I completed most of the revisions during the one-to-one evaluations as the students worked. Those revisions are described here.
After comparing the performance of the two small groups, both their performance on assessments and the speed and ease with which they completed the activities, I have decided that choosing to eliminate the PowerPoint option and utilizing the Student Completion features in Schoology was in fact beneficial to the students. The students in the Eagle Green group finished their work much more quickly and with greater ease than the students in the Eagle White group. It took the Eagle White students a lot longer to get started. They also did not complete the instruction in the order I would have liked. They completed all of the practice after going through all of the instruction instead of where it was embedded into the process.
Due to these observations, my final draft of the Schoology lesson more closely mirrors the look of the Eagle Green course, without the PowerPoint option and with the Student Completion features guiding the learner through the instruction in order.
In addition to the data I collected from the evaluations, I chose to make some minor revisions to increase accessibility for students with disabilities. I attended the Innovative Teaching and Learning Symposium at the University of Houston Main Campus on April 21st and learned a lot of new tips and tricks for ensuring that instructional content is accessible to all students. For instance, one of the slides in the PowerPoint uses two images to display lists of subordinate conjunctions and relative pronouns. I now know that a blind student using a screen reader would not be able to read those words. This is an easy fix as I can simply remove the images and type the words out onto the slide myself.
Similarly, when I inserted the content into Schoology pages, I simply copied the image of each slide and inserted it into the pages. Again, a screen reader would not be able to see the content on the slides in this form, but I can copy the content of the slides into each page instead of the image, allowing a screen reader to read the content.
I also reviewed the videos I chose and ensured that all important information is visible to students who have hearing impairments (or even students who simply cannot listen to a video where they are). All content and examples are written out in each video. They are not ideal, as captions showing all of the information would be better, but they’re not the worst. This is still something I will keep in mind when choosing instructional videos in the future.
I know that none of my current students are blind, use a screen reader, or are deaf; however, as an Instructional Designer, it would be almost impossible to guarantee that, so I recognize that it is important to make all materials as accessible as possible.
Instructional Design Document Menu
Formative Evaluations – One-to-One
Formative Evaluations – Small Group