Assignment 4 | Digital Resource Design and Learner or Facilitator Guide (Individual)

Purpose

The purpose of this assignment is to combine lessons learned in Units 1, 2, and 3 to create a refined and informed digital learning resource. The resource solves (in part or in full) your problem of practice and it is ready to test with potential learners. In addition to your resource, you will create a Facilitation Guide (if your resource requires a facilitator) or a Learner Guide (for a self-directed learner). This assignment helps determine your achievement of course Learning Outcomes A and B – identify a need that can be met by a digital learning resource and design and create a digital learning resource.

Instructions

For this assignment, you will refine your Draft Digital Learning Resource, created in Assignment 3. You will combine elements of human-centred design (Empathize, Define, Ideate, Prototype, Test) with learning theory, instructional design models, user feedback, peer feedback, and faculty member feedback to create a high quality digital learning resource that is ready for testing with potential users. You should continue to add to your Design Note as you work through the final assignment, but it will not be part of your deliverable. A new element in this Unit is the Facilitation or Learner Guide (depending on whether your resources is facilitated or self-directed) and this will be turned in along with your final digital learning resource. The format of your resource must be accessible to your faculty member for purposes of grading and feedback and to your peers so they can provide additional feedback (if you desire).

  • Using the rubric below as a guide and taking into account other feedback methods used throughout the course, complete the following tasks:
  • Refine your digital learning resource to a ready-for-delivery mode for learners
  • Continue to take into account the scope of you resource related to your problem of practice. Be realistic about your time and design for maximum impact
  • Design and include a Facilitation or Learner Guide that providers users of your resource with explicit instructions (be sure to include the Purpose and intended Learning Outcomes)
  •  Submit your resource in whatever format makes sense (it may be a document, video, PDF, interactive learning object or link to any or all of these artifacts) and include your Guide in the Assignment 4 dropbox.
  • Be certain to ask questions of your faculty member and peers if you would like additional guidance or support as you complete your work!

Value: 25%

Submit: to the Assignment 4 dropbox in Moodle.

Course Learning Outcome/Assessment Criteria Excellent
(A+ to A)
Proficient
(A- to B+)
Satisfactory
(B to B-)
Unsatisfactory
(F)
Guide or Resource Citations All citations and APA format are correct. Most citations and APA formatting are correct. Some citations and APA formatting are correct. Few citations and APA formatting are correct.
Style, Grammar, Spelling within the Guide and Resource Writing (or multimedia equivalent) is clear and effective with minimal errors in grammar, spelling, mechanics, and punctuation. Writing  (or multimedia equivalent) is clear and effective for the most part with minor errors in grammar, spelling, mechanics, and punctuation. Writing (or multimedia equivalent) is somewhat unclear and/or ineffective with multiple errors in grammar, spelling, mechanics, and punctuation. Writing (or multimedia equivalent) is unclear and ineffective with significant and repeated patterns of errors in grammar, spelling, mechanics, and punctuation.
Quality of the Digital Learning Resource Related to a clearly articulated problem of practice, the designer has made it clear how the resource will help solve (in part or in full) the problem in context. The resource exemplifies excellence in the context of quality design practices (human-centred, grounded in learning theory and an instructional design model). The designer’s choice of delivery mode and/or technology align with evidence-based pedagogic practice. All elements of the resource align with accessibility requirements for the design of educational resources. The resource is well designed for the level and needs of users as described in Empathy research. Related to a clearly articulated problem of practice, the designer has made it clear how the resource will help solve (in part or in full) the problem in context. The resource is reasonably well designed in the context of quality design practices. The designer’s choice of delivery mode and/or technology align with evidence-based pedagogic practice. All elements of the resource align with accessibility requirements for the design of educational resources. The resource touches on the needs of users as described in Empathy research. Related to a problem of practice, the resource is somewhat clear as a solution in the designer’s context. The resource is satisfactory in the context of quality design practices. The designer’s choice of delivery mode demonstrates some planning and research. All elements of the resource align with accessibility requirements for the design of educational resources. The Empathy research for the research was conducted and some elements were considered in the final design. Related to a problem of practice, the resource is not clear as a solution in the designer’s context. The resource is not acceptable quality relevant to design practices (human-centred, grounded in learning theory and an instructional design model). The designer did not take into account the delivery mode or technology. Some elements of the resource align with accessibility requirements for the design of educational resources. The Empathy research for the research was incomplete and therefore not fully useful in the final design.
Quality of the Facilitation or Learner Guide The Guide provides explicit advice for the user of the resource to help support a high quality learning experience. The Guide provides user choice in learning activities to support diversity and inclusion. The Guide aligns with accessibility requirements for the design of educational resources. The Guide provides explicit advice for the user of the resource to help support a high quality learning experience. The Guide aligns with accessibility requirements for the design of educational resources. The Guide provides some advice for the user of the resource to help support a high quality learning experience. The Guide aligns with accessibility requirements for the design of educational resources. The Guide provides basic advice for the user of the resource to help support a high quality learning experience. The Guide does not align with accessibility requirements for the design of educational resources.