Unit 8: Sequencing, Assessment, and Alignment Learning Theories There are some elements of Behaviorism in my mini-course, in which the learner's behavior is affected through operant conditioning (Bates, 2022, Brau et al., 2018). As an example, the quizzes and feedback during the branching scenario activity use pre-determined evaluation metrics and focus on learners' demonstrated behavior, i.e., choosing the correct answer, rather than on concerns about learners' cognitive processes. Given the digital content and resources being used, Connectivism also influences my mini-course. During the courses, learners are engaging with digital content, such as the organization's website and social media, which they will continue to use as sources of information even after the mini-course. Given the ever-changing environment and organizational structure, learners will need to rely on these digital resources to continue pursuing more accurate information, continuously assess the relevance of information, and both acquire and adapt to new knowledge (Pappas, 2025b; Pappas, 2026). Since all of my learners are adults, Andragogy has the strongest influence on this mini-course. In designing the course, key factors such as making the material relevant, facilitating a level of exploration, and considering cognitive overload (Pappas, 2025a) are essential for maintaining an effective learning experience. I also consider making sure content has direct real-world application, balances challenging the learner and learner success, and provides opportunities for self-directed autonomy (Pappas, 2025c; Pappas, 2025d). Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Prev: Unit 7: Lerning Objectives Show More Click Here For References and Additional Resources That Contributed To This Content Bates, T. (2022). Teaching in a digital age: guidelines for designing teaching and learning (3rd ed.). Tony Bates Associates Ltd. https://pressbooks.bccampus.ca/teachinginadigitalagev3m/ Brau, B., Fox, N., & Robinson, E. (2018). Behaviorism. In R. Kimmons, The Student's Guide to Learning Design and Research. EdTech Books. Retrieved October 27, 2025 from https://edtechbooks.org/studentguide/behaviorism Pappas, C. (2025a. May 17). 18 Tips to Engage and Inspire Adult Learners. eLearning Industry. https://elearningindustry.com/tips-engage-inspire-adult-learners Pappas, C. (2025b, September 12). Everything You Need To Know About The Connectivism Learning Theory. ELearning Industry. https://elearningindustry.com/everything-you-need-to-know-about-the-connectivism-learning-theory Pappas, C. (2025c, December 23). 8 Important Characteristics of Adult Learners. eLearning Industry. https://elearningindustry.com/8-important-characteristics-of-adult-learners Pappas, C. (2025d, December 24). The Adult Learning Theory-Androgogy-of Malcolm Knowles. eLearning Industry. https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles Pappas, C. (2026, January 16). 5 Tips for Using Connectivism In eLearning. eLearning Industry. https://elearningindustry.com/5-tips-using-connectivism-elearning

This section presents my Instructional Design Document for my mini-course, Marine Corps Community Services: The Bigger Picture . Sections Include: Mini-Course Overview and Knowledge Gap Target Audience and Learner Profile Course Type & Course Modality Course Learning Outcomes Learning Activities Sample Course Alignment SMEs and Resources Instructional Design Model Learning Theories Use the IDD drop-down menu above to select a specific section or click on the "Next" icon to continue to the Mini-Course Overview and Knowledge Gap. Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Next...Overview & Knowledge Gap

Learning Theories There are some elements of Behaviorism in my mini-course, in which the learner's behavior is affected through operant conditioning (Bates, 2022, Brau et al., 2018). As an example, the quizzes and feedback during the branching scenario activity use pre-determined evaluation metrics and focus on learners' demonstrated behavior, i.e., choosing the correct answer, rather than on concerns about learners' cognitive processes. Given the digital content and resources being used, Connectivism also influences my mini-course. During the courses, learners are engaging with digital content, such as the organization's website and social media, which they will continue to use as sources of information even after the mini-course. Given the ever-changing environment and organizational structure, learners will need to rely on these digital resources to continue pursuing more accurate information, continuously assess the relevance of information, and both acquire and adapt to new knowledge (Pappas, 2025b; Pappas, 2026). Since all of my learners are adults, Andragogy has the strongest influence on this mini-course. In designing the course, key factors such as making the material relevant, facilitating a level of exploration, and considering cognitive overload (Pappas, 2025a) are essential for maintaining an effective learning experience. I also consider making sure content has direct real-world application, balances challenging the learner and learner success, and provides opportunities for self-directed autonomy (Pappas, 2025c; Pappas, 2025d). Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Prev: Instructional Design Model Show More Click Here For References and Additional Resources That Contributed To This Content Bates, T. (2022). Teaching in a digital age: guidelines for designing teaching and learning (3rd ed.). Tony Bates Associates Ltd. https://pressbooks.bccampus.ca/teachinginadigitalagev3m/ Brau, B., Fox, N., & Robinson, E. (2018). Behaviorism. In R. Kimmons, The Student's Guide to Learning Design and Research. EdTech Books. Retrieved October 27, 2025 from https://edtechbooks.org/studentguide/behaviorism Pappas, C. (2025a. May 17). 18 Tips to Engage and Inspire Adult Learners. eLearning Industry. https://elearningindustry.com/tips-engage-inspire-adult-learners Pappas, C. (2025b, September 12). Everything You Need To Know About The Connectivism Learning Theory. ELearning Industry. https://elearningindustry.com/everything-you-need-to-know-about-the-connectivism-learning-theory Pappas, C. (2025c, December 23). 8 Important Characteristics of Adult Learners. eLearning Industry. https://elearningindustry.com/8-important-characteristics-of-adult-learners Pappas, C. (2025d, December 24). The Adult Learning Theory-Androgogy-of Malcolm Knowles. eLearning Industry. https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles Pappas, C. (2026, January 16). 5 Tips for Using Connectivism In eLearning. eLearning Industry. https://elearningindustry.com/5-tips-using-connectivism-elearning

Instructional Design Model Creating the Marine Corps Community Services mini course will require combining Wiggins and McTighe's Understanding by Design Model with the Successive Approximation Model. Understanding by Design, or "backward design," identifies the desired knowledge, skills, and/or attitudes learners gain through the learning experience. Given the organization's focus on outcomes, to justify the project and return on investment, it will be essential to establish the outcomes early. In addition to identifying the outcomes, assessments, evaluation criteria, and performance tasks that meet the organization's standards, ensuring that they do so will also be essential. Both of these can be nested within the Successive Approximation Model's (SAM) Preparation Phase and further discussed during the savvy start meeting with stakeholders. Another key component in which SAM is applicable to this mini-course is the iterative process, working closely with stakeholders at each stage. The subject matter isn't necessarily complex, so SAM 1 would be sufficient; UbD is typically best suited for topics requiring deep understanding and transfer of knowledge. Since this mini-course emphasizes real-world application, UbD makes sense. The broad range of learners, with diverse needs and experience levels, will be a significant challenge and may require an iterative approach to create the best learning experience. Given that the mini-course can be expanded into subsequent courses, the project could easily grow into a larger-scale initiative. Since I am the only one primarily working on this mini-course, the Rapid Instructional Design (RID) Model would be beneficial. Given that this project does not have an immediate time constraint, the RID Model isn't necessary. Combined Strengths of these models: The UbD Model maintains the emphasis on learning outcomes and focusing on the endstate of the learning experience while focusing on higher-order thinking. UbD Model's focus on learning outcomes balances SAM's potential to bloat or expand outside of the original project scope. Both UbB and SAM are flexible, adaptable, and learner-centric approaches. SAM maintains collaboration with stakeholders throughout the entirety of the process, which is a perfect opportunity to utilize the organization's Division Advisory Group and make it part of their collaborative, operational planning team projects. Given that UbD and iterative SAM Cycles will be demanding, I will need to rely heavily on instructional (learning) design resources and subject-matter experts , as outlined in that area of my IDD. Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Prev: SMEs & Resources Next...Learning Theories Show More Click Here for References and Resources Akay, S. (2023, October 4). Crucial questions for choosing the right instructional design model. eLearning Industry. https://elearningindustry.com/crucial-questions-for-choosing-the-right-instructional-design-model McTighe, J. (2022, February 8). 3 Stages of The Understanding by Design® Template - Eduplanet21. Blog.eduplanet21.com. https://blog.eduplanet21.com/3-stages-of-the-understanding-by-design-template-eduplanet21 Newell, A. D., Foldes, C., Haddock, A., Ismail, N., & Moreno, N. P. (2023). Twelve tips for using the Understanding by Design® curriculum planning framework. Medical Teacher, 46(1), 1–6. https://doi.org/10.1080/0142159x.2023.2224498 Pappas, C. (2025, December 12. ADDIE model vs SAM model: Which is best for your next elearning project. eLearning Industry. https://elearningindustry.com/addie-vs-sam-model-best-for-next-elearning-project University of Maryland Global Campus. (2024). Strengths and limitations of UbD. Brightspace. https://leocontent.umgc.edu/content/umuc/tgs/ldtc/ldtc605/2262/unit-4/strengths-and-limitations-of-ubd-.html?ou=1378426 University of Maryland Global Campus. (2024). Strengths and limitations of SAM. Brightspace. https://leocontent.umgc.edu/content/umuc/tgs/ldtc/ldtc605/2262/unit-6/strengths-and-limitations-of-sam.html?ou=1378426

Course Overview My mini-course is an asynchronous, web-based, multi-module course delivered via the organization's training site, Ethos, on the Cornerstone learning management system. It begins with an introductory module that provides a comprehensive overview of all Divisions within the organization, familiarizing employees with the organization at the "10,000-foot level," including resources and programs for Marines, Sailors, and their families. Subsequent modules focus on each Division, conducting a deep-dive into how it operates, supports the organization's mission, and interconnects with the other Divisions. The mini-course promotes self-directed learning and includes elements of andragogy, connectivist, and behaviorist learning theory. Knowledge Gap Recent strategy sessions with our Division Advisory Group, a working group tasked with organizational improvements from the mid-level manager's point of view, and our Defense Organization Climate Survey , highlighted an opportunity to educate our members. Members of the organization, including mid-level managers, have specific knowledge of their respective jobs, but lack an overarching understanding of how their jobs support the organization. Members also work in siloed environments with limited exposure to other Divisions, further limiting knowledge of the organization as a whole. This gap not only affects members' holistic understanding of the organization but also limits their ability to identify, match, and recommend programs and resources for Marines, Sailors, and families outside their respective positions. Using a similar progressive approach to Bloom's Taxonomy, learners build from basic cognitive processes, such as active retrieval, to more complex processes, such as application and rationalization. Learners move: From declarative knowledge, knowing what resources and programs exist Through procedural knowledge (knowing how to refer to or use those resources) To strategic knowledge (knowing when and why to apply this knowledge). Background My organization, Marine Corps Community Services at Marine Corps Installations - West, comprises more than 2,200 General Schedule (GS) and Nonappropriated Fund (NAF) federal employees across four geographically separated Marine Corps installations. They work in one of eleven Divisions, including: Logistics Compliance & Risk Management Procurement Human Resources Finance, Semper Fit Retail & Services Food & Recreation Marketing Marine & Family Programs Headquarters Operations Organizational Goals As the organization pursues Marine Corps Total Fitness initiatives and the Warrior Athlete Readiness & Resilience concept, all staff must be familiar with the organization 's broad portfolio. In addition to supporting Marines, Sailors, and their families, this knowledge builds organizational identity, promotes cohesion, and encourages employee commitment. Whether a front-line sales associate, welder, nutritionist, or behavioral health program manager, all staff members will need a more comprehensive understanding of the organization. Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. Next...Target Audience

