Curricular Development / Instructional Design
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El día lluvioso (The Rainy Day) [Link Opens in New Window]
Narrator: It was the 29th of November. It was raining a lot. The friends were bored and sad. While Alberto was sending text messages, Claudia was thinking about how her day had been ruined. Raquel did not know what to do. Suddenly, a strange man arrived and began to tell them bad jokes. Stranger: How does Superman pass over the crowd? With their permission (con su permiso). Narrator: The friends decided to leave the cave and play in the rain. Any activity outside would be better than listening to the ramblings of the stranger. |
DESCRIPTION
I created this animated video for the first of a two-day focus on the differences between the imperfect and preterit in Spanish. Before viewing the short and as a form of early scaffolding, learners completed a series of activities in groups with forced choices of verbs properly conjugated in both aspects. Their objective was to arrive at a consensus about each selection or to identify why they had chosen either the imperfect or the preterit. Learners were later provided with the script of the above video with the infinitives of the verbs and were asked to conjugate them in either the imperfect or preterit according to the context. Upon returning to the main room, students watched the video twice to verify their selections and conjugations. In the follow-up, learners volunteered their rationale for each conjugation.
Tools: Adobe Photoshop 2021, Camtasia, CreateStudio, MURF, YouTube
RATIONALE
I created this video to help learners conceptualize the meanings, purposes, and uses of the imperfect and preterit in an authentic and meaningful context. Additionally, there is a significant amount of evidence that supports the redundancy instructional mode as it often yields higher learner engagement and better performance than a singular modality (Munassar, Yahaya, and Chong, 2010).
ALIGNMENT TO PROFESSIONAL STANDARDS
ACTFL World-Readiness Standards for Learning Languages: Goal Area: Communication
Standards: Interpersonal & Interpretive Communication
ACTFL World-Readiness Standards for Learning Languages: Goal Area: Comparisons
Standard: Language Comparisons
AECT Standards 1 & 2: Content Knowledge, Content Pedagogy
Indicators: Creating, Using, Assessing/Evaluating
AECT Standard 3: Learning Environments
Indicators: Creating, Using, Managing, Ethics, Diversity of Learners
I created this animated video for the first of a two-day focus on the differences between the imperfect and preterit in Spanish. Before viewing the short and as a form of early scaffolding, learners completed a series of activities in groups with forced choices of verbs properly conjugated in both aspects. Their objective was to arrive at a consensus about each selection or to identify why they had chosen either the imperfect or the preterit. Learners were later provided with the script of the above video with the infinitives of the verbs and were asked to conjugate them in either the imperfect or preterit according to the context. Upon returning to the main room, students watched the video twice to verify their selections and conjugations. In the follow-up, learners volunteered their rationale for each conjugation.
Tools: Adobe Photoshop 2021, Camtasia, CreateStudio, MURF, YouTube
RATIONALE
I created this video to help learners conceptualize the meanings, purposes, and uses of the imperfect and preterit in an authentic and meaningful context. Additionally, there is a significant amount of evidence that supports the redundancy instructional mode as it often yields higher learner engagement and better performance than a singular modality (Munassar, Yahaya, and Chong, 2010).
ALIGNMENT TO PROFESSIONAL STANDARDS
ACTFL World-Readiness Standards for Learning Languages: Goal Area: Communication
Standards: Interpersonal & Interpretive Communication
ACTFL World-Readiness Standards for Learning Languages: Goal Area: Comparisons
Standard: Language Comparisons
AECT Standards 1 & 2: Content Knowledge, Content Pedagogy
Indicators: Creating, Using, Assessing/Evaluating
AECT Standard 3: Learning Environments
Indicators: Creating, Using, Managing, Ethics, Diversity of Learners
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LA INVITACIÓN [Link Opens in New Window]
MARIANA: Iván, ¿Por qué no vamos al club esta noche? (Iván, why don't we go to the club tonight?) IVÁN: Lo siento, Mariana. Esta noche tengo que limpiar el baño. (I'm sorry, Mariana. I have to clean the bathroom tonight.) IVÁN: ¿Qué tal si vamos mañana? (What if we go tomorrow?) MARIANA: … |
DESCRIPTION
Learners craft Mariana's response to Iván’s question
I created this video to help learners practice new vocabulary related to invitations and weekend activities. Students decide in groups how Mariana ultimately responds. Additionally, this video recycles a grammar point (tener + que + infinitivo) and vocabulary related to household chores.
