AECT Standard 1
This section highlights my growth in AECT Standard 1: Content Knowledge, which emphasizes the foundational understanding required to thoughtfully create, use, assess, and manage educational technologies and learning processes. Throughout my graduate studies at the University of South Carolina, I have developed the ability to connect theory to practice—designing learning experiences that are not only effective, but intentional and responsive to student needs.
The three artifacts included here were selected to represent my development across key indicators of this standard: creating instructional materials using systems-based approaches, using technology to enhance pedagogy, assessing the effectiveness of learning experiences, and managing the various components that support successful implementation.
Final Integrated Multimedia Project
Context & Conditions
This artifact was created during Spring 2025 in EDET 603: Design and Development Tools I at the University of South Carolina. The Integrated Multimedia Project (IMP) required collaborative design and development of a cohesive multimedia learning experience, including a podcast, vodcast, marketing materials, and a website. The project emphasized applying technical production skills alongside instructional design principles to create an engaging and educationally valuable product.
At the time of creation, I brought foundational knowledge of classroom instruction and emerging skills in multimedia design, but I was still developing proficiency in translating instructional ideas into digital products. This artifact required me to apply knowledge of multimedia learning principles, storytelling structure, and audience-centered design. For example, in the podcast episode, we intentionally structured the opening a narrative “hook story” (Emily and Jake) to activate attention and establish relevance before introducing content about AI in education. This reflects principles from the Cognitive Theory of Multimedia Learning (Mayer, 2009), particularly the idea that meaningful learning occurs when verbal and auditory information are intentionally organized. Additionally, I applied principles of audience analysis by designing content for educators and students navigating AI integration, ensuring that both perspectives were represented through structured segments (teachers vs. students). Tools used included Glitch for website development, audio/video editing tools, and graphic design platforms to produce cohesive multimedia elements. This artifact reflects the integration of content knowledge, technology tools, and communication design.
Scope
The purpose of this artifact was to design and develop a cohesive multimedia learning experience that educated an audience about the role of artificial intelligence in education. This project was created for graduate coursework but reflects real-world applications of instructional design, particularly in creating digital learning resources and educational media.
Within the broader curriculum, this artifact represents a full-cycle instructional product, including analysis, design, and development phases. For example, the podcast segment on “wonders and worries” of AI for teachers explicitly addresses real classroom challenges such as grading efficiency and academic integrity, while the student segment highlights issues like bias and privacy. These content decisions demonstrate how the artifact was designed to provide balanced, research-informed perspectives. Additionally, the vodcast extends learning by showing real classroom application for a teacher trying to improve their questioning using AI, which makes abstract concepts concrete and applicable. This artifact fits within a larger instructional context as a resource that could be used in teacher professional development or EdTech courses.
Role
This was a collaborative group project in which I wired with two peers to design and develop all components of the IMP. My role included contributing to the podcast script, co-developing the visual plan and storyboard, and supporting the creation of the website and multimedia elements. For example, I contributed to the development of the podcast structure and features, including the narration of the hook story and segmentation of teacher and student perspectives. This ensured that the content was engaging and logically sequenced. I also added unique music and audio elements helping the engagement of the listener. Additionally, I contributed to planning the vodcast storyboard, including identifying how real-world classroom footage and student interviews would illustrate AI tools in action. This required both content knowledge and technical planning, as I had to consider how narration, visuals, and audio would work together to communicate meaning effectively. My contributions reflect active participation in both instructional design and multimedia development.
Instructional Design
This artifact reflects all phases of the ADDIE model as well as key components of the Morrison, Ross, and Kemp (MRK) model. From an ADDIE perspective, this project includes Analysis, Design, and Development phases (Molenda, 2015). During Analysis, we examined existing podcasts and identified effective structures, target audience needs, and storytelling techniques, as required in the IMP guidelines. For example, we determined that engaging hooks, segmented topics, and clear transitions were essential for maintaining listener attention. During Design, we created a detailed outline, storyboard and timeline for both the podcast and vodcast, specifying narration, sound effects, and visual elements. During Development, we produced the final multimedia products, including recording, editing, and integrating audio, video, and graphics into a cohesive website. These phases demonstrate the transition from planning to production.
