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Value: 25%

A gentle reminder that as with all LRNT courses, you are expected to incorporate APA standards for citations, formatting, and references and to back up your writing with evidence and appropriate academic literature as necessary. You are required to pay attention to grammar and clarity and to avoid colloquialisms. References are not included in the assignment word count. Also, don’t forget the numerous resources available to you as you build your competence and fluency with APA formatting and writing style. In particular, check out the RRU APA 7 formatting checklists as well as RRU WriteAnswers where you can ask your APA questions.

Purpose

The purpose of this assignment is to provide you with the opportunity to formulate your own design principles to help guide your future practice.

Instructions

In this final assignment, you will reflect on the design thinking process and subsequent Pecha Kucha in Unit One, where you examined learner needs more deeply, and the new considerations you have come away with after engaging in an exploration of design models and approaches that might better support learner’s needs in unit two; to develop six to ten design principles to guide you in your future practice.

Design principles are developed from the lens of your unique setting and include your beliefs, ideas, readings, resources, prior experiences, etc.

Design principles are much like personal values—they should reflect your beliefs and priorities as an instructional designer or educator. Just as your values guide your behavior, design principles serve as a framework for making decisions.

Design Principles are rooted in your philosophy of learning and teaching, helping to ensure your designs align with what you believe fosters effective learning. For example, if you adhere to a social constructionist perspective, which emphasizes that humans learn best in community, your design principles might prioritize social and emotional learning or collaborative environments. These principles become tools that guide every decision you make, ensuring consistency and alignment with your goals.

You might also think of design principles as a checklist of concepts, ideas, and issues that bring together what you know about teaching, user experiences, technology, and learning that should inform the creation of learning environments.

If you need examples of design principles, feel free to explore this open-source collection of Design Principles (Brignell, 2021) and the Principles constructed through Crichton and Childs’ (2022) National validation study.

As you embark on the construction of your Design Principles, consider:

  • What context are these design principles created for? What challenges or barriers exist that they might address?
  • How might these principles impact learners’ experiences in this context if implemented?

Submission

You will share and explain the design principles you have developed on your blog (approx. 500 words). A visual representation of your design principles is welcomed but not required. You might also present your Design Principles as an infographic, image, podcast, video, animation, etc., briefly explaining each principle to situate the reader. Submit a link to your blog in the Assignment 4 Moodle Dropbox.

Grading

This assignment will be marked according to the following rubric:

Criteria Exemplary  A+ to A Proficient A- to B+ Developing B to B- Insufficient  F 
Clarity and Depth of Design Principles Design principles are clearly articulated and demonstrate a deep understanding of the contextual needs. Principles could guide actionable decisions and inform future practices Design principles are articulated, a clear description of the contextual needs is provided.  Principles have potential to inspire future action and inform future practices Design principles are not clear described or contextualized.  Principles may or may not be effective in inspiring future action or informing future practices Minimal or unclear description of context and needs; would be ineffective in informing future practice 
Connection to Course Concepts & ID Theories Strong and explicit connections are made between design principles, course concepts, and ID theories; principles are well-grounded in theoretical foundations Design principles demonstrate clear connections to course concepts and ID theories, though some connections are less developed Principles show some reference to course concepts or ID theories but lack depth or clarity in their application Minimal or no connection to course concepts or ID theories; principles appear disconnected from theoretical foundations 
Holistic Instructional Design Considerations  For example, technology, accessibility, engagement, equity, Indigenization Principles consider multiple dimensions of the design process (e.g., technology, accessibility, engagement) in a balanced manner Principles cover several dimensions of the design process but lack balance or consideration of all relevant aspects Principles touch on a few dimensions but are limited in scope or overlook important aspects like accessibility or engagement Principles are narrow in focus, failing to consider important dimensions like technology, accessibility, or engagement 
Flexibility and Adaptability Principles are adaptable to changing contexts, technologies, or learner needs, allowing for flexibility in application Principles offer some flexibility, but may not fully account for changing contexts or evolving technologies/needs Principles are somewhat rigid, offering limited adaptability to new contexts or technologies Principles are inflexible and do not allow for adaptation to new or evolving situations or needs