Apply Computer-Based Technologies & Media to Solution of Instructional Problems

As an Instructional Designer, I learned to operationalize what “effective” means depending on the learning or training context. It is important to view technology tools for what they can do and decide whether to work around those features or search for other options. One thing that stood out to me: let the technology work for you, not the other way around. 

Both artifacts have been implemented in some fashion, so other than developing and designing, I was fortunate enough to field test the products. These products were developed for the purposes of assessment and delivered online through specified platforms. The challenge I faced for both was ensuring ease of access, eliminating the long process of registration for users as well as writing out simple, clear instructions to cater to the target audience (i.e., non-native speakers of English). 

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     My e-Learning Project was an assessment tool that helps determine whether a prospective student needs to go through our Intensive English Program to prepare for the MBA (Master’s of Business) or DBA (Doctor of Business) program or take English for Specific Purposes courses, such as Business English to help ensure student success and support to those who already have the required English proficiency level. I wore multiple hats doing this project: SME for the language aspect, Project Manager, and Instructional Designer. Designing, developing, and implementing the tool required collaborating with the SMEs due to content. This was challenging because, as an SME, I wanted certain items arranged in the platform. Still, I needed to amend it because, as an Instructional Designer, I recognized the platform’s limitations. I remember dealing with internal conflicts (what I wanted vs. what was feasible), but in the end, it all depended on how easy it would be for the user. I focused my mind on this more and was successful in delivering the product. 

     Though not 100% successful, my Practicum project led to further exploration in searching for the appropriate platform to house the university’s English Proficiency exam. There are two parts: Spoken and Written Tests. Although I was able to choose the right platform for the Spoken test, there were concerns about test security. The Written tests were administered securely using the university’s platform, but the Spoken test was done in real time via an appointment with an examiner. I continued working on this project, created job aids, and eliminated complicated steps for prospective students to book an appointment for a Spoken test.