Subject Matter Expters (SME) and Resources Subject Matter Experts : Primary SME: As the Regional Operations Chief, the primary Instructional Designer, and with experience in the organization of almost 20 years, I am both knowledgeable of the content and of the process of incorporating it into a learning experience. I also have direct line to the Assistant Chief of Staff and his Deputy, who oversee the organization at the regional level and will have final approval of the product. Secondary SMEs: The Division Directors, as the senior members of their respective Divisions, have the most subject matter expertise while also being the greatest stakeholders in the success of their employees/learners. Tertiary SMEs: The Human Resources Training Coordinator, who has direct experience with the organization's training programs and the learning management system. The Lead Social Media Coordinator can assist with visual design that is both appealing to learners and on-brand with the organization's standards. The Division Advisory Group (DAG) is a working group of managers who can serve as the sample population for the target learners, test prototypes, and be part of the iterative process. Resources : Subject Resources : There are Marine Corps Orders, which serve as the regulatory guidance for how the organization operates, outlining program resources. Additionally, the organization has internal policies, Campaign Plans, a customer-facing website, and social media pages that provide all necessary subject-related content. Course Design Resources: Devlin Pack , a widely known instructional (learning) designer and educator on course design, has a variety of content to support my course-design questions. There are a variety of Reddit communities available to receive feedback and answer questions, including r/instructionaldesign , r/learndesign , r/learningdesign , r/graphic_design , and r/canva . Similarly, there are Instagram accounts, such as biteable , fastppt , power.point_expert , instructionaldesignjargon , instructional_designing , and elearningindustryinc that will be beneficial. Finally, I am connected to various instructional (learning) designers via LinkedIn who not only share resources but are available to communicate with for best practices and answers to challenges. Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Prev: Sample Alignment Next...Instructional Design Model Show More Click Here for References and Resources University of Maryland Global Campus. (n.d.). Identifying course learning outcomes. Document posted in UMGC LDTC 605 online classroom. https://leocontent.umgc.edu/content/umuc/tgs/ldtc/ldtc605/2262/unit-4/identifying-course-learning-outcomes-.html?ou=1378426

Sample Alignment Course Learning Outcomes : CLO 4: Assess MCCS programs to match program resources to specific support needs of Marines, Sailors, and/or their families CLO 5: Explain how a selected MCCS program or facility supports the Marine Corps Total Fitness (MCTF) concept Module Title : The Right Tools for the Right Job Module Learning Objectives: By the end of this module, learners will be able to: List , no less than five programs or resources from each Division that support Marines, Sailors, and families. (CLO 4) Using the list of programs or resources, recognize which pillar from the MCTF concept each program supports. (CLO 5) Given a scenario of a Marine needing support, apply the appropriate program(s) or resource(s) to meet the Marine's need(s). (CLO 4) Given a scenario, construct development plan for a Marine that supports all four pillars of the MCTF concept, using MCCS programs or resources. (CLO 4 & 5) Given a scenario outlining a development plan and a Marine's needs, evaluate the effectiveness of the given plan based on knowledge of MCCS programs and resources and the MCTF concept. (CLO 4 & 5) Content & Activities: Content: Interactive infographics , one-page "newsletters ," and accompanying short videos . All of these options cover the same material but through different approaches, offering a variety of options for different preferred learning styles. (LO 1-5). A copy of the organization's MCCS Command Brief , which is the material provided to Commanders and their Senior Leadership to familiarize them with the organization. It includes pictures and brief summaries of each program and resource that the organization offers. Like the previous content, a short summary video for different types of learners. (LO 1 & 2) Links to the organization's customer-facing website and social media platforms that align with the module content and build the learner's awareness and capabilities to find up-to-date information on their own. (LO 1 & 2) Activities : Activity 1: Use a rapid-fire, matchmaking game for learners to connect different programs and resources to their respective Division and which pillars of the MCTF concept they support. For each answer, a pop-up appears with a brief statement that provides additional information. (CLO 4 & 5; LO 1 & 2)) Activity 2: A "treasure hunt " where the learner builds on knowledge from the first activity and searches the organization's website and social media outlets to identify customer-facing information and matches it with the MCTF pillars. This activity also familiarizes the learner with where to find additional information, promoting self-directed learning, and helps Marines and Sailors navigate the website. (CLO 5; LO 2)) Activity 3: An interactive, branching scenario (simulation) where the learner makes decisions on the best resources to provide to a Marine. In this choose-your-adventure-style gamification, the learner controls the scenario and receives immediate feedback on correct and incorrect responses. Each set of decisions will lead to a different outcome. (CLO 4; LO 3) Activity 4: Pair and share activity where the learner is provided a scenario, which they use to either build a personal development plan or modify an existing one to support a Marine's needs. They subsequently post their new or revised plan on the organization's Microsoft Teams for a facilitator or peer to provide feedback. Learners will also provide feedback to another peer's posting. (CLO 4 & 5; LO 4 & 5) Activity 5: Reflective Journaling , allowing the learner to post on an open forum, the organization's Microsoft Teams, to address what new information they learned, what information challenged previous schemas, and what information the learner still needs clarification on. This activity personalizes the learning experience and helps the learner construct meaning from it. (CLO 4 & 5; LO 1-5). Assessment Strategy: Quiz/Knowledge Check (Act 1 & 2; LO 1 & 2): A preliminary matchmaking quiz is completed prior to the learner being exposed to the mini-course content or activities. This serves as a diagnostic assessment to gauge the learner's pre-existing knowledge. A similar quiz is provided at the end of the module, serving as a summative assessment to measure the learner's knowledge acquisition and can also be used as a quantitative instrument to evaluate the mini-course's effectiveness. Simulation (Act 3; LO 3) The branching scenario activity has a dual purpose of educating the learner while serving as a formative assessment, providing feedback to the learning throughout the activity. A final simulation does not provide immediate feedback at every decision point; it only does so at the end of the scenario. Peer Feedback ( Act 4; LO 4 & 5). At the end of the pair-and-share activity, learners will receive feedback from their peers and the facilitator on the strengths and weaknesses of their new or revised development plan. Self-Reflection (Act 5; LO 1-5). The Reflective Journaling activity serves a dual role: it builds personalization into the learner's experience and provides an opportunity for the learner to self-reflect on their progress. Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Prev: Learning Activities Next...SMEs & Resources

Course Type The primary course type is information, which focuses on conveying facts about a specific topic. This course type is most appropriate, given that the knowledge, skills, and attitudes gap is essentially about the organization and its capabilities. Neither procedures, problem-solving, nor task-related functions are the source of the gap, eliminating other course types. The initial target audience is current, mid-level managers and supervisors within the organization, whereas the subsequent target audience would be new members. Note: If successful, the mini-course can be adapted as an onboarding tool for new learners with less prior knowledge of the organization. The primary learning objective is for learners, given that a customer identifies a need, to recall information about other parts of the organization that support that need and describe them to the customer. The secondary learning objective is for learners to compare and contrast other parts of the organization and identify how their job supports or relates to those parts. Given these objectives, the mini-course is designed to make learners more well-rounded assets to customers of an organization with a robust portfolio, while building a stronger sense of organizational identity among learners. The mini-course provides facts on a specific topic while familiarizing staff members with the organization. Course Modality Given the following considerations, the modality for this mini-course itself will be asynchronous online , with a blended approach for additional, self-directed learning. In simpler terms, the mini-course is provided online, with the option for learners to access "bonus material" through direct interaction. The target audience prefers autonomous, self-paced learning that fits into their busy schedules. Given that the topics are fact-based and less conversational, asynchronous online delivery is preferred, but it also offers opportunities to connect with subject-matter experts (SMEs) to address learners' additional questions. The organization uses “Ethos” for all online training, which is operated on the Cornerstone learning management system. The learners also use Ethos for discussion forums and for collaboration and virtual communication via Microsoft Teams and SharePoint. The mini-course is designed to build awareness and identify nodes of information for learners to link to. Once exposed to the information through an asynchronous mini-course, the learners will be introduced to other learners and SMEs for ongoing dialogue beyond the mini-course. Given that the Ethos system is already established, providing accessibility to a variety of learners’ needs should not be an issue. This also addresses the question about the technical skills needed by the learner. Using a system learners are already familiar with makes it easier for them to become familiar with the mini-course. This system is also accessible from both the learners’ work assets and their personal assets, should they decide to learn from home. Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Prev: Target Audience Next...Learning Outcomes Show More Click Here for References and Resources University of Maryland Global Campus. (2024). Identifying a course type and modality. Brightspace. https://leocontent.umgc.edu/content/umuc/tgs/ldtc/ldtc605/2262/unit-3-/identifying-a-course-type-and-modality.html?ou=1378426

Target Audience & Learner Profile The target audience for this mini-course falls within the following demographics: Age : Learners include varying ages from early 20's to mid 50's. Sex: Both men and women are included. Note: For consistency in terminology and DoW directives, "gender" is no longer used; "sex" is categorized as either male or female. Education : All are high school graduates (or equivalent), with many having professional certifications, undergraduate degrees, and graduate degrees in various fields. Occupation : All are mid-level managers and supervisors in various Divisions and at various levels throughout the organization, which includes administrative, educational, financial, and business backgrounds. Military/Civilian : An extremely small percentage are Active-Duty Marines (approximately 40 total), the vast majority are a mix of military dependents and/or retired military, while a small minority of the population has no military background. Role: All are mid-level managers or supervisors in the organization, with levels of responsibility ranging from individual facilities to programs, and to branches within their respective Divisions. Geographic Location(s) : The learners are geographically separated; smaller groups are located in Bridgeport, California and Yuma, Arizona. The largest population is working on Camp Pendleton, California, the largest Marine Corps installation. Learning Objectives and Goals : Individual learner goals include being more familiar with the organization as a whole and understanding how their role supports the organization's mission. There is also the goal of learning about similarities and differences with other Divisions. Prior Knowledge and Experience : All members are provided an extremely brief overview of the organization, naming the Divisions and the organization's mission and vision. This brief is part of a three-day new employee orientation, and this information can get lost amid the large volume of material already presented, including regulations, benefits, and processes. All of the learners have some familiarity with the military, and many may have experience in at least one other Division, given the organization's emphasis on internal movement and promotion systems. At the Division level, Directors are exposed to details about how the organization operates, including funding streams, but at the mid-level management/supervisor level (the target learner), they are more likely to focus only on their respective piece of the organization. Some managers oversee predominantly Appropriated Fund-operated programs and facilities, while others oversee Non-Appropriated Fund programs and facilities. Unfortunately, this does not allow for exposure to the regulations and requirements for both sides. Many of them who work in Operational Divisions (i.e., Retail, Services, Fitness, etc.) are likely aware of Support Divisions (i.e., Logistics, Operations, Human Resources), but only for specific tasks, not how those Divisions support the entire organization Learning Styles and Preferences: Due to the wide range of backgrounds, there is no specific learning preference identified at this time. Current training and education programs in the organization are delivered in a variety of methods to cater to preferred learning styles. Microlearning : Based on feedback from learners, microlearning is highly valued due to the learners' hectic schedules and shifting daily priorities. This method fits into that schedule, while avoiding information overload. Training Equipment : Many younger learners prefer accessing information via smartphones. The organization's learning management system is accessible from home networks and personal devices. Due to HR Policy, implementation on personal devices may be limited, and the use of personal devices is at the learner's discretion. Organizational laptops are the preferred method, but they may limit the number of participants due to limited assets available during working hours. Motivation and Challenges : Learners have expressed an interest in learning the topics to better assist their customers, better understand how the organization works, and how their contributions are valued. One of the key characteristics identified in the Defense Organizational Climate Survey was a strong sense of pride in their work and a strong sense of purpose serving Active-Duty Marines, Sailors, and their families. To encourage completion of this training, the organization can offer employee incentives, such as time-off awards, to promote the mini-course. The challenges they will face are conflicting priorities, including time allocated to other training or organizational tasks. Another challenge is limited computer access during normal working hours, unless learners are willing to complete this mini-course in their own time. Technology Proficiency : Due to the wide range of learners, technology proficiency will also have a wide range. This mini-course will be designed in a similar fashion to other existing training that learners are already familiar with, requiring less technological proficiency. Accessibility and Inclusivity : The mini-course will require collaboration with the Human Resources Division to ensure regulatory compliance and full accessibility for a wide variety of learners. Given that the learners are all American federal employees, the material will be in English and will not require translation. Feedback and Iteration: Feedback for continuous improvement will be achieved using pre-existing systems, including feedback via "Ethos," the organization's LMS, and Microsoft Teams, a hub for communication within the organization. Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Prev: Mini-Course Overview Next...Course Type &. Modality Show More Click Here for References and Resources Community Team. (n.d.). How to do an e-learning audience analysis. E-Learning Heroes. https://community.articulate.com/articles/how-to-do-an-e-learning-audience-analysis Pandey, A. (2020, January 28). L&D guide series: How to use an audience analysis and learner personas. eLearning Industry. https://elearningindustry.com/how-use-audience-analysis-and-learner-personas Grant, A. (2019, November 7). The myth of learning styles — And why you should still design for them. PCMA. https://www.pcma.org/adam-grant-myth-learning-styles/