Within the Morrison, Ross, and Kemp model (Morrison et al., 2019), this artifact reflects instructional goals, learning characteristics, message design, and delivery systems. For instance, we identified the instructional goal of helping educators and students understand AI’s role in education and analyzed learning characteristics by considering both groups perspectives. Message design is evidence in how we structured the podcast using storytelling, transitions, and segmented discussions (e.g., “wonders,” worries,” and “call to action”) to organize content clearly. The selection of delivery systems, including podcast, vodcast, and website, demonstrates intentional decisions about how learners would access and engage with the content. Additionally, principles of multimedia learning (Mayer, 2009) guided decisions such as combining narration with visuals in the vodcast to support dual-channel processing and reduce cognitive load.
Related Performance Indicators
AECT Standard 1: Content Knowledge
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1.1 Creating, using, and managing technological processes and resources.
Reflection
This artifact represents a significant point in my development as an instructional designer, particularly in integrating content knowledge with technology tools. At the time, I was focused heavily on making the project engaging and visually appealing, but I was still developing a deeper understanding of how instructional design theory should guide multimedia decisions. For instance, while we included negating elements like music, storytelling, and visuals, I did not explicitly justify these decisions using frameworks like the Cognitive Theory of Multimedia Learning during the design process.
Now I approach multimedia design with a much stronger theoretical foundation. If I were to revise this artifact, I would intentionally apply multimedia learning principles. For one, I would reduce extraneous audio or visual elements, especially within the vodcast, that do not directly support learning (coherence principle). And I would ensure that visuals and narration are tightly aligned (contiguity principle). I would also incorporate accessibility features such as transcripts, captions, and alternative formats, which were not included in the original project but are critical for inclusive design.
The artifact strongly reflects AECT Standard 1 because it demonstrates my ability to create and manage technological resources to support learning. For example, I contributed to building a functional website that housed all multimedia components and ensured that users could easily access the podcast, vodcast, and supporting materials. Since completing this project, I have developed more advanced skills in aligning technology use with pedagogy and accessibility. This artifact shows my early ability to integrate tools and content, while also highlighting my growth toward more intentional, theory-driven instructional design.
References
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Molenda, M. (2015). In search of the elusive ADDIE model. Performance Improvement, 54(2), 40–42. https://doi.org/10.1002/pfi.21461
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2019). Designing effective instruction (8th ed.). Wiley.
Dick and Carey Model Infographic
Context & Conditions
This artifact was created during Fall 2025 in EDET 700: Foundations of Learning Design and Technologies at the University of South Carolina. The assignment required the creation of an instructional infographic that visually represented an instructional design model, including its stages, purposes, activities, and deliverables. For this project, I selected the Dick and Carey Instructional Design Model and designed a visual representation that communicates the full instructional design process in a structured and accessible format.
At the time of creation, I was in the early stages of developing my understanding of instructional design and learning technologies. I brought strong pedagogical knowledge as a classroom teacher, but I was just beginning to learn how to conceptualize instructional design theory and translate complex processes into a clear, visual format. I applied principles of the ADDIE model (Molenda, 2015) as a general framework, as well as the Dick and Carey model itself, which emphasized a systematic and iterative approach to instructional design. Additionally, I applied principles of message design and multimedia learning, including organization, hierarchy, and visual clarity, to ensure the infographic effectively communicates information. I used Canva to design the infographic, intentionally selecting layout, color, and typography to support readability and coherence.
Scope
The purpose of this artifact was to demonstrate understanding of an instructional design model by translating it into a visual, user-friendly infographic. This project was created for graduate coursework and represents an introductory-level application of instructional design knowledge, rather than a full instructional product.
Within the broader scope of instructional design, this artifact focuses on conceptual understanding and communication of the design process, rather than implementation. The infographic outlines all nine stages of the Dick and Carey model, including identifying instructional goals, conducting instructional analysis, developing assessments, and conducting formative and summative evaluation. By including purposes, activities, and deliverables for each stage, this artifact demonstrates my ability to understand and communicate how instructional design functions as a systematic process.
Role
I served as the sole designer and developer of this artifact. I independently selected the instructional design model, analyzed its components, and translated that information into a visual format. My role required both content understanding and design decision-making. For example, I determined how to organize the stages of the model in a logical flow, how to group related information (purpose, activities, deliverables), and how to visually emphasize key ideas. This reflects my early ability to combine instructional design knowledge with visual communication skills.
