Elizabeth McAlister

Author: emcalist

  • Performance Analysis Graphic

    Course: Performance System Technology. Spring 2020

    Assignment: Design a graphic organizer to compare and contrast and share what you have learned in your reading regarding the following: performance analysis, organizational analysis, environmental analysis, gap analysis, cause analysis.

    Response: From the readings, I got the impression that the organizational, environmental, gap, and cause analyses were all part of the Performance Analysis. In analyzing performance, you look at the organization (its vision, mission, etc.) and the environment (influences from society, culture, skill level, etc.) to determine the desired and actual performances. From there, the gap analysis is done in order to identify the difference between the desired and actual performances, and lastly, a cause analysis to determine why that gap exists. I’m honestly not sure how to “compare and contrast” – They’re alike in that they are all analyzing aspects of performance process, but each analyzes a different aspect and they join together as the overall performance analysis.

    Van Tiem, D., Moseley, J. L., & Dessinger, J. C. (2012). Fundamentals of Performance Improvement: Optimizing Results through People, Process, and Organizations (3rd Ed.). Pfeiffer.

  • Service-Learning Project: Genetic Counseling

    March 2, 2020: This was a group project in which we worked with a client, Dr. Danielle Monteil, a geneticist at the US Naval Medical Center in Portsmouth, Virginia, to create a booklet to help her guide her patients through the process of deciding whether or not to have genetic testing done for hereditary cancer. After seeing how the color version printed out in grayscale, we opted to create a pure black and white copy and deliver both to our client for her to decide which she’d prefer to use.

    My partners for this project were Victoria Dawkins and Melissa Simpson.

    Goal Statement: Using the provided patient resource the patient will be able to explain the basic concepts associated with using genetic testing to predict hereditary cancer.

    The following documents include the full design and analysis report, the final product (color and black & white), and the final report which was a reflection on the project.

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/05/IDD610-Report-3-Dawkins-McAlister-Simpson-1-1.pdf” title=”IDD610 Report 3 – Dawkins, McAlister, Simpson (1)”]

     

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/05/Gen-Counseling-color-1.pdf” title=”Gen Counseling-color”]

     

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/05/Gen-Counseling-BW-1.pdf” title=”Gen Counseling-BW”]

     

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/05/IDD-Report-4-Dawkins-McAlister-Simpson-1-1.pdf” title=”IDD Report 4-Dawkins, McAlister, Simpson (1)”]

  • Instructional Goals for Learning Domains

    Course: Instructional Design (specifically, the Dick & Carey approach)

    Assignment: Provide a sample instructional goal for each of the 4 learning domains (psychomotor skills, intellectual skills, verbal information, and attitude) discussed in our text book.  Also provide a rational and real world examples or experience for each.

    I went back to my music roots for this one.

    Psychomotor skills:

    • Sample instructional goal – Play a C Major scale using proper hand placement and technique
    • Rationale – Requires mental planning (identify middle C, proper hand placement, technique) followed by the physical activity of actually playing the scale.
    • Example/Experience – One of the first lessons is focused only on middle-C and gradually adds notes, working up to a full scale.

    Verbal information:

    • Sample instructional goal – Name the notes in a C Major scale
    • Rationale – Requires a specific response to a specific question
    • Example/Experience – Taking piano lessons, this was one of the first scales learned – all white keys, C D E F G A B C.

    Intellectual skills:

    • Sample instructional goal – Identify the interval between two notes being played individually.
    • Rationale – Requires learner to use previously learned theory and listening skills to correctly identify the intervals between two notes.
    • Example/Experience – Ear training. I hated ear training. Common ascending intervals most musicians “just know”: 2nd (C-D), 3rd (C-E), 5th (C-G), Octave (C-C). Intervals that took tricks for me to learn: 4th (C-F) “Here comes the bride”; 6th (C-A) “My Bon”nie lies over the ocean”; 7th (C-B) Just itches to move on up to that C.

    Attitude:

    • Sample instructional goal – Demonstrate an appreciation of different styles of music
    • Rationale – Requires learner to listen to various styles of music, identify their differences, and “appreciate” those differences.
    • Example/Experience – Basically, I thought of Music Appreciation. As a junior in college, having to take Music Appreciation was sometimes painful. For instance, I don’t particularly care for Ravel’s “Bolero” because it’s so repetitive, but I do understand how it could help in listening skills (it starts with one instrument and gradually adds more). For me, learning the structure of a sonata gave me a deeper appreciation for the style. Beethoven’s 5th Symphony, 1st movement, for example. Exposition– initial themes or motifs are “announced”; Development – motifs are altered (inverted, key change, etc.); Recapitulation – return to initial motifs (and key); Coda – not a normal part of a sonata, but essentially an ending. Beethoven was a master at passing up perfectly good spots to END ALREADY!