Unit 7: Assessment and Learning Models Learning Model Utilizing Project-Based Learning (PBL), with a strong emphasis on Problem-Based Learning. Background This assignment comes at the perfect time, as I was recently assigned to oversee a Division Advisory Group . It's a group of mid-level managers within the organization, led by a core group of managers who have graduated from a Marine Corps Community Services (MCCS)- sponsored course at UNC-Chapel Hill, as a means to empower managers at all levels. A couple of weeks ago, The group conducted a brainstorming session, using a Gallery Walk to address the topics: Bottlenecks , Processes to Start/Keep/Stop , and Innovative Communication . Among the trends identified, one of the largest was the organization's onboarding program for new managers. This leads to my PBL learning activity. Scenario 1.) Present the core group with the question, "Given the identified shortfalls of the current onboarding program, how do we improve the current onboarding process for managers to fully prepare them for their role with MCCS?" The end-state is to create a revised, organizational-level policy for new managers. Note: Subsequent PBL activities will involve further developing onboarding programs for the subordinate-level divisions within the organization. 2.) Learning Outcomes: Inspect the current onboarding program Identify both federal and organizational onboarding requirements Diagram the onboarding process Examine necessary administrative tasks from unnecessary ones Determine necessary acculturation information Identify required assets needed Diagram the full onboarding process Test the effectiveness of the new onboarding process 3.) Project Structure: Outline the Plan of Action and Milestones (POA&M), to include primary task, subordinate tasks (that feed into the primary task, suspense dates, responsible members, and supporting agencies. Create the groups (a mix of Core Managers and other mid-level managers) Identify the roles and responsibilities for each group member Note: Because an underlying goal of the Division Advisory Group is empowerment, the structure will not be created for the members but co-created, using the educator (myself and one other facilitator) for guidance, cultivate collaboration, and assist with conflict resolution. 4.) Employ scaffolding by promoting the following questions to the learners: What can I achieve or find on my own? When do I need to rely on my peers and Core Mangers? What information do I need to seek from subject-matter experts What will need to be elevated to the facilitators (as a last-result) 5.) Throughout the learning process, the facilitators will incorporate feedback and reflection, creating opportunities for learners to explore what they've learned, what challenges they face, and how they are working, or have resolved) problems. 6.) The end product, a newly revised policy to be reviewed and approved by the Assistant Chief of Staff and, once published, will be showcased at the next Employee of the Quarter event. Diagnostic Assessment Utilize surveys to gauge the learners' existing experience with the onboarding process, to include the recency of their onboarding, the number of managers they've onboarded, etc. An online quiz will assess learners' prior knowledge of the learning outcomes. This will help balance the groups and identify the appropriate scaffolding techniques to determine each learner's Zone of Proximal Development, maximizing the learner's potential and helping them become independent. Formative Assessment Periodically reviewing the POA&M, using reflective questioning, and facilitating group discussions on Microsoft Teams are informal methods to assess knowledge acquisition throughout the process. The POA&M outlines the way ahead and creates touchpoints for learners to evaluate their progress. Reflective questioning and group discussions provide opportunities for learners to engage with their peers, allowing them to both offer and receive valuable feedback. These engagements also give facilitators the ability to gradually relinquish control to the group, enabling greater autonomy. Summative Assessment The final project, the revised policy, will be assessed during the routing process. This includes reviews by the Human Resources, Operations, Administrative, and Legal Divisions within MCCS. Having the project reviewed by subject-matter experts has renewed learners' confidence in the feedback provided. These subject matter experts will serve as a valued resource throughout the project, so their endorsement is more likely and will provide learners with confidence. Authentic Assessment The learning objectives have been identified and can be expanded as learners engage in the process. The relevant tasks will be outlined in the POA&M, which the learners will also create and adjust. The assessment tool is simply the various references the reviewing agencies will use in their assessment. By being actively involved in all facets of the project, including the learning process structure, learners are more likely to replicate the methods and use the resources independently in future projects. Connection to Learning Theory This activity is driven primarily by Connectivist Learning Theory and Andragogy. Some of the eight principles of connectivism include using diverse opinions and allowing learners to connect knowledge between different human and non-human resources. The learners not only gain the ability to judge information for credibility, accuracy, relevance, and recency for this PBL but also for future PBL's as well for a continuous process of improvement. A main component of this activity stems from Andragogy, including tying the learning process to real-world problems, and is flexible to accommodate learners' busy schedules and competing requirements. It also builds on the learners' diverse experiences and pre-existing knowledge, capitalizes on their intrinsic need to solve a problem that effets them, and because they were part of the process to identify the issue, the "why" is already build into the process. With the POA&M broken into tasks and subtasks, it breaks up the information for incremental learning. Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Prev: Unit 6: Andragogy Next...Unit 8: Microlearning Show More Click Here For Additional Resources That Contributed To This Content Authentic Assessment. (n.d.). New Jersey Institute of Technology. https://www.njit.edu/ite/authentic-assessment Bates, T. (2022). Teaching in a Digital Age: Third Edition. BC Campus https://ecampusontario.pressbooks.pub/gccomm/sectioninfo Buljan, M. (2021, December 13). Experiential Learning in Online Courses. Ewyse. https://ewyse.agency/blog/experiential-learning-in-online-courses/ Buljan, M. (2025, October 2). Gamification For Learning: Strategies And Examples. eLearning Industry. https://elearningindustry.com/gamification-for-learning-strategies-and-examples Diagnostic Assessments. (n.d.). Www.buffalo.edu . https://www.buffalo.edu/catt/teach/develop/design/designing-assessments/diagnostic-assessments.html Gamification. (2025, November 28). Reddit. https://www.reddit.com/r/gamification/ Google. (2025). Gemini. https://gemini.google.com/app Kahoot. (2024). Kahoot! Kahoot! https://kahoot.com/ Karpicke, J. D. (2012). Retrieval-Based Learning: Active Retrieval Promotes Meaningful Learning. Current Directions in Psychological Science, 21(3), 157–163. Northern Illinois University Center for Innovative Teaching and Learning. (2012). Formative and Summative Assessment. Northern Illinois University. https://www.niu.edu/citl/resources/guides/instructional-guide/formative-and-summative-assessment.shtml Pappas. C. (2024, January 26). Diagnostic assessment in eLearning: What eLearning professionals should know. eLearning Industry. https://elearningindustry.com/diagnostic-assessment-in-elearning-what-elearning-professionals-should-know Shabatura, J. (2022, July 26). Using Bloom’s Taxonomy to Write Effective Learning Objectives. Uark.edu; University of Arkansas. https://tips.uark.edu/using-blooms-taxonomy/ Sprouts. (2015, October 12). Experiential Learning: How We All Learn Naturally. [Video]. YouTube. https://www.youtube.com/watch?v=aF63HHVbpQ8&t=11s Watson, E. (n.d.). Defining Assessment. University of Alberta Center for Teaching and Learning. https://www.ualberta.ca/centre-for-teaching-and-learning/media-library/teaching-institute/2019/assessment/defining-assessment-and-evaluation.pdf Yale University. (2017). Formative & summative assessments. Poorvu Center for Teaching and Learning. https://poorvucenter.yale.edu/teaching/teaching-resource-library/formative-summative-assessments

Unit 3: Cognitivism This unit explores the next major learning theory, Cognitivism. How does it differ from Behaviorism? Who were the key contributors from the field of psychology? What strategies can Instruction (Learning) Designers use to better connect with learners? Click the video below to view; closed captioning is available. Sample Material Below is a sample of the material used by the Marine Corps for its Operational Stress Control and Readiness (OSCAR) team training. The course is to develop Marines of all ages, ranks, and experience levels to be able to manage their own stress, while being able to provide peer support for their fellow Marines at different stress zones (from minor daily stressors to major stress illness. The instruction begins with basic concepts, then expounds on them in later modules, increasing complexity. It includes breaks between modules, has tie-ins to previous modules for active retrieval, and provides each learner with an opportunity to observe, practice, and demonstrate what they've learned. Some sections address common myths and give learners opportunities to connect and share their experiences with others while connecting previously held mental models to the new material. Throughout the course, activities are used to keep learners engaged, along with opportunities for self-reflection. The only concern is that the audience constrains personal stories and that the course incorporates all ranks, which can be intimidating for younger learners and make it challenging to engage and to fully feel comfortable expressing their thoughts. Not shown, but an excellent example of a facilitator's guide, this lesson plan outlines the facilitator's role by providing three types of instruction: "Do" specifies actions to take during the instruction, such as using hand signals to highlight a point. "Say" provides the facilitator with a specific script to ensure consistent messaging among facilitators. "Cover" tells the facilitator the main points to address, but gives them the latitude to express them in their own words while meeting the lesson's intent and staying on message. Slide1 Slide2 Slide6 Slide1 1/7 Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Prev: Unit 2: Behaviorism Next...Unit 4: Constructivism Show More Click Here for References and Resources Bates, T. (2022). Teaching in a Digital Age: Guidelines for designing teaching and learning (3rd ed.) Tony Bates Associates Ltd. https://pressbooks.bccampus.ca/teachinginadigitalagev3m Bruner, J.S., & Postman, L. (1949). On the Perceptions of Incongruity: A Paradigm. Journal of Personality , 18, 206-223 Chimir, I. A., Abu-Dawwas, W. A., & Horney, M. A. (2005). Neisser’s Cycle of Perception: Formal Representation and Practical Implementation. Journal of Computer Science, 0(2), 106–111. Google. (2025). Gemini. https://gemini.google.com/app Instructional Design Tips. (2022, December 6). Instructional Design Basics: Cogntiive Load [Video]. YouTube. https://www.youtube.com/watch?v=1jvnKTtmqF0 Kimmons, R. (2022). Education Research Across Multiple Paradigms. https://doi.org/10.59668/133 Manpower & Reserve Affairs. (2021). Operations stress control and readiness team training. [PowerPoint slides]. McLeod, S. (2024, January 24). Piaget's Theory and Stages of Cognitive Development . SimplyPsychology. https://www.simplypsychology.org/piaget.html Natnal seyum. (2024, September 12). Ulric Neisser’s Cognitive Psychology: Its Influence and Importance. Medium. https://medium.com/@nathanielpresents/ulric-neissers-cognitive-psychology-its-influence-and-importance-09ceb07f5d99 PHILO-notes. (2021, November 1). What is Cognitivism? [Video]. YouTube. https://www.youtube.com/watch?v=fFZs7I4FxP4 \ Sprouts. (2018, August 1). Piaget's Theory of Cognitive Development. [Video]. YouTube https://www.youtube.com/watch?v=IhcgYgx7aAA

