In fall 2016, I collaborated with a novice graduate student design team to complete this project for EDIT 6170 Introduction to Instructional Design at the University of Georgia. Dr. Robert M. Branch introduced us to the ADDIE instructional design paradigm and guided us through personal practice exercises before engaging us in an authentic instructional design assignment. My group, the STEAM Team, accepted the challenge of designing a 13 week, semester-long course called Engineering Design for Teachers for Dr. John Mativo, a mechanical engineer/educator in the UGA’s Education and Engineering colleges.
We used the ADDIE paradigm to design a creative solution for how to engage science and math teachers with little or no previous training in engineering to the field’s fundamental principles, processes, and activities. As non-engineers, ourselves, we struggled with how to condense an overwhelming amount of information into a sequence of powerful lessons and activities that would engage and resonate with future science and math teachers. Our group not only placed emphasis on hands-on workshops and opportunities to practice engineering design, we also incorporated opportunities for lesson planning and alignment with K-12 Georgia Performance Standards in math, science, and technology.
My specific goal in this class was to develop my design skills. While I made valuable contributions in elegantly and succinctly summarizing our analysis of the instructional problem and laying out much of our implementation plan, including the “Train-the-Trainer” schedule, my most significant contributions came about during the design phase. In addition to formulating a focused purpose statement, I wrote the course’s instructional goals and many of the specific tasks and task sequences supporting our overarching goals. This task analysis (page 17 in the proposal document linked below) represents the scaffolding upon which the rest of our design proposal was built. Being able to articulate a succinct purpose and set of instructional goals before elaborating these into a task analysis represents an indispensable skill for professional instructional designers. I’m proud of this demonstration of my growing skill in this area.
View our full instructional design proposal: Engineering Design for Teachers.
View our full proposal presentation here.