Competency 8: Apply Technology to Solve Instructional Problems

Plans and designs effective learning environments and experiences supported by technology

This competency is demonstrated in this lesson plan, where I designed a lab activity that introduces the concept of whiteboxing levels in video games. The goal of this project was to meaningfully implement generative AI tools into the lesson to enhance learning. The lab is intended to be integrated into an undergraduate game development class.

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The lab intentionally integrates generative AI tools as structured brainstorming/ideation supports rather than replacements for student thinking. Students choose from a list of instructor-designed prompts to explore possible level layouts and spatial concepts for various genres and settings. They then translate their selected ideas into physical gameplay spaces.

This structured, iterative process scaffolds the early phases of level design and reduces cognitive overload new game developers often experience during idea generation. ​Overall, this lesson plan demonstrates the ability to plan and design effective technology-enhanced learning experiences where digital tools facilitate learning and engagement. 

Applies technology to facilitate a variety of effective assessment and evaluation strategies

I developed this competency as I created this eLearning module about the importance of creating strong passwords. This module was created in Articulate Storyline and was designed for adult workers who performed frequent computer-based tasks. The module covered various aspects of passwords, including common password security threats, characteristics of weak/strong passwords, and recommended guidelines when creating passwords. 

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The module applied Storyline's interactive capabilities to implement several assessment activities that are aligned with learning objectives. These activities are placed after their respective content to enable learners to immediately apply what they learned. These include scenarios where learners identified password security threats, a drag-and-drop activity where learners differentiate between strong/weak passwords, and a performance-based activity where learners practice creating their own passwords according to the module's guidelines.

Storyline's technology allowed me to provide immediate, automated feedback in each assessment. Correct answers triggered feedback that reinforces learners and builds confidence, while incorrect answers triggered feedback that guides learners and provides hints/clues. Finally, a comprehensive final assessment evaluated learners' knowledge across all module content. 

​Overall, this module demonstrates how I applied technology to design varied formative/summative assessment strategies that are aligned with learning objectives.   ​

Demonstrates understanding of social, ethical, legal, and human issues surrounding the use of technology and applies it in practice

This competency is demonstrated in this case analysis, where I examined ID challenges regarding the development of an eLearning module that trains employees on how to use an AI resume-screening tool. I explored the ethics of AI, specifically its potential to perpetuate bias. This case highlighted the ethical obligation to include explicit instructional content about algorithmic bias and transparency. Failing to address these issues raises ethical concerns but also has legal ramifications in terms of discriminatory hiring practices.

Analyzing this case provided critical insights that informed my implementation of generative AI in my whiteboxing lab activity. In this activity, I presented AI as a supportive element instead of a primary decision-maker and emphasized evaluation of generated ideas. This reflects my commitment to ethical and transparent integration of technology. 

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Additionally, my passwords eLearning module, CGT 345 transition document, and intro to user interfaces design document reflect my commitment to supporting diverse learners. Across these artifacts, I provide instructional content in multiple modalities (e.g. text, video), implement accessibility features (e.g. alt text/captions), chunk content to reduce cognitive load, and ensure instruction is flexible/adaptable. These decisions demonstrate my consideration of human factors, accessible design practices, and equitable access to learning. 

Overall, I approach instructional design by carefully considering social impact, usability, accessibility, instructional alignment, and ethical implications of the technology tools I implement to ensure responsible and inclusive usage.