Tools: Adobe Photoshop 2022, Adobe Premiere Pro 2022, Camtasia, CreateStudio, Murf, YouTube
Learners craft Mariana's response to Iván’s question
I created this video to help learners practice new vocabulary related to invitations and weekend activities. Students decide in groups how Mariana ultimately responds. Additionally, this video recycles a grammar point (tener + que + infinitivo) and vocabulary related to household chores.
Tools: Adobe Photoshop 2022, Adobe Premiere Pro 2022, Camtasia, CreateStudio, Murf, YouTube
RATIONALE
The first-year Spanish program outcomes are framed by the five “C” goal areas (Communication, Communities, Comparisons, Connections & Cultures) and 11 standards detailed in the World-Readiness Standards for Learning Languages. These foreign language competencies, goals and standards align with the Guiding Principles for Language Learning of the American Council on the Teaching of Foreign Languages (ACTFL) that further enumerate what foreign language learners should be able to do at each level of proficiency.
This video addresses the aforementioned Communication goal area by encouraging learners to work collaboratively to produce authentic language in the oral mode.
The first-year Spanish program outcomes are framed by the five “C” goal areas (Communication, Communities, Comparisons, Connections & Cultures) and 11 standards detailed in the World-Readiness Standards for Learning Languages. These foreign language competencies, goals and standards align with the Guiding Principles for Language Learning of the American Council on the Teaching of Foreign Languages (ACTFL) that further enumerate what foreign language learners should be able to do at each level of proficiency.
This video addresses the aforementioned Communication goal area by encouraging learners to work collaboratively to produce authentic language in the oral mode.
ALIGNMENT TO PROFESSIONAL STANDARDS
ACTFL World-Readiness Standards for Learning Languages: Goal Area: Communication
Standards: Interpersonal, Interpretive, & Presentational Communication
AECT Standard 1: Content Knowledge
Indicators: Creating, Using
AECT Standard 2: Content Pedagogy
Indicators: Creating, Using
AECT Standard 3: Learning Environments
Indicators: Creating, Using
ACTFL World-Readiness Standards for Learning Languages: Goal Area: Communication
Standards: Interpersonal, Interpretive, & Presentational Communication
AECT Standard 1: Content Knowledge
Indicators: Creating, Using
AECT Standard 2: Content Pedagogy
Indicators: Creating, Using
AECT Standard 3: Learning Environments
Indicators: Creating, Using
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El Parque del Buen Retiro [Link Opens in New Window]
LOLA: Hi, Felipe. Where are you? FELIPE: Good afternoon, Lola. I am in Buen Retiro Park. LOLA: You don’t say! I am, too! FELIPE: I am close to the lake and the Alfonso XII monument. And you? LOLA: I am close to the Crystal Palace. FELIPE: What if we meet up in front of the Velázquez Palace? LOLA: Yes, perfect! FELIPE: See you soon. LOLA: Agreed. |
DESCRIPTION
“Where you are and how you are, always use the verb estar.”
Learners read about El Parque del Buen Retiro in Spain. Their subsequent lesson was about the differences between two verbs meaning to be in Spanish, ser and estar. I created this video, the first in a four-part ser versus estar series, to help learners recycle vocabulary related to invitations and to demonstrate the use of estar in a now familiar geographical/cultural context. Additionally, I captioned this video for my first-year Spanish students to make it accessible and to support early foreign language learning. According to Horton and Quesenbery (2014), “people who do not speak the language well may find it easier to understand the information in written form” (p.163).
Tools: Adobe Photoshop 2021, Camtasia, CreateStudio, Talkia
RATIONALE
I elected to include this particular video as a sample of my ability and commitment to create accessible and engaging educational content. Coombs (2010) states that redundant communication supports the individual with a learning disability "more than information presented only in a single sensory mode” (p.104).
ALIGNMENT TO PROFESSIONAL STANDARDS
ACTFL World-Readiness Standards for Learning Languages: Goal Area: Communication
Standards: Interpersonal, Interpretive, & Presentational Communication
AECT Standards 1 & 2: Content Knowledge, Content Pedagogy
Indicators: Creating, Using, Assessing/Evaluating
AECT Standard 3: Learning Environments
Indicators: Creating, Using, Managing, Ethics, Diversity of Learners
“Where you are and how you are, always use the verb estar.”
Learners read about El Parque del Buen Retiro in Spain. Their subsequent lesson was about the differences between two verbs meaning to be in Spanish, ser and estar. I created this video, the first in a four-part ser versus estar series, to help learners recycle vocabulary related to invitations and to demonstrate the use of estar in a now familiar geographical/cultural context. Additionally, I captioned this video for my first-year Spanish students to make it accessible and to support early foreign language learning. According to Horton and Quesenbery (2014), “people who do not speak the language well may find it easier to understand the information in written form” (p.163).
