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).