Unit 6: Andragogy Overview Just as pedagogy seeks to explain how children learn, andragogy aims to demonstrate how adults learn (Pappas, 2013). Malcolm Knowles identified five assumptions that set adult learners apart from children: Adult learners are more self-directed and require autonomy and control because their sense of self-concept is more developed as they mature. Adult learners are more intrinsically motivated . Adults bring a lifetime of experience that shapes knowledge transfer and serves as a resource for learning. Adult learners seek real-world relevance linked to their developmental tasks in their professional and social roles. Adults' learning orientation is problem-centered and focused on immediate application , rather than on memorization and recall. 00:00 / 00:54 (Pappas,213; the Super Six Principles, n.d.; Thompson, 2017) Key Contributors Slide1 Slide2 Slide1 1/21 00:00 / 04:37 Implications On Insturctional (Learning) Design Some considerations for instructional designers include: Build a flexible and practical course structure that fits into an adult learner's busy schedule Tie to real-world problems into the learning scenarios and material must relate to the learners lives or jobs Build on the learners' previous experience , not repeat it, and adapt to the myriads of learners Create a self-paced environment Capitalize on adult learners' emphasis on intrinsic motivation Identify ways to link new knowledge to the learners pre-existing knowledge Give the learners as much control over their learning experience as possible Design must be multifaceted for different types of learners Provide the "why " behind change and anticipate resistance to new methods Anticipate high expectations from learners Integrate emotionally-driven content to build an emotional connection between the material and the learner Utilize storytelling as a method to make material interesting Allow time for learners to process the information Self-directed learner does not equate to isolation; incorporate chats to promote interaction Break up information for incremental learning to avoid cognitive overload Be aware of the learner experiencing insecurity when interacting with peers Anticipate personality clashes between learners (Cobb, 2025; Pappas, 2013; Pappas, 2021; Pappas 2025; Roeueche, 2007; Trest, 2023) 00:00 / 01:28 Strengths and Limitations: Military (Marine Corps) Strengths More Marines are seeking higher education, which means they familiar with various methods based on Andragogy from their experience with civilian schools. Building a learning environment structured around Marines' chaotic schedules, including work, training, and deployments, is a highly valuable system for Marines and their families. Allowing Marine learners autonomy and control over their education can help build maturity and skills in decision-making, prioritization, and time management. Challenges Culturally, education within the Marine Corps can be a force- function or tied to extrinsic rewards, such as promotions, which go against the assumption that adult learners are intrinsically motivated. Like many organizations, the Marine Corps has a rigid structure and some learners may not be provided the autonomy and control they need. Adapting instructional design to the multitude of cultural and subcultural factors for a diverse group, as found in the Marine Corps, and pose a challenge. Marines may experience intimidation when interacting with peers and especially with other students of higher rank. 00:00 / 01:17 Part II: Prior Learning Experience Over the span of my career, I've had ample opportunities to engage in the three types of learning, as described by Johnsonv& Majewska (2022), to include: Highly structured formal learning (i.e., my degrees from Park University ) Organized but less structured and more flexible non-formal learning (i.e., Massive Open Online Courses offered by Coursera ) Unstructured and spontaneous informal learning (i.e., discussion forums like Jacob_PPT or watching videos posted on Instagram like Reddit ) One of the most memorable formal learning experiences was attending a three-month course at the Defense Equal Opportunity Management Institute . The course was a mix of reviewing written lessons, formal and informal lecture method in an auditorium setting, and small group development. The reading and lectures followed a traditional approach to learning, with the intent to remember and understand key information, the small group development was the most impactful. During the small group portions, learners would engage in an activity that force social interaction, critical thinking, and relying on previous experiences and knowledge. Once the activity was complete, the group would meet in a small circle, where they were close proximity of one another to "unpack" the learning experience, tie-in information from the readings and lectures, and self-reflect. Essentially it would look like this: Learners go through an experience (activities like " The Drawbridge " or others that dealt with unconscious bias, privilege, and power, and various "-isms" like sexism and racism) Learners reconvene in a small circle, guided by facilitators, to "unpack" the experience, starting with identifying, in one word, how the learner felt during the activity. Learners would then ask clarifying and probing questions to each other as to what made them feel that way, engaging other learners from various backgrounds Facilitators would only pose questions when necessary or help learners correct their language. Learners would reflect on what they learned about themselves during the activity. Learners would conclude by connecting the activity to course material and lectures, and by making real-world connections to develop actionable plans. Even though this experience was emotionally draining at times, it was one of the most impactful courses I've participated in throughout my career. Some of the highlights to the course: It tied real-world application and problem-solving to both the "job" of an Equal Opportunity Advisor and personal development. It built on learners' prior experiences while also challenging their schemas. It incorporated a diverse group to learn from, ensuring each small group had a balanced mix of branches of service, genders, races, religions, and other demographic factors. It explained why the institute was using that type of approach to learning. Some of the drawbacks: It was not truly flexible for various types of learners and was not self-paced Due to the nature of the topics, this approach would not be as beneficial in a virtual setting It was relatively rigid in assigning research topics and the structure of the course information Due to the amount of content, it did not allow much time for the learners to process the When it comes to my preference between formal, non-formal, and informal approaches to learning, my answer is...."Yes." It depends on the topic, complexity, the reason for my engagement, and time constraints. For example, instructional design is something I'm interested in as a potential career, but it is very complex, so I see the formal approach as the best option. When I'm trying to design a PowerPoint or create formulas in Excel, I defer to online tutorials or contacting a subject matter expert as these tasks are specific, don't require me to commit to long-term memory, and are usually time-sensitive, the informal approach works best. When there is a topic that can tie-in to my formal education and/or is supplemental to my education, the non-formal approach, such as workshops or conferences are beneficial. This diverse approach to learning requires me to have a very diverse Personal Learning Network and also apply critical thinking to identify possible resources and organize them to meet my informal, non-formal, and formal learning needs. Organizing my network by needs also gives me an idea of how I can best contribute; i.e. just as I might be looking for a "Yes/No" response to time-sensitive question, other learners might have the same need and might experience cognitive overload from a more-lengthy response. Over time, learners took more control of the small group, relying less on the facilitators It addressed conflict in a constructive way It provided an avenue for applying the course materials and lecture content. It integrated emotionally driven content to connect learners with the subjects. 00:00 / 05:18 Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Prev: Unit 5: Connectivism Next...Unit 7: Assessment Show More Click Here for References and Resources Aanstoos, C. M. (2024). Maslow’s hierarchy of needs. EBSCO Information Services, Inc. | Www.ebsco.com . https://www.ebsco.com/research-starters/psychology/maslows-hierarchy-needs Brockett, R. G., & Donaghy, R. C. (2005). Beyond The Inquiring Mind: Cyril Houle’s Connection to Self-Directed Learning. New Prairie Press (Kansas State University). Capes, K. (2024). Maslow’s Hierarchy of Needs in Education | Brooks and Kirk. Brooksandkirk.co.uk. https://brooksandkirk.co.uk/understanding-maslows-hierarchy-of-needs-in-education/ Cobb, J. (2020, May 27). Effective Strategies for Teaching Adult Learners. Learning Revolution. https://www.learningrevolution.net/strategies-for-teaching-adult-learners/ Colman, H. (2024, November 11). Adult learning theories: Everything you need to know. Ispringsolutions. https://www.ispringsolutions.com/blog/adult-learning-theories Google. (2025). Gemini. https://gemini.google.com/app Johnson, M., & Majewska, D. (2022). Formal, non-formal, and informal learning: What are they, and how can we research them? Cambridge University Press & Assessment Research Report. https://doi.org/10.17863/CAM.110841 McLeod, S. (2025, October, 23). Maslow’s Hiearchy of Needs. SimplyPsychology. https://www.simplypsychology.org/maslow.html Pappas, C. (2013, May 9). The Adult Learning Theory-Androgogy-of Malcolm Knowles. eLearning Industry. https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles Pappas, C. (2021, May 21). 8 Important Characteristics of Adult Learners. eLearning Industry. https://elearningindustry.com/8-important-characteristics-of-adult-learners Pappas, C. (2025, May 17). 18 Tips to Engage and Inspire Adult Learners. eLearning Industry. https://elearningindustry.com/tips-engage-inspire-adult-learners Roeueche, S. (Ed.). (2007, February 9). 30 Things We Know for Sure About Adult Learning. NISOD Innovation Abstracts, 29(4), https://www.muskegoncc.edu/Include/CTL%20DOCS/XXIX_No4.p The Super Six Principles of Andragogy-Take Your Program from Good to Great. (n.d.) The Institute for the Professional Development of Adult Educators. https://www.floridaipdae.org/dfiles/resources/webinars/033022/Webinar_Handbook_033022.pdf Thompson, P. (2017). Foundations of Educational Technology. Oklahoma State University. https://open.library.okstate.edu/foundationsofeducationaltechnology/ Trest, J. (2023, February 6). Adult Learning Strategies: Key Features to Incorporate. Inspired ELearning. https://inspiredelearning.com/blog/adult-learning-strategies/