Instructional Design
This artifact reflects both the ADDIE model and the Morrison, Ross, and Kemp (MRK) model, primarily through its emphasis on systematic instructional design processes and message design. From an ADDIE perspective, the Dick and Carey model aligns closely with the phases of Analysis, Design, Development, Implementation, and Evaluation (Molenda, 2015). For instance, stages such as identifying instructional goals and analyzing learners correspond to Analysis, while developing instructional strategies and materials aligned with Design and Development. This demonstrates my early understanding of how different instructional design models relate to one another.
Within the MRK model, this artifact reflects components such as instructional problems, learner characteristics, instructional strategies, and formative evaluation (Morrison et al., 2019). Furthermore, this artifact strongly reflects message design principles, as I intentionally structured information to support clarity, organization, and usability. THe use of headings, consistent formatting, and visual hierarchy aligns with principles of effective instructional communication. While this artifact does not involve full instructional development, it demonstrates foundational knowledge of how instructional design models guide the creation of effective learning experiences.
Related Performance Indicators
AECT Standard 1: Content Knowledge
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1.1 Creating, using, and managing technological processes and resources
Reflection
This artifact represents my entry point into instructional design thinking and reflects my early understanding of how instruction can be systematically designed. At the time, I was beginning to move away from thinking about teaching as lesson planning and toward understanding it as a structured, theory-based process. Creating this infographic helped me see how all components of instruction–goals, learners, assessments, and evaluation–are interconnected. This directly connects to AECT Standard 1, as it demonstrates my ability to understand and represent foundational instructional design knowledge.
Now, I recognize that this artifact reflects a novice-to-developing level of expertise. While I accurately represented the stages of the Dick and Carey model, my understanding at the time was more conceptual than applied. Since completing additional coursework, I have developed a deeper ability to implement these stages in practice, such as conducting needs assessments, writing performance objectives, and designing instructional strategies. If I were to revise this artifact, I would enhance it by incorporating more interactive elements (e.g., clickable components or embedded examples) and by strengthening alignment between stages and real-world instructional applications.
This artifact strongly aligns with AECT Standard 1 because it demonstrates my foundational understanding of instructional design models and my ability to communicate that knowledge using technology. Compared to later artifacts, this work highlights how much my thinking has evolved–from understanding models conceptually to applying them in a complex, real-world instructional design projects. It serves as an important baseline that illustrates my growth throughout the program.
References
Molenda, M. (2015). In search of the elusive ADDIE model. Performance Improvement, 54(2), 40–42. https://doi.org/10.1002/pfi.21461
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2019). Designing effective instruction (8th ed.). Wiley.
Obizoba, C. (2015). Instructional design models—framework for innovative teaching and learning methodologies. International Journal of Higher Education Management, 2(1).
Front-End Analysis Report
Context & Conditions
This artifact was created during Fall 2024 in EDET 722: Instructional Design and Assessment at the University of South Carolina. The assignment required the development of a comprehensive Front-End Analysis Report, including both a Needs Assessment and Analysis Report, to inform the design of an instructional module. The focus of this project was to design a pre-reading instructional unit on the Civil Rights Movement to support students before engaging with Claudette Colvin: Twice Toward Justice.
At the time of creation, I brought strong content knowledge as an eighth grade English Language Arts teacher, particularly in teaching historical texts and facilitating discussions around social justice topics. However, I was still developing my ability to systematically apply instructional design models to guide decision-making. This artifact required me to move beyond intuitive lesson planning and instead ground my instructional decisions in data and structured analysis. I applied principles from the ADDIE model (Molenda, 2015), particularly the Analysis phase, by designing and administrating a needs assessment survey to gather data on students’ prior knowledge, interests, and perceived gaps. Additionally, I applied components of the Morrrison, Ross, and Kemp (MRK) model (Morrision, et al., 2019), including identifying learner characteristics, analyzing instructional problems, and defining instructional goals. Tools used included Google Forms for survey data collection and Google Docs for organizing and presenting the report. This artifact reflects my early ability to integrate content knowledge, learner data, and instructional design frameworks into a cohesive planning process.
