, I think pushing myself to try another subject area would be beneficial to both
the students and me. I plan to continue to push myself out of my comfort zone to try new technologies
that further support research-based best practices.

The work that went into this WebQuest project benefited faculty development. I was able to share my
new knowledge of Weebly with another teacher that wanted to begin a blog for her teaching and was
considering paying someone to set it up. I was able to share the basics of Weebly with her to get her
started, and she took off from there!