Elizabeth McAlister

Category: Instructional Design

  • 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″]

     

  • Personal Definition of Instructional Design

    Course: Trends and Issues in Instructional Design

    Our text gave several different definitions of “Instructional Design.” For one assignment, I was tasked with either identifying a definition that resonated with me or coming up with my own. Ultimately, there was one in the text which I felt cut to the core of my understanding of Instructional Design, even though it appears simplistic at first glance. I also liked it because it is simplistic enough that non-ID people could understand it.

    “Instructional design is a system of procedures for developing education and training materials in a consistent and reliable fashion” (Reiser & Dempsey, 2017, p. 27).

    Based on a talk I had had with the Program Director prior to applying to the program, whenever someone asked me, “What’s that?” My response was, “Basically process and quality improvement for the learning environment.” That response still confused a few of my friends and family, but the people I work with at UAB are intimately familiar with “process and quality improvement.” It’s an ongoing task in the world of Graduate Medical Education (GME) and involves soliciting frequent feedback from residents and faculty regarding the rotations, the clinics, residents evaluate faculty, faculty evaluate residents, etc., then making changes where needed to continue to improve the learning experience.

    Text: Reiser, R.A. & Dempsey, J.V. (Eds.) (2017). Trends and issues in Instructional Design and Technology. New York, NY: Pearson.