Tools: Adobe Photoshop 2021, Camtasia, CreateStudio, Talkia
RATIONALE
I elected to include this particular video as a sample of my ability and commitment to create accessible and engaging educational content. Coombs (2010) states that redundant communication supports the individual with a learning disability "more than information presented only in a single sensory mode” (p.104).
ALIGNMENT TO PROFESSIONAL STANDARDS
ACTFL World-Readiness Standards for Learning Languages: Goal Area: Communication
Standards: Interpersonal, Interpretive, & Presentational Communication
AECT Standards 1 & 2: Content Knowledge, Content Pedagogy
Indicators: Creating, Using, Assessing/Evaluating
AECT Standard 3: Learning Environments
Indicators: Creating, Using, Managing, Ethics, Diversity of Learners
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El desfile de moda (Fashion show)
DESCRIPTION For this activity, learners in breakout rooms are assigned a culturally relevant icon and provided with a specific link to an image. In preparation for the fashion show in the main room, they are asked to make note of the name of the latinx, mention two physical characteristics of the individual and then to describe what the individual is wearing. The learners are instructed to describe three articles of clothing (e.g., colors, designs, fabrics, how the item fits/seems). Upon returning to the main Zoom room, and when her/his image becomes available/visible on the screen, each group's narrator introduces the icon, describes the individual physically and details what the individual is wearing. Tools: Adobe Photoshop 2021, Microsoft PowerPoint, YouTube Recycled vocabulary: origin, physical characteristics |
RATIONALE
This activity demonstrates my ability to create engaging and interactive content for the online learning environment. The first-year Spanish program outcomes are framed by the five “C” goal areas (Communication, Communities, Comparisons, Connections & Cultures) and 11 standards detailed in the World-Readiness Standards for Learning Languages. This activity addresses the aforementioned Communication and Comparisons goal areas by encouraging learners to work collaboratively to produce authentic language in the oral mode as they investigate, explain and reflect.
This activity demonstrates my ability to create engaging and interactive content for the online learning environment. The first-year Spanish program outcomes are framed by the five “C” goal areas (Communication, Communities, Comparisons, Connections & Cultures) and 11 standards detailed in the World-Readiness Standards for Learning Languages. This activity addresses the aforementioned Communication and Comparisons goal areas by encouraging learners to work collaboratively to produce authentic language in the oral mode as they investigate, explain and reflect.
ALIGNMENT TO PROFESSIONAL STANDARDS
ACTFL World-Readiness Standards for Learning Languages: Goal Area: Communication
Standards: Interpersonal, Interpretive, & Presentational Communication
ACTFL World-Readiness Standards for Learning Languages: Goal Area: Comparisons
Standard: Language Comparison
AECT Standard 1: Content Knowledge
Indicator: Using
AECT Standard 2: Content Pedagogy
Indicators: Creating, Managing
AECT Standard 3: Learning Environments
Indicators: Creating, Diversity of Learners, Using
ACTFL World-Readiness Standards for Learning Languages: Goal Area: Communication
Standards: Interpersonal, Interpretive, & Presentational Communication
ACTFL World-Readiness Standards for Learning Languages: Goal Area: Comparisons
Standard: Language Comparison
AECT Standard 1: Content Knowledge
Indicator: Using
AECT Standard 2: Content Pedagogy
Indicators: Creating, Managing
AECT Standard 3: Learning Environments
Indicators: Creating, Diversity of Learners, Using
El arte y yo: Instructional Design Plan [.pdf, 1869 KB] Link Opens in New Window
DESCRIPTION
Instructional design plan for learners of Spanish at The University of Tennessee
This document is an instructional design plan with a dual goal of improved oral and written communication skills and the development of appreciation of Hispanic cultures via engagement with authentic intercultural and intracultural content.
MODEL USED: The Kemp Instructional Design Model - This nonlinear model suggests nine interdependent or interrelated elements that allow designers flexibility in sequencing.
Instructional design plan for learners of Spanish at The University of Tennessee
This document is an instructional design plan with a dual goal of improved oral and written communication skills and the development of appreciation of Hispanic cultures via engagement with authentic intercultural and intracultural content.
MODEL USED: The Kemp Instructional Design Model - This nonlinear model suggests nine interdependent or interrelated elements that allow designers flexibility in sequencing.
RATIONALE
This document demonstrates my ability to conduct a thorough learner analysis via a variety of methods (including a Qualtrics survey) and my ability to create engaging, interactive and personalized content for an online learning environment. Additionally, it is a sample of my understanding of the need for and the ability to create synchronicity between the World-Readiness Standards for Learning Languages, cultural sensitivities, language competencies, the university's mission, the department's mission, course outcomes, clearly-defined objectives and assessments, and assessment rubrics that align with those objectives. Finally, it highlights my commitment to the learner, my profession and the global society.