Unit 3: Dick and Carey Design Model The Dick and Carey Model, also known as the Systems Approach Model (Instruction Design Central, 2019), comprises 10 stages (Carrier, 2019) but is sometimes outlined as 9 stages, with "Revision" as an underlying stage throughout the process (Dick and Carey Model, 2018). It is a systematic approach that outlines the entire process for building an impactful learning experience (Pappas, 2024), with a strong emphasis on learner-centredness and outcomes. "It views learning as a comprehensive system, rather than a variety of individual components" (Pappas, 2023b). Conduct Instructional Analysis Revise Instruction Identify Instructional Goals Write Performance Objectives Develop Criterion Reference Test Develop Instructional Strategy Select Instructional Material Develop & Conduct Formative Assessment Identify Entry Behaviors Develop & Conduct Summative Assessment Identify instructional goals by identifying the overarching goals that tie to real-world applications, describing the specific knowledge, skills, or attitudes (KSAs) the learner is expected to acquire. The instructional goals should be nested within the organization's strategic goals. Conduct an instructional analysis by analyzing the learners, environment, and determining the skills involved in achieving the learning goal. Also, identify if the instructional goal is linked to the psychomotor, affective, and/or cognitive domain(s). Identify entry behaviors and Learner characteristics, such as preferences, motivation, and various traits, to narrow the path forward in creating the learning experience. Determine learners' prior knowledge to identify the learning gap. Write performance objectives by describing the task or process to be mastered and the criteria to gauge the learners' progress. Transform the needs and goals into specific, measurable objectives. This includes the conditions, the behavior, and the criteria. Develop criterion-reference test items by identifying the most suitable form of assessment, which is not only to assess the learner but also assess the learning design. Develop an instructional strategy by considering the learning theories and models that best meet the learners' needs and fit with the subject matter of the learning experience. Select instructional materials by choosing materials, tools, and exercises to achieve the learning goals. This includes creating content such as tutorials, branching scenarios, and engaging content. Develop & conduct formative evaluations , both formal and/or informal, to assess how effectively the learning experience is expected to perform and is conducted during the learning experience. Develop & conduct summative evaluation(s) to be delivered at the end of the learning experience to assess the effectiveness, including learner satisfaction, KSA achievement, and organizational impact. Revise instruction throughout the entire process, in a continuous cycle of review and revision. Implications On Instructional (Learning) Design The Dick and Carey Design Model takes a similar systematic approach as the ADDIE model, but with more front-end work in the analysis phase, and leads with defining the goals as the foundation for the rest of the process. It provides more detail in the stages and may be more beneficial for less experienced instructional designers. Prior to using this model, instructional (learning) designers should have the necessary tools and resources to adequately complete the analysis stages. Instructional (learning) designers should also ensure this goals-focused, outcomes-centric model is appropriate for the type of learning experience being created and aligns with organizational goals. One recommendation from Pappas (2023a) is to use branching scenarios as a "choose your own adventure" approach to boost interactivity, customize the learning experience to meet the learners' needs, and stress real-world benefits without real-world risk. This is one of many options to consider when working through this model. Strengths and Limitations It is comprehensive and focuseson alignment between instructional goals, objectives, assessments, and strategy, an important strength for my mini-course It is applicable to a wide range of content, so the process can be replicated for additional mini-courses The strong emphasis on front-end analysis requires extra effort and resources to set the stage for the overall process Because of its thoroughness, it may not be as suitable for a mini-course as it would be for an entire series or larger course It is a widely accepted model It is iterative and allows for continuous improvement It is outcomes-focused, which is similar to the organization the learning experience supports It may be an overly complex and lengthy process more suited to a formal instructional experience, whereas this mini-course more informal Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Prev: Unit 2: ADDIE Model Next...Unit 4: Understanding by Design Show More Click Here For References and Additional Resources That Contributed To This Content Carrier, J. (2019, August 3). The Dick and Carey Instructional Design Model - PeopleShift %. PeopleShift. https://people-shift.com/articles/dick-carey-instructional-design-model/ Chaparro, R. Reaves, M., Jagger, C. B., and Bunch, J. C. (2023, April 17). Instructional Design Using the Dick and Carey Systems Approach, Publication #AEC632. University of Florida. https://edis.ifas.ufl.edu/publication/WC294 Dick and Carey Model - InstructionalDesign.org. (2018, November 30). InstructionalDesign.org. https://www.instructionaldesign.org/models/dick_carey_model/#google_vignette Instructional Design Central. (2019). Instructional Design Models. Instructional Design Central. https://www.instructionaldesigncentral.com/instructionaldesignmodels Kurt, S. (2015, November 23). Dick and Carey Instructional Model. Educational Technology. https://educationaltechnology.net/dick-and-carey-instructional-model/ Pappas, C. (2023a, June 12). The Top 7 Benefits Of Using Branching Scenarios In eLearning. https://elearningindustry.com/the-top-7-benefits-of-using-branching-scenarios-in-elearning Pappas, C. (2023b November 20). 9 Steps To Apply The Dick And Carey Model In eLearning. ELearning Industry; eLearning Industry. https://elearningindustry.com/9-steps-to-apply-the-dick-and-carey-model-in-elearning Pappas, C. (2024, February 28). An In-Depth Analysis Of The Dick And Carey Model. ELearning Industry. https://elearningindustry.com/an-in-depth-analysis-of-the-dick-and-carey-model University of Maryland Global Campus. (2024). Strengths and Limitations of Dick and Carey. Brightspace. https://leocontent.umgc.edu/content/umuc/tgs/ldtc/ldtc605/2262/unit-3-/strengths-and-limitations-of-dick-and-carey-.html?ou=1378426

Unit 8: Microlearning, IDD, and Portfolio Check Why Based on feedback from an anonymous survey and a brainstorming session with the organization's Division Advisory Group, a few organizational shortfalls were identified. One in particular is the knowledge and experience for new managers to address disciplinary action and progress plans. Despite Human Resources covering the topic through a lengthy, traditional course delivered via an informal lecture, new managers have expressed concerns about their abilities. This minicourse offers an alternative approach to addressing this knowledge gap among junior managers. What An optional, non-linear, supplemental minicourse for learners (managers), provided online to promote self-directed learning at the convenience of the learners' hectic schedule. Who The pool of learners includes both Active Duty Marines and civilian Non-Appropriated Fund (NAF) employees in full-time management positions. All would have been promoted to or hired for their managerial position within one-year or less and come from a wide variety of Divisions, to include Retail & Services, Marine & Family Programs and Semper Fit, amongst others. Given the pool of learners, it will be a mix of various agess, races, genders, prior education, and potential accessibility needs. Their typical motivation is to gain the knowledge and skills to address disciplinary issues efficiently, within prescribed regulations, avoid violations, and make the process easier for them. Essentially, a mix of self-preservation and self-interest, along with any additional motivation to be able to invest in their staff members. How This minicourse has a structure similar to a Massive Open Online Course, allowing learners to access it at their convenience. The minicourse is broken into three short, non-linear modules based on a scenario involving disciplinary action. The course achieves the following learning outcomes: Terminal Learning Objective: Given a scenario, effectively address a staff member's adverse conduct/behavior in accordance with the organization's regulations. Enabling Learning Objectives: Complete the proper documentation. Enabling Learning Objectives: Match appropriate conduct/behaviors.responses to respective. Enabling Learning Objectives: Conduct a counseling with an employee. Each module will be accessible, independant of the others, allowing the learner to choose their learning path. All three modules tie into the same final learning outcome. Each module will have the same theme, but follow a different methods: Job aids, to include a guide and fillable PDF forms, for the learner to not only be familiar with the process but also the references that govern the process. An interactive inforgraphic that follows a story, incorporating gamification to make choices at each milestone along the learners path. At each set of options, the learner will be presented with positive visuals and sounds for correct answers and pop-up messages for incorrect answers to guide the learner toward the correct answer. An interactive video with branching scenarios, leading to different outcomes based on the learner's choices. Formative Assessments, where the learner is provided immediate feedback to check their understanding (Watson, n.d.): When submitting the PDF form, identify incorrect or missing information. At each choice via the visuals, sounds, and pop-up messages listed above. With each interaction, the video character will respond positively or negatively. Authentic Assessment , which gauges the learner's ability to transfer their knowledge to real-world contexts (Authentic Assessment, n.d.), is built into the Formative Assessments. The Follow-up Assessment is conducted with staff members and the Human Resources Division will evaluate. Note: At the conclusion of the minicourse, learners will be provided a list of resources to help build their Personal Learning Networks (PLN) with other learners for continued collaboration on more complex situations. Note: This minicourse can be further developed to follow the same format and structure but with more complex situations. Having the similar structure build familiarity with the course structure but provide increasingly difficult versions to promote learning at the individual learner's Zone of Proximal Development (McLeod, 2024). This also assists with progression, similar to Bruner's Sprial Curriculum (Main, 2022), returning to specific concepts but more complex infomration to challenge learners, treating the minicourse and part of a series for progression. Applicable Learning Theories This minicourse was initially designed with a few learning theories in mind, but predominantly draws on andragogy. Behaviorism : The stimuli used during the modules are based on Skinner's Operant Learning (CrashCourse, n.d.) and Pavlov's Classical Conditioning (Stangor & Walinga, 2014), giving the learner immediate feedback and promoting repeated behaviors (correct decisions) and discouraging unwanted behaviors (incorrect choices) using the audio and visual cues. Strengths: The positive and negative cues are easy to employ in a virtual minicourse and can be as simple as a noise or a happy/sad vector. Challenges : The cues only help identify learners' choices and ignore the internal processes that led to correct or incorrect decisions. Constructivism : In the minicourse, learners are expected to either assimilate new knowledge into their existing schemas or accommodate it by revising their existing knowledge (University of Buffalo, 2024). The minicourse is also intended to challenge the learner and provide context to engage curiosity (McLeod, 2023). Strengths : Approaching this minicourse with Constructivism in mind emphasizes the importance of actively engaging the learner and personalizing the learning to some extend. It also maintains the educator in a secondary role, not the source of information, while still giving the educator a minimal amount of control. It also considers the role of the learners preexisting knowledge from their experience. Challenges : Due to the nature of the learning outcome, there is not as much opportunity for the learning to construct a meaning or system of meaning (PHILO-notes, 2021). Also, there isn't a great deal of collaboration with other learners (Olusegun, 2015) but opportunities could be created post-course. Connectivism : Not necessarily imbedded in the minicourse but providing the learning resources, both digital and points of contact to build their PLN (Personal Learning Networks, 2023) to assist with future real-world situations that unique or more complex. Strengths : Provides the learner an avenue for self-directed learning that grants them autonomy, beyond the minicourse and learning opportunities at their convenience for refreshers or further exploration. Challenges : Due to the rigidity of the organization's policies, the nodes for learners to seek out on their own are more limited, given some information would not be applicable for federal jobs. This would require the learners to execute digital literacy and understanding of how federal sources differ from non-federal sources. Andragogy : The minicourse is based on adult learners requiring autonomy and control, which is why its an optional course and allows the learner to choose their path, promoting this course as optional also assumes the learner is intrinsically motivated to pursue self-directed learning (Colman, 2024). With the assumption that adult learners acquisition of knowledge, the minicourse provides feedback to help reshape the learners schema for this topic. The modules are specifically designed with different approaches to keep the learners attention and be multifaceted for different learners. One way to take this even further would be to replicate the modules and have different versions of each modules for different types of learners or to address any accessibility considerations. The content incorporates storytelling as by the nature of being a minicourse, breaks up the information for incremental learning. The approach also utilizes a form of experiential learning that introduces the experience, the scenario, and then allows for reflection (Colman, 2024). Strengths : Provides a learning approach that provides real-world relevance and addresses an immediate need or problem to be solved, which maintains the learner's attention. It also fits into the learner's busy schedule and is not required for those learners who have mastered this knowledge, reducing redundancy. Challenges : The assumptions that learners will take the initiative without being forced to take this minicourse as part of their own progress plan may not apply to all applicable learners. Given the MOOC approach, it does not fully allow for opportunities to adapt to the various types of learners without extensive work in creating multiple versions of the modules. Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Prev: Unit 7: Assessments Show More Click Here For References and Additional Resources That Contributed To This Content Alreend, M. (2025, March 7). The Pros and Cons of MOOCs for Learning: A Transformative Educational Experience. Medium. https://johnmikey.medium.com/the-pros-and-cons-of-moocs-for-learning-a-transformative-educational-experience-07333bc4b6d6 Andreev, I. (2022, January 27). Microlearning. Valamis. https://www.valamis.com/hub/microlearning Bailey, L. (2022, June 7). How to Create a Mini Course (Step-by-Step Guide, Examples, and 7 Expert Tips). Thinkific. https://www.thinkific.com/blog/create-a-mini-course/#what-is-a-mini-course Colman, H. (2024, November 11). Adult learning theories: Everything you need to know. Ispringsolutions. https://www.ispringsolutions.com/blog/adult-learning-theories CrashCourse. (n.d.). How to train your brain: CrashCourse psychology #11 [Youtube channel]. YoutTube. https://www.youtube.com/watch?v=qG2SwE_6uVM Evanik, J. (2023, April 17). The Benefits of Microlearning for Higher Education. https://elearningindustry.com/the-benefits-of-microlearning-for-higher-education Google. (2025). Gemini. https://gemini.google.com/app Kumar S. (2022, February 23). 3 Effective and Impactful Examples of Microlearning. ELearning Industry. https://elearningindustry.com/effective-and-impactful-examples-of-microlearning Larson, K. (2022, April 14). 5 Reasons Microlearning is Here to Stay. Demco. https://ideas.demco.com/blog/5-reasons-microlearning-is-here/ Maccormack, J. P. (2014). [Brief] make a bigger impact by saying less. Hoboken, Nj Wiley C. Main, P. (2022, January 6). The Spiral Curriculum: A teacher’s guide. Www.structural-Learning.com . https://www.structural-learning.com/post/the-spiral-curriculum-a-teachers-guide McLeod, S. (2023, September 29). Extrinsic Vs. Intrinsic Motivation: What's the Difference? . Simply Psychology. https://www.simplypsychology.org/zone-of-proximal-development.html McLeod, S. (2024, February 1). Zygotsky's Zone of Proximal Development and Scaffolding Theory . Simply Psychology. https://www.simplypsychology.org/zone-of-proximal-development.html Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. IOSR Journal of Research & Method in Education , 5(6), 66-70 Personal Learning Networks (PLNs). (2023). Umgc.edu. https://leocontent.umgc.edu/content/umuc/tgs/ldtc/ldtc600/2258/unit-5/Personal-Learning-Networks--PLNs.html?ou=1385396 PHILO-notes. (2021, September 1). What is constructivism? [Video]. YouTube. https://www.youtube.com/watch?v=6Y2sU18vWb4 Riis, R. [Rued Riis]. (2020, December 23). What is Microlearning? [Video]. YouTube. https://www.youtube.com/embed/KlbsuPAibfY?feature=oembed Stangor, C. and Walinga, J. (2014). Introduction to Psychology - 1st Canadian Edition. Victoria, B.C.: BCcampus. https://opentextbc.ca/introductiontopsychology/ University of Buffalo. (2024). Constructivism . University of Buffalo. https://www.buffalo.edu/catt/teach/develop/theory/constructivism.html Watson, E. (n.d.). Defining Assessment. University of Alberta Center for Teaching and Learning. https://www.ualberta.ca/centre-for-teaching-and-learning/media-library/teaching-institute/2019/assessment/defining-assessment-and-evaluation.pdf What is Microlearning? (n.d.). Association for Talent Development. https://www.td.org/talent-development-glossary-terms/what-is-microlearning

