Instructional Design and Authentic Assessment for Complex Learning Project

Complex Learning Scenario for Instructional Design

Recently explained on email some basics of or introduction to digital or e-marketing to a young but conventional account manager and/or branding person representing an Australian education group in Europe; focus upon reviewing their employer’s digital marketing readiness.

Rationale is that what works in main markets in Asia for Australian education through conventional marketing will not work in a more digital Europe, hence requiring new ‘digital’ skills.

Complex Learning Project

Review of Digital Readiness for Marketing and Communications in Education

Needs Analysis:

Analysing pre-existing knowledge of learners and digital literacy to ‘pitch’ course at right level (diagnostic assessment)

Preview:

  • How are students made aware of your services or courses, and interest created (by conventional methods)?
  • List out elements and actions then report back to group for discussion (informal formative assessment)
  • What could be done to transform and support marketing and communications by digital technology?
  • List out elements and actions then report back to group for discussion (informal formative assessment)

Present:

Websites and social media are central to digital or e-marketing.  Present image or online to focus upon an example of good versus sub-optimal websites in same sector.  Highlight and/or elicit good and bad elements.

Practice:

In pairs continue adding to list or elaborating further, then present to group (informal formative assessment).

Group adds any key elements not included.

Production:

Individually create custom list for one’s own employer’s website and social media, then in pairs compare with partner (informal formative assessment).

Wrap-up:

Report outcomes to group and elicit further feedback (informal formative assessment).

Post Learning Assessment Activity:

Write up report outlining approach to digital for one’s own employer including review of existing marketing, existing website and actions for improved website/social media, required resources and how to stay up to date within sector or occupation (formal summative assessment).

More complex, authentic and higher level summative assessment would entail designing a basic website or blog including social media and content; explaining and justifying elements (Trustees of Indiana University, 2017).

 

Connections to Learning Theory

Constructivism through leading to learning outcomes (David, 2015), cognitivism with learners providing input (Hanna, 2017), connectivism through sharing knowledge and experience in course and after e.g. professional networking (Mergel, 1998).   Supported by andragogy of adults being motivated, experienced, creating meaning and relating to concrete problems or issues round adopting digital (Pappas, 2013).

 

Reference List:

David L. (2015) “Constructivism,” in Learning Theories.  Available at: https://www.learning-theories.com/constructivism.html (Accessed on: 8 November 2017).

Hanna, M. (2017) Learning Theory Matrix. Available at: https://pdfs.semanticscholar.org/8d28/2833c35fb8b9ea74bf2c930cea22fb1e0fad.pdf (Accessed on: 16 November 2017).

Mergel, B. (1998) Instructional Design & Learning Theory.  Available at: http://etad.usask.ca/802papers/mergel/brenda.htm#Cognitivism (Accessed on: 17 November 2017).

Pappas, C. (2013) Instructional Design: The Adult Learning Theory – Andragogy of Malcolm Knowles. Available at: https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles (Accessed on: 20 November 2017).

Trustees of Indiana University (2017) Center for Innovative Teaching & Learning: Authentic Assessment. Available at:  https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-assessment/ (Accessed on: 2 December 2017).

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