This document demonstrates my ability to conduct a thorough learner analysis via a variety of methods (including a Qualtrics survey) and my ability to create engaging, interactive and personalized content for an online learning environment. Additionally, it is a sample of my understanding of the need for and the ability to create synchronicity between the World-Readiness Standards for Learning Languages, cultural sensitivities, language competencies, the university's mission, the department's mission, course outcomes, clearly-defined objectives and assessments, and assessment rubrics that align with those objectives. Finally, it highlights my commitment to the learner, my profession and the global society.
ALIGNMENT TO PROFESSIONAL STANDARDS
AECT Standard 1: Content Knowledge
Indicators: Assessing/Evaluating, Ethics, Using
AECT Standard 2: Content Pedagogy
Indicators: Creating, Ethics, Managing
AECT Standard 3: Learning Environments
Indicators: Assessing/Evaluating, Creating, Diversity of Learners, Using
AECT Standard 4: Professional Knowledge and Skills
Indicators: Assessing/Evaluating, Ethics
AECT Standard 1: Content Knowledge
Indicators: Assessing/Evaluating, Ethics, Using
AECT Standard 2: Content Pedagogy
Indicators: Creating, Ethics, Managing
AECT Standard 3: Learning Environments
Indicators: Assessing/Evaluating, Creating, Diversity of Learners, Using
AECT Standard 4: Professional Knowledge and Skills
Indicators: Assessing/Evaluating, Ethics
Investigación cultural #1: Canvas (Storyboard & Rubric) [.pdf, 1869 KB] Link Opens in New Window
DESCRIPTION
Instructional Design Projects
I created three cultural modules (Investigaciones culturales) in Canvas for a real-world client, the Language Program Director of the first-year Spanish program at The University of Tennessee. The linked document above is the storyboard and rubric for the first of these three projects. (Access to Canvas modules available upon request)
Instructional Design Projects
I created three cultural modules (Investigaciones culturales) in Canvas for a real-world client, the Language Program Director of the first-year Spanish program at The University of Tennessee. The linked document above is the storyboard and rubric for the first of these three projects. (Access to Canvas modules available upon request)
RATIONALE
This linked document demonstrates the multitude of skills I have developed from over two decades of experience teaching Spanish at UT and from the IT Online program. Continually referring back to an unsolicited learner analysis I created a few months prior, I developed new content, created graphics from scratch, ensured accessibility primarily via captioning and alt text, secured copyright permissions, learned not only the basics of the LMS, but multiple nuances, and much more.
I piloted these new modules in the fall of 2017, made a purposeful revision to each paso (step) upon reflection and piloted again the spring semester of 2018. The Language Program Director (the client and SME for these projects) began using these completely revamped activities in all first-year sections beginning in the fall of 2018 and continues to use them today. I have since streamlined these modules and the new iterations were launched in the spring of 2020.
Throughout the 212 hours I spent on the three projects, I improved in the following arenas: accessibility, fair use/copyright, creating learning goals and objectives, designing appropriate formative and summative assessments that align with these objectives, and continual reflection as a key to the iterative process of design. The end result of my improvements was the ultimate benefit for the learners and as a consequence, to the department.
This linked document demonstrates the multitude of skills I have developed from over two decades of experience teaching Spanish at UT and from the IT Online program. Continually referring back to an unsolicited learner analysis I created a few months prior, I developed new content, created graphics from scratch, ensured accessibility primarily via captioning and alt text, secured copyright permissions, learned not only the basics of the LMS, but multiple nuances, and much more.
I piloted these new modules in the fall of 2017, made a purposeful revision to each paso (step) upon reflection and piloted again the spring semester of 2018. The Language Program Director (the client and SME for these projects) began using these completely revamped activities in all first-year sections beginning in the fall of 2018 and continues to use them today. I have since streamlined these modules and the new iterations were launched in the spring of 2020.
Throughout the 212 hours I spent on the three projects, I improved in the following arenas: accessibility, fair use/copyright, creating learning goals and objectives, designing appropriate formative and summative assessments that align with these objectives, and continual reflection as a key to the iterative process of design. The end result of my improvements was the ultimate benefit for the learners and as a consequence, to the department.