  • Case Study – Honest Ally Food International RFP

    Fall 2019: This was a group project for a course on Universal Design for Learning. In this assignment, Honest Ally Food International put out a Request for Proposal for a program to promote strategies aimed at addressing food insecurity. 

    Previous group projects were done via email or in-person. For this one, we utilized our group discussion area in Canvas (separate area from the class group discussion) and used Canvas’s Collaboration function to work on the project in Word Online.

    My partners for this project were Christina Warren and Debbie Graves.

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/05/Honest-Ally-WWYD-1.pdf” title=”Honest Ally WWYD”]

  • Literature Review

    For this assignment, we were told to find a gap in the literature. Research UDL, differentiated instruction, and instructional design in the instructional setting I plan to go into (military, health care, education, etc.). Analyze, synthesize, and evaluate the information presented in the research. Identify the gap and, utilizing future research, how this gap could be closed. 

    I chose to look at Undergraduate Medical Education (UME)—Graduate Medical Education (GME)—Faculty continuum. Professor feedback was that I did a good job, APA would recommend a more formal style of writing than what I did, but she was okay with it. I also had a couple citation errors which have been corrected in the attached. I also didn’t really answer the question of what I might recommend for future research and, frankly, am still unsure what I would recommend.

    We had a week to work on this paper and, afterward, were asked what we would have done if we’d had more time. I like to think I would have been able to go more in-depth and possibly gained a better understanding of UME. I know the post-graduate and faculty realms but am not as familiar with the medical students’ experiences. I probably could have also explored how some institutions or programs were involving instructional design within their own programs (where I was looking at UME / GME as a whole rather than by institution)—instructional design is going on at the institutional level but not necessarily at the national level. I hope to polish this up and submit to the Journal of Graduate Medical Education or similar.

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/05/Diff-Design-Lit-Review.pdf” title=”Diff Design Lit Review”]

  • Case Study – Cross Cultural Design

    Nov 16, 2019: A case study on cross cultural challenges in instructional design for a course on Universal Design for Learning.

    Case study citation: Spannaus, T. W., & Jones, T. S. (2014). Case Study 20. Iris Daniels: Cross-Cultural Challenges in Designing Instruction. In Ertmer, P., Quinn, J., & Glazewski, K. The ID casebook : Case studies in instructional design (Fourth ed. pp. 190-193). Boston: Pearson.

    The assignment was to answer these questions:

    1. How was the design process beginning with the initial design of the Web-Based Training to the proposed elements of the prototype influenced by the different backgrounds of the consortium members?
    2. Evaluate Jim and Iris’s approach to handling cultural differences among consortium members.
    3. Critique the elements of the prototype proposed by Iris, Jim, and Kimberly. What would you add or eliminate, if anything? Explain.
    4. What outcomes might Iris expect from the demonstration of the prototype?
    5. What steps should a designer take to prepare for working on a cross-cultural team?

    Professor feedback was that she loved my response to question 3 and that I could have said more on question 4.

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/05/IDD620-Cross-Cultural-Design.pdf” title=”IDD620 – Cross-Cultural Design”]

  • Job Aid: Adding a YouTube Video to Kaltura

    Course: Universal Differentiated Instructional Design and Development

    Assignment: Create a job-aid for UAB Teaching Faculty that provides step-by-step instructions for technology they are likely to use.

    In my initial iteration of this assignment (November 2019), I didn’t care for the layout or size of the images. I had done them based on my understanding of the template and instructions. The below is a version I’m more comfortable sharing with the world.

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2021/03/Job-Aid-Design-Project-EMcAlister.pdf” title=”Job Aid Design Project-EMcAlister”]

  • Course Reflection: Trends & Issues in Instructional Design

    My final paper for this course (Trends and Issues in Instructional Design) was a reflection on the semester including how I got here, what my definitions were prior to starting the program and how they changed, where I see myself in the field, what trends / issues I believe have had the greatest impact to date, and what trends/issues I believe we’ll see moving forward. And, of course, research articles supporting my stance.

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/05/IDD600-Final-Paper.pdf” title=”IDD600 Final Paper”]

  • Developing Training Programs

    Course: Trends and Issues in Instructional Design

    1. Develop a plan for integrating refugees from the Middle East into the Europeans vocational systems, identify and discuss ethical, legal, and political dimensions of my plan.
    2. Design a training program aimed at reducing medical errors in patient charting.

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/05/IDD600-Reading-Eval-6.pdf”]

  • Learning Outcomes & Models of Motivation

    Course: Trends and Issues in Instructional Design

    A reading evaluation consisting of two parts:

    1. I selected two instructional goals that represent simple versus complex learning outcomes and how the learning theories we had just learned about could be employed to develop instruction to teach those goals.
    2. A discussion on Wlodkowski’s Time Continuum Model of Motivation and then describe two or more situations in which his model would provide useful guidance.

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/05/Reading-Eval-3-IDD600.pdf” title=”Reading Eval 3 IDD600″]