Scope
The purpose of this artifact was to analyze learner needs and instructional context in order to design a targeted instructional module on the Civil Rights Movement. This project was created for graduate coursework but is directly applicable to my professional classroom, as it informs how I build background knowledge before a complex text. Within a broader curriculum context, this artifact represents the front-end analysis phase of a larger instructional unit, rather than a complete instructional product. Specifically, it serves as the foundation for a 15-20 minute instructional module designed to prepare students for a novel study.
To complete this work, I drew on both my knowledge of curriculum sequencing and my understanding of student learning gaps. For example, I recognized that while students often have surface-level familiarity with key figures, they lack deeper understanding of systemic concepts such as Jim Crow laws, which are essential for comprehending Claudette Colvin’s story. This required me to not only analyze data, but also interpret how content knowledge connects to literacy instruction and student comprehension.
Role
I served as the sole instructional designer and researcher for this artifact. I independently designed the needs assessment survey, collected and analyzed data from student participants, and developed the full Front-End Analysis Report. My role required me to make decisions about what data to collect, how to categorize needs (e.g., felt, expressed, anticipated), and how to translate findings into instructional recommendations.
For example, I determined which survey questions would provide insight into students’ prior knowledge, comfort levels, and engagement preferences. I then analyzed the results to identify patterns, such as students’ strong familiarity with key figures but limited understanding of systemic structure like Jim Crow laws. This process reflects my ability to independently apply instructional design thinking to inform content and instructional decisions.
Instructional Design
This artifact reflects key components of both the ADDIE model and the Morrison, Ross, and Kemp (MRK) model, with a strong emphasis on Analysis and Design phases. From an ADDIE perspective, this work primarily represents the Analysis phase (Molenda, 2015), as I systematically gathered and interpreted data to define the instructional problem. For example, I identified a gap between students’ surface-level knowledge (e.g., recognizing key figures) and their deeper conceptual understanding (e.g., legal systems and societal structures). This directly informed the Design phase, where I established instructional goals such as an understanding of key events, analyzing historical context, and exploring Civil Rights legislation.
Within the Morrison, Ross, and Kemp model, this artifact demonstrated several essential components, including identification of felt and expressed needs, learner characteristics, instructional problems, and goal analysis (Morrison et al., 2019). For instance, the needs assessment captured expressed needs (student-reported interest in learning about the impact on today’s society) and anticipated needs (lack of knowledge about Jim Crow laws). The goal analysis process, moving from initial goals to refined and ranked goals, reflects systematic instructional planning. Additionally, elements of message dean are evident in how the content was prioritized and structured to fit within a short instructional module. This work is also informed by constructivist principles, as the design emphasizes connecting historical content to present-day contexts, supporting meaningful learning and transfer.
Related Performance Indicators
AECT Standard 1: Content Knowledge
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1.1 Creating, using, and managing technological processes and resources
Reflection
This artifact represents an important transition in my development from a classroom teacher to an instructional designer. At the time, I was beginning to understand the importance of grounding instructional decisions in data rather than intuition. While I had strong content knowledge of the Civil Rights Movement, this project pushed me to think more critically about how students experience that content and what gaps exist in their understanding. For example, I had previously assumed that students understood foundational concepts like Jim Crow laws, but the data revealed that only 20% of students were familiar with this topic. This realization significantly shifted how I approach content planning.
Now, I recognize that this artifact reflects an early-to-intermediate level of instructional design expertise. While the analysis is thorough, I would strengthen it by incorporating additional data sources, such as teacher input or assessment data, to triangulated findings. I would also more explicitly connect needs assessment results to measurable learning objectives and incorporate considerations for accessibility and differentiation earlier in the process. Additionally, I would integrate tools such as data visualization platforms or learning analytics to more clearly represent trends and support decision-making.
This artifact strongly reflects AECT Standard 1 because it demonstrates my ability to integrate content knowledge with instructional processes and tools to support learning. I used technology (Google Forms) to collect and analyze data and applied that information to design instruction that is both relevant and meaningful for students. Compared to earlier work, this artifact shows growth in my ability to connect content, learners, and instructional design frameworks. It represents a foundational step in my development as an instructional designer who not only understands content deeply, but can also design intentional, data-driven learning experiences that support student understanding and engagement.
References
Molenda, M. (2015). In search of the elusive ADDIE model. Performance Improvement, 54(2), 40–42. https://doi.org/10.1002/pfi.21461
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2019). Designing effective instruction (8th ed.). Wiley.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.