ALIGNMENT TO PROFESSIONAL STANDARDS
AECT Standard 1: Content Knowledge
Indicators: Assessing/Evaluating, Managing, Using
AECT Standard 2: Content Pedagogy
Indicators: Assessing/Evaluating, Creating, Ethics, Managing, Using
AECT Standard 3: Learning Environments
Indicators: Creating, Diversity of Learners, Ethics, Using
AECT Standard 4: Professional Knowledge and Skills
Indicators: Assessing/Evaluating, Ethics
AECT Standard 1: Content Knowledge
Indicators: Assessing/Evaluating, Managing, Using
AECT Standard 2: Content Pedagogy
Indicators: Assessing/Evaluating, Creating, Ethics, Managing, Using
AECT Standard 3: Learning Environments
Indicators: Creating, Diversity of Learners, Ethics, Using
AECT Standard 4: Professional Knowledge and Skills
Indicators: Assessing/Evaluating, Ethics
First-Year Spanish Program Outcomes [.pdf, 243 KB] Link Opens in New Window
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I created this video to breathe a bit of life into a multiple-choice textbook activity. Credit for the dialogue belongs to the authors of the following textbook: Marinelli, P., & Fajardo, K. (2020). Conectados (2nd ed.). Cengage Learning, Inc. |
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¿Dónde está el perro? To help learners practice spatial relationships, I created this short video. Learners number the following statements (1-7) after or while watching the video. The video is shown two times.
_____ El perro está al lado del sofá. _____ El perro está cerca de la cámara. _____ El perro está delante del sofá. _____ El perro está detrás de la mesa. _____ El perro está detrás del sofá. _____ El perro está encima del sofá. _____ El perro está lejos del sofá. |
ACCESSIBLE MEDIA
The creation of accessible materials is not only the ethical thing to do, it is the legal thing to do:
Postsecondary institutions are required by law (Section 504 of the Rehabilitation Act of 1973 and the Americans with
Disabilities Act of 1990 and its 2008 amendments) to provide access to courses, technologies, and services for qualified students
with disabilities. When an educational product or environment is not fully accessible, institutions must extend reasonable
accommodations to those who disclose their disabilities and present appropriate documentation (Burgstahler, 2014, p.35).
The Department of Justice (DOJ) and Office for Civil Rights (OCR) further concluded that use of technologies that are inaccessible to individuals with disabilities constituted “discrimination [under the] ADA and Section 504...unless those individuals are provided [with] accommodations or modifications that permit them to receive all the educational benefits provided by the technology in an equally effective and equally integrated manner” (OCR, 2010, para.1).
In an effort to become fully compliant, I am currently retrofitting materials I intend to reuse and, when creating new materials, am ensuring they are accessible and that they follow the key tenets of Universal Design for Learning (UDL). Below is a sample of a video I transcribed then captioned:
The creation of accessible materials is not only the ethical thing to do, it is the legal thing to do:
Postsecondary institutions are required by law (Section 504 of the Rehabilitation Act of 1973 and the Americans with
Disabilities Act of 1990 and its 2008 amendments) to provide access to courses, technologies, and services for qualified students
with disabilities. When an educational product or environment is not fully accessible, institutions must extend reasonable
accommodations to those who disclose their disabilities and present appropriate documentation (Burgstahler, 2014, p.35).
The Department of Justice (DOJ) and Office for Civil Rights (OCR) further concluded that use of technologies that are inaccessible to individuals with disabilities constituted “discrimination [under the] ADA and Section 504...unless those individuals are provided [with] accommodations or modifications that permit them to receive all the educational benefits provided by the technology in an equally effective and equally integrated manner” (OCR, 2010, para.1).
In an effort to become fully compliant, I am currently retrofitting materials I intend to reuse and, when creating new materials, am ensuring they are accessible and that they follow the key tenets of Universal Design for Learning (UDL). Below is a sample of a video I transcribed then captioned:
REFERENCES:
- ACTFL World-Readiness Standards for Learning Languages. [Link Opens in New Window]
- AECT (2012). AECT Standards, 2012 version. [Link Opens in New Window]
- Coombs, N. (2010). Making Online Teaching Accessible: Inclusive Course Design for Students with Disabilities. San Francisco, CA: Wiley & Sons.
- Donoso, M., 2009. Reunión de brujos. [Painting on Canvas].
- Horton, S., Quesenbery, W., & Gustafson, A. (2014). A Web for Everyone: Designing Accessible User Experiences. Brooklyn, NY: Rosenfeld Media.
- Marinelli, P., & Fajardo, K. (2020). Conectados (2nd ed.). Cengage Learning, Inc.
- Munassar, Waddah & Yahaya, Wan & Chong, Toh. (2010). When is the Redundancy Principle Effective in the Multimedia Learning of a Foreign Language?