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Overview Unit 5: Connectivism Connectivism is a pedagogical learning theory that addresses the increasingly digital and decentralized learning landscape (Pappas, 2023), driven by technological and social networking advancements. Humans are more digitally interconnected throughout the world, and Connectivism addresses how knowledge is transferred and organized in the modern, technologically advanced world (Pappas, 2023). It is the first theory to take the evolution of technology and digitalized knowledge into account (Shagdar, 2020). The theory argues that learning goes beyond individual knowledge construction and is part of a network where the learner makes connections and uses decision-making to continuously identify and reevaluate what connections are needed (Connectivism, n.d.). These connections are between "nodes," or sources of information, and "links," which are the routes where information moves between nodes (Pappas, 2023). As knowledge continues to grow exponentially, learners must be able to recognize and choose relevant information. There are 8 Principles of Connectivism (Pappas, 2023; Siemens, 2005) Diverse opinions are essential, allowing the learner to capitalize on a variety of perspectives, viewpoints, and backgrounds Learning is a connecting process where learners make connections between sources of knowledge and continue to maintain connections or develop new connections in a dynamic learning environment Learners can find information in non-human sources, such as external devices, databases, AI tools, and Learning Management Systems The ability to acquire, adapt, and learn new knowledge as information continues to evolve is important Nurturing connections are needed for continuous learning, requiring learners to continuously cultivate an effective learning environment by accessing updated information through an effective network The ability to perceive connections between concepts and ideas; new solutions from different sources to combine knowledge Continue to pursue the most accurate information and the most recent available, prioritizing credibility and recency Use judgment to continuously assess relevance and verify the validity of information through a decision-making process One key feature is the use of Personal Learning Networks, which are networks of members with shared interests that support ongoing personal and professional development (Personal Learning Networks, 2023). This network also enables an interactive, collaborative learning environment, regardless of geographic location. A core skill set for successful learning is modern information literacy, known as digital literacy. Like information literacy, learners must be able to locate, evaluate, and effectively use information (Seminole State Library, 2014). The skillset also requires learners to critically evaluate the legitimacy of the information for a wide variety of electronic sources and use the information responsibly (Cordell, 2013; Loveless, 2023; Pappas, 2023). Key Contributors George Siemens (1970 - ) (George Siemens, 2020) Steven Downes (1959 - ) (Steven Downes, 2025) Implications On Instructional (Learning) Design Ensure content is user-friendly on mobile devices, as this is where learners will access information repositories (Mackey & Evans, 2011) Incorporate social media, gamification, and simulations as effective methods (Western Governors University, 2021) The role of the educator is vague, and there is much more focus on the learner being autonomous (Bates, 2022a) Learners need to be kept engaged but also given control over their learning experience (Pappas, 2024) Create an online community that encourages communication with other learners (Pappas, 2024) Provide updated information via different avenues, including blogs (Pappas, 2024) Encourage communication and monitor to provide guidance when necessary (Pappas, 2024) Reinforce real-world benefits of connectivism and provide learners tools for success (Pappas, 2024) Utilize Learning Management Systems, Massive Open Online Courses, and Social Media-based Learning (Pappas, 2023) Create opportunities for collaboration and empower learners to create their own learning experience (Western Governor's University, 2021) Strengths and Limitations: Military (Marine Corps) Strengths As a predominantly younger force, the majority of Marinese are familiar with online forums and comfortable with the use of various forms of social media. Marines are also familiar with the importance of networking and have already built Personal Learning Networks, whether they realize it or not. Learner autonomy, personalization, and self-directed learning are beneficial for Marines with constantly changing work and training schedules. Online networking is particularly beneficial as Movement, whether it is a change in duty station or deployment, is common. Diversity is a strong component in the Marine Corps, providing a prime learning environment for various perspectives. Challenges Decentralized learning makes it difficult to create a standardized assessment. Learners require a strong understanding of digital literacy, which is not a standard part of their regular training and education regimen. Depending on the location, a lack of connectivity and even electricity can be obstacles to continued learning. Learners can be easily overwhelmed by the volume of information they must evaluate critically. Self-directed and open learning networks can lack the structure that Marines are use to in a learning environment. Practical Application Some real-world examples of connectivism in the military (Marine Corps) environment include the use of social media, like Reddit, where members can practice problem-solving through experience or their knowledge of regulations. While I was a faculty member at the Defense Equal Opportunity Management Institute, I developed Microsoft Teams for my students and Equal Opportunity Advisors in the field. This resource allowed for new and senior members in the field to collaborate, interact, and share articles and information pertaining to their duties. It also created an online forum for them to open discussions to get diverse responses from across the force, from Florida to Japan and countless locations in between. Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Prev: Unit 4: Constructivism Next...Unit 6: Andragogy Show More Click Here for References and Resources Bates, T. (2022a). Teaching in a Digital Age: Guidelines for designing teaching and learning (3rd ed.). Tony Bates Associates Ltd. https://pressbooks.bccampus.ca/teachinginadigitalagev3m/ Bates, T. (2022b, February 27). A review of Stephen Downes’ latest contribution to the theory of connectivism | Tony Bates. Www.tonybates.ca . https://www.tonybates.ca/2022/02/27/a-review-of-stephen-downes-theory-of-connectivism/ Bell, F. (2011). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. The International Review of Research in Open and Distributed Learning, 12(3), 98. https://doi.org/10.19173/irrodl.v12i3.902 Connectivism. (n.d.). Www.wichita.edu . https://www.wichita.edu/services/mrc/OIR/Pedagogy/Theories/connectivism.php Cordell, R. (2013). Information Literacy and Digital Literacy: Competing or Complementary? Comminfolit, 7(2), 177. https://doi.org/10.15760/comminfolit.2013.7.2.150 Eike, A. (2021, December 3). James P. Comer. Pedagogy4Change . https://www.pedagogy4change.org/james-p-comer-significant-learning/ George Siemens. (2020, April 22). Wikipedia. https://en.wikipedia.org/wiki/George_Siemens Google. (2025). Gemini. https://gemini.google.com/app Loveless, B. (2023, April 14). 6 Essential Steps: How to Teach Digital Literacy to Your Students. Education Corner. https://www.educationcorner.com/how-to-teach-digital-literacy/ Mackey, J., & Evans, T. (2011). Interconnecting networks of practice for professional learning. The International Review of Research in Open and Distributed Learning, 12(3), 1. https://doi.org/10.19173/irrodl.v12i3.873 Pappas, C. (2023, May 1). Everything You Need To Know About The Connectivism Learning Theory. ELearning Industry. https://elearningindustry.com/everything-you-need-to-know-about-the-connectivism-learning-theory Pappas, C. (2024, July 26). 5 Tips for Using Connectivism In eLearning. eLearning Industry. https://elearningindustry.com/5-tips-using-connectivism-elearning Personal Learning Networks (PLNs). (2023). Umgc.edu. https://leocontent.umgc.edu/content/umuc/tgs/ldtc/ldtc600/2258/unit-5/Personal-Learning-Networks--PLNs.html?ou=1385396 Seminole State Library. (2014). 5 Components of Information Literacy [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=1ronp6Iue9w Shagdar, Z. (2020, July 2). Connectivism - A learning theory [Video]. YouTube. https://www.youtube.com/watch?v=SvhY70C6Drk Siemens, G. (2005). Connectivism: A learning theory for the digital age. Www.itdl.org . https://www.itdl.org/Journal/Jan_05/article01.htm Stephen Downes. (2025, January 27). Wikipedia. https://en.wikipedia.org/wiki/Stephen_Downes Tower of Babel. (2019, October 2). Wikipedia. https://en.wikipedia.org/wiki/Tower_of_Babel Western Governors University. (2021, May 27). Connectivism Learning Theory. Western Governors University. https://www.wgu.edu/blog/connectivism-learning-theory2105.html

Unit 6: Successive Approximation Model In direct response to the ADDIE Model, the Successive Approximation Model (SAM) was created to combat the cascading effect found in the ADDIE Model (Pappas, 2025) and to allow for relatively quick adaptation to change (UMGC, 2024). This model is presented in two versions: a relatively quick design loop for smaller projects and a multi-phased, multi-staged approach for larger projects (Peck, n.d.). SAM 1 : also known as "Simple Sam" (Peck, n.d.) a condensed iterative design loop that is used for smaller projects, both during the project creation and after implementation (Thomas, 2015). Analyze the target audience and their needs Design the module/project Develop the module/project prototype Evaluate the prototype and adjust as necessary Continue the cycle as necessary Design Analyze & Evaluate Develop Start End SAM 2 : a three-interative-phase process that allows for continuous cycles of improvement (Thomas, 2015, UMGC, 2024). Preparataion Phase Background In the preparation phase , a blueprint is created by gathering background information, including identifying stakeholders, project goals and constraints, learning objectives, target audience, and needs assessment (Peck, n.d.; UMGC, 2024). This equates to the "Analyze" phase in SAM 1 Iterative Design Phase Prototype Review Design In the iterative design phase , the initial prototype is created, which is the "draft" that initiates a feedback cycle among stakeholders (UMGC, 2024). The stages within this phase include a Savvy Start, (a collaborative meeting for brainstorming), Project Planning (to outline timelines, roles, responsibilities, and milestones), and Additional Design (based on feedback and formative evaluation). In this phase, the scope, budget, and timelines are evaluated. This phase not only creates the initial prototype but can also lead to additional prototypes and resolve any issues with the original prototype. Before moving on to the Iterative Development Phase, feedback and stakeholder approval are needed. This phase is a more in-depth equivalent to the SAM 1 Design Phase. In the Iterative Development Phase , a design proof is created using visual aids (i.e., storyboards) as a visual blueprint for stakeholders. Initial content and assessments are created in the Alpha stage, then a subsequent Beta stage is used to refine the initial content. Finally, in the Gold stage, all improvements will have been made, preparing the project for rollout (UMGC, 2024). In this phase, all products are also tested on the delivery method (i.e., the learning management system), during the Design Proof and Alpha Phase, to ensure the project will be viable on the delivery system (Peck, n.d.). Iterative Development Phase Implement Evaluate Develop Rollout Implications On Instructional (Learning) Design Whether it is in the Preparation Phase (Peck, n.d.) or the Iterative Design Phase (UMGC, 2024), hosting a "savvy start" meeting with stakeholders and subject matter experts to brainstorm and prototype is highly beneficial and a crucial part of the process. According to Peck (n.d.), a good rule of thumb is "breadth before depth" for any concept, and if there are more than three iterations in the Iterative Design Phase for any one concept, move along. When choosing this model, instructional (learning) designers) will need to remember this approach is better for less complex, more limited resources, and environments where flexibility is needed (Pappas, 2025). There is also the consideration that SAM involves stakeholders throughout the process, not just in the beginning and/or end. Strengths and Limitations As with a few of the other models, SAM allows for continuous opportunities to improve the project Given that stakeholders, particularly the leadership in the organization, will want to be engaged in the process, This model can be labor and resource-intensive, which may call into question the return on investment for the project. To mitigate this, focusing on resource constraints will need to be a priority in the process. SAM has this feature built into the phases This model is scalable to meet the project complexity, either utilizing SAM 1 (the basic approach) or SAM 2 (the more complex approach). SAM addresses prototyping in the beginning, allowing for early adjustments in the overall process. With this model being very thorough but complex, there would need to be additional guidance from more seasoned instructional designers. Continuous changes can lead to scope creep, allowing the project to expand too far. With that in mind, scope parameters will need to be revisited at each milestone. Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Prev: Unit 5: RID Approach Next...Unit 7: Learning Objectives Show More Click Here For References and Additional Resources That Contributed To This Content Herrholtz, K. (2020). Rapid instructional design with SAM. eLearning Industry. https://elearningindustry.com/sam-successive-approximation-model-for-rapid-instructional-design Pappas, C. (2025, December 12. ADDIE model vs SAM model: Which is best for your next elearning project. eLearning Industry. https://elearningindustry.com/addie-vs-sam-model-best-for-next-elearning-project Peck, D. (n.d.). SAM - the successive approximation model of instructional design. [Video]. YouTube. https://www.youtube.com/watch?v=zMq_cysOqbY Thomas, J. (2015, September 27). SAM - successive approximation model [Video]. YouTube. https://youtu.be/zJwDCrl0bq4?si=pH3QXYckl-TAaYox University of Maryland Global Campus. (2024). Application of SAM in education and training contexts. Brightspace. https://leocontent.umgc.edu/content/umuc/tgs/ldtc/ldtc605/2262/unit-6/overview-of-the-successive-approximation-model--sam-.html?ou=1378426

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This section presents my synthesis of LDTC 605: Instructional Design Models to Inform Learning Design. It reflects my understanding of traditional and contemporary instructional design (ID) models. Sections Include: Unit 1: Introduction: History, Ethics, Accessibility, and AI Unit 2: ADDIE Design Model Unit 3: Dick & Carey Design Unit 4: Understanding by Design (UbD) Unit 5: Rapid Instructional Design Unit 6: Successive Approximation Model (SAM) Unit 7: Learning Objectives and Bloom's Taxonomy Unit 8: Sequencing, Assessment, and Alignment Use the Instructional Design Model drop-down menu above to select a specific unit or click on the "Next" icon to continue to Unit 1. Next...Unit 1: Introduction

Unit 1: Introduction, Copyright, and the Creative Commons I chose the CC BY-NC-SA 4.0 license to ensure that others can redistribute, remix, adapt, and build upon my portfolio material, but only for noncommercial purposes. This license also requires the re-user to give me credit and license the modified material under the identical terms. For this portfolio, I believe the materials I create are best suited for noncommercial use. I also want to make a tool that supports collaboration and helps other learners and designers in their academic pursuits. 00:00 / 00:32 Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Prev: Table of Contents Next...Unit 2: Behaviorism Show More Click Here for References and Resources Creative Commons. (2025, October 19). About cc licenses. https://creativecommons.org/share-your-work/cclicenses/ Google. (2025). Gemini. https://gemini.google.com/app

Unit 1: Introduction Welcome to the next chapter in my learning experience, starting with a brief introduction. Unit 1: Instructional Design Topic: Artificial Intelligence Artificial Intelligence (AI) has become increasingly popular in recent years, from its use on social media (Saheb et al., 2024) to the public adoption of AI across various facets of the Department of War (U.S. Department of War, 2026). In the realm of Instructional Design, the use of AI unlocks opportunities for Instructional Designers (Kereselidze, 2023) and the learning environments they create. Its incorporation in education is "an imminent reality rather than a futuristic ideal" (Sankaranarayanan & Park, 2023) AI has historically provided various time-saving features, including image generation, speech recognition, and plagiarism detection (Gibson, 2023). It enables learning designers to meet learners' needs more quickly and more efficiently, expanding the designer's capabilities (Kereselidze, 2023) AI's Implications for Instructional (Learning) Design Personalizes learning experiences to individual learners through adaptive techniques Automatically generates content and supplemental content to support the learning experience Analyzes data from the learners' interactions and provides learning analytics to predict trends Automates feedback and evaluation quickly Saves time by handling rudimentary administrative tasks Transforms abstract concepts into understandable graphics, videos, and storyboards Improves accessibility , such as transcribing content and generating captions. (Gibson, 2023; Henary, 2024; Peck, 2024; Ruiz-Rojas, 2023;) Considerations for Using AI Be aware of AI's susceptibility to bias or creating biased learning products due to faulty prompt engineering Ensure appropriate data security and protection of personal data Pay attention to information accuracy in AI-generated material Address academic integrity and the appropriate use of AI in the learning experience Be aware that AI can reduce educator and learner interactions, negatively impacting interpersonal development (Henary, 2024; Sankaranarayanan & Park, 2023) One of the key components of effective AI use is a collaborative approach that amplifies the learning environment (Henry, 2024). A key takeaway that I promote to my civilian and military members is to learn from AI just as much as it learns from you, the user. Each interaction with AI systems enhances their capabilities through prompt generation, thereby making them more efficient and responsive. Rather than becoming dependent on AI, users should use it to increase their own knowledge and ability. This ePortfolio is a great example. I use Google Gemini to generate images that I could not produce on my own. I also use Grammarly to ensure my writing is clear and concise while maintaining integrity. With each correction or suggestion Grammarly provides, I use the feedback to improve my writing. ***When you see this Media player icon, click on the Play button to hear the audio for that section.*** 00:00 / 02:58 Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Prev: Table of Contents Next...Unit 2: ADDIE Model Show More Click Here for References and Resources Gibson, R. (2023, August 14). 10 ways artificial intelligence is transforming instructional design. Educause Review. https://er.educause.edu/articles/2023/8/10-ways-artificial-intelligence-is-transforming-instructional-design Henry, J. (2024, July 4). AI: Friend or foe to the instructional design industry? eLearning Industry. https://elearningindustry.com/ai-friend-or-foe-to-the-instructional-design-industry Kereselidze, M. (2023, August 17). The role of artificial intelligence in instructional design. eLearning Industry. https://elearningindustry.com/role-of-artificial-intelligence-in-instructional-design Peck, D. (2024, December 5). 10 Ways AI is Used in Instructional Design (+ Best Tools) | Devlin Peck. Www.devlinpeck.com . https://www.devlinpeck.com/content/ai-in-instructional-design Sankaranarayanan, R. & Park, J. J. (2023). AI-Driven Instructional Design: Ethical Challenges and Practical Solutions. https://doi.org/10.59668/270.16880 Ruiz-Rojas, L. I., Acosta-Vargas, P., De-Moreta-Llovet, J., & González, M. (2023). Empowering Education with Generative Artificial Intelligence Tools: Approach with an Instructional Design Matrix. Sustainability, 15(15), 11524–11524. https://doi.org/10.3390/su151511524 Saheb, T., Sidaoui, M., & Schmarzo, B. (2024). Convergence of artificial intelligence with social media: A bibliometric & qualitative analysis. Telematics and Informatics Reports, 14(100146), 100146. https://doi.org/10.1016/j.teler.2024.100146 U.S. Department of War. (2026). War Department Launches AI Acceleration Strategy to Secure American Military AI https://www.war.gov/News/Releases/Release/Article/4376420/war-department-launches-ai-acceleration-strategy-to-secure-american-military-ai/

Unit 2: ADDIE Model The ADDIE Model is a widely recognized, structured, five-phase approach to instructional (learning) design and creating effective learning experiences. Each phase builds on the previous one, from researching needs to evaluating the effectiveness of attempts to meet them. Though usually represented as an iterative process with unidirectional flow, instructional designers can revisit each phase as necessary, often revisiting the Evaluation Phase intermittently throughout, in addition to formally treating it as its own phase at the end of the process. The key features for this model are structure, thoroughness, and learner centricity. 00:00 / 00:57 ***Click*** on each icon below to learn more about each phase. ***Listen*** for the narration provided in each phase. This preliminary phase sets the stage for a meaningful and effective learning experience. In this phase, we answer targeted questions, such as: What knowledge, skills, or attitudes (KSAs) gap(s) need to be addressed and why? Who are our learners and what are their learning needs? What are the learning conditions and timeframes? What are our constraints (i.e., budget, time, resources, etc.), and how can we mitigate the impact they have on this learning experience? What does success look like for the learning project, the learners, and the organization, and how do we measure it? This is the phase where we ask the right questions, before we head in the wrong direction. Analyze Design Develop Implement Evaluate Creates the blueprint and the roadmap to outline a successful learning experience. This phase is used to determine the best strategies and delivery method(s) that align with learners' preferences and maintain learner motivation. This is also the phase for identifying e valuation methods and the supporting resources (learning management systems, media, etc.) to maximize both the user interface (UI) and the user experience (UX). This phase is the structure that prevents us from wasting time and extensive rework later. Once the overarching plan is developed, it's time to create the initial project version. This includes creating and/or sourcing the media and materials, then integrating them into the learning management system (LMS) or other technology-based platforms. Every piece of content that both learners and educators will interact with is created in this phase. The products from this phase will be tested via pilots and final reviews to ensure they meet learning outcomes, regulatory guidelines, and learning accessibility needs. This phase turns the vision into reality (or at least an initial version). The learning experience has been researched, planned, and developed; now it needs to be executed with fidelity. This is done either by the designer or another educator, using the materials created in the Develop phase. Prior to execution, learners are prepared and given initial guidance, while the educator is provided with all they need to deliver the material. During this phase, the designer provides technical and instructional support while monitoring, collecting, and assessing data to enable immediate course corrections and inform future interactions. This phase assesses the effectiveness of the previous preparatory phases and the designer's ability and willingness to adapt their creation to stakeholders' needs. Even though the Evaluation Phase appears as the last stage of the model, it's used to refine each phase throughout the process. Diagnostic evaluations can be used to analyze learners, while formative evaluations can be used to refine the learning experience throughout implementation. Summative evaluations using Kirkpatrick's Four Levels of Evaluation (reaction, learning, behavior, and results) will assess the effectiveness of the learning experience and report the return on investment (ROI) to stakeholders and decision-makers. This phase is effective throughout the ADDIE process. As a phase in itself, it is not the end of the process but a segway back to other phases, initiating a cyclical process. Implications On Instructional (Learning) Design The ADDIE Model serves as a structured, systematic, intentional approach to instructional (learning) design. Whether it is higher learning, nonprofit organizations, corporate training, military training and education, or personal and professional development, ADDIE is one of the more predominant approaches to building learning experiences. As a popular and highly regarded model, it is imperative for instructional (learning) designers to master either a dedicated, specific phase or, preferably, the overall process. The model outlines considerations in the preparatory, execution, and follow-through of a learning project. A key component for future development is taking the traditional, unidirectional approach and incorporating greater versatility into the model, with evaluation emphasized throughout. Another key component for future development is taking the traditional model of the 1970's and test applicability to modern, technologically advanced learning environments; possibly incorporating Connectivism. 00:00 / 01:06 Strengths and Limitations ADDIE is well-established in both the Military and Civilian organization, making it easy to get a project approved by providing all supporting documents that outline the ADDIE process. It provides a systematic, structured, and clear framework, which is valued in both the military and federal environments. Improper analysis and/or evaluation can compound and negatively impact the entire process . Its not ideal for the highly agile environments that don't allow time to fully engage each phase, which is a characteristic of the organization. It can easily measure the anticipated cost of this project, which is also highly valued in this funding-constrained fiscal environment. It's designed as an iterative approach, building in the expectation for continuous process improvement; as the organization evolves, so will the training. Given the target audience, the emphasis on a learner-centric approach fits within the characteristics of adult learners. It emphasises the critical need for evaluations, which will be necessary to provide reporting the ROI to organizational leaders. It can be used for online and blended learning, the expected approach for this mini-course. The evaluation phase can be intensive and may conflict with competing priorities in the dynamic organization. It's a lengthier process than other models and may be more costly. It may be slow to respond to changing priorities or expectations. This ties back to the organization being very dynamic and having to respond to changes in priorities at higher levels, like the Department of War. Some of the things I can do to overcome these challenges are maintain adaptability, incorporate the use of SME's when conducting the Evaluation Phase, and partner with other entities to ensure the Analysis Phase is conducted thoroughly and appropriately. 00:00 / 02:06 Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Prev: Unit 1: Introduction Next...Unit 3: Dick & Carey Model Show More Click Here For References and Additional Resources That Contributed To This Content Boogaard, K. (n.d.). The ADDIE model: A beginner’s guide. GoSkills.com. https://www.goskills.com/Resources/ADDIE-model Covello, S. & Ritzhaupt, A.D. (2017, December 10). Analysis. ADDIE Explained. https://pressbooks.usnh.edu/addieexplained/chapter/analysis/ DeBell, A. (2020, January 6). What is the ADDIE Model of Instructional Design? Water Bear Learning. https://waterbearlearning.com/addie-model-instructional-design/ Digital Learning Institute. (2021, June 23). The ADDIE Learning Model for Instructional Designers. Digital Learning Institute. https://www.digitallearninginstitute.com/blog/the-digital-learning-design-process-addie-model-for-instructional-design ELM learning. (2024). What is ADDIE? Your Complete Guide to the ADDIE Model. ELM Learning . https://elmlearning.com/hub/instructional-design/addie-model/ Evans, L. (2022, September 9). The ADDIE Model for Instructional Design [+Pros/Cons & FAQs]. University of San Diego Online Degrees. https://onlinedegrees.sandiego.edu/addie-model-instructional-design/ Gardener, J. C. (2011, September 25). The ADDIE analysis phase [Video]. YouTube. https://www.youtube.com/watch?v=JZdv5lrJs4U Gardener, J. C. (2011, September 25). The ADDIE design phase [Video]. YouTube. https://www.youtube.com/watch?v=BhLIiF9QyTo Gardener, J. C. (2011, September 25). The ADDIE development phase [Video]. YouTube. https://www.youtube.com/watch?v=JZdv5lrJs4U Gardener, J. C. (2011, October 8). The ADDIE implementation phase [Video]. YouTube. https://www.youtube.com/watch?v=q8yky6-P1Uw Gardener, J. C. (2011, October 18). The ADDIE evaluation phase [Video]. YouTube. https://www.youtube.com/watch?v=CBoI0wBo4vw Hardy, M. (2025, February 17). Unpacking the Mystery: What is the ADDIE Model and Why You Should Care. Medium. https://dorea-hardy.medium.com/unpacking-the-mystery-what-is-the-addie-model-and-why-you-should-care-437d3b76c763 Pappas, C. (2021, January 13). ADDIE Model Vs SAM Model: Which Is Best For Your Next eLearning Project. ELearning Industry. https://elearningindustry.com/addie-vs-sam-model-best-for-next-elearning-project Peck, D. (2022, December 21). The ADDIE model of instructional design [Video]. YouTube. https://www.youtube.com/watch?v=JB6aDdq3HTI Peck, D. (2024, January 12). The ADDIE Model of Instructional Design. Www.devlinpeck.com. https://www.devlinpeck.com/content/addie-instructional-design Treser, M. (2015, August 16). Getting to know ADDIE: Part 1 - analysis. eLearning Industry. https://elearningindustry.com/getting-know-addie-analysis Treser, M. (2015, August 24). Getting to know ADDIE: Part 2 - design. eLearning Industry. https://elearningindustry.com/getting-to-know-addie-design Treser, M. (2015, September 3). Getting to know ADDIE: Part 3 - development. eLearning Industry. https://elearningindustry.com/getting-to-know-addie-development Treser, M. (2015, September 11). Getting to know ADDIE: Part 4 - implementation. eLearning Industry. https://elearningindustry.com/getting-know-addie-implementation Treser, M. (2015, September 30). Getting to know ADDIE: Part 5 - evaluation. ELearning Industry. https://elearningindustry.com/getting-know-addie-evaluation Watson, E. (n.d.). Defining Assessment. University of Alberta Center for Teaching and Learning. https://www.ualberta.ca/centre-for-teaching-and-learning/media-library/teaching-institute/2019/assessment/defining-assessment-and-evaluation.pdf Northern Illinois University Center for Innovative Teaching and Learning. (2012). Formative and Summative Assessment. Northern Illinois University . https://www.niu.edu/citl/resources/guides/instructional-guide/formative-and-summative-assessment.shtml%E2%80%8B

Welcome to My Portfolio Reigniting the Passion for Learning "Education is not the filling of a pail, but rather the lighting of a fire." - Socrates About Me Academic Professional Personal I'm a lifelong learner with a B.S. in Management , Graduates Certificate in Nonprofit Leadership , and M.Ed in Organizational Leadership & Adult Learning, all from Park University . Im currently pursuing an M.S. in Learning Design & Technology with University of Maryland Global Campus. Master Gunnery Sergeant in the United States Marine Corps, serving as the Senior Enlisted Advisor and Regional Operations Chief for Marine Corps Community Services . I have a background in Equal Opportunity, Suicide Prevention and Stress Management, and Sexual Assault Response and Prevention. In my spare time I read, usually topics related to dynamics of human relations and behavior. I'm also an avid video game and comic book fan and like to enjoy the outdoors with my spouse when I can. ***Click*** Press the Play button to hear the audio narration. 00:00 / 01:02 Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website.

Unit 5: Rapid Instructional Design Rapid Instructional Design, also referred to as Rapid Prototyping or Rapid eLearning (UMGC, 2024), is intended to quickly address specific knowledge gaps and aligns with agile project management (Chen, 2024). It includes Analysis & Needs Assessment, Design & Planning, Content Development, Prototype & Testing, Deployment & iteration, and Evaluation & Maintenance. In this approach, rapid prototyping is used in lieu of testing fully developed materials. The Rapid Instructional Design approach is beneficial for process, knowledge, procedure, and induction-based learning (Thais, 2019). Analysis & Needs Assessment : Collaborate with stakeholders and subject-matter experts to conduct a thorough analysis of learners, learning objectives, and resources. Design & Planning : Determine the delivery methods, content format, and assessments to create a learning experience that is simple but aligned with the learning objectives. Content Development : Quickly create and/or repurpose existing content and components of the learning experience while working closely with stakeholders and subject matter experts. Prototype & Testing : Create a feedback loop that uses quick prototyping and testing to implement and receive feedback from learners and stakeholders, allowing for quick updates and improvements. Deployment & Iteration : Execute the learning experience and make subsequent updates and improvements to meet the learner's changing needs. Evaluation & Maintenance : Use the predetermined evaluation criteria to measure the learner's performance and determine if the learning experience is producing the desired outcomes. Implications On Instructional (Learning) Design Unlike traditional models, this approach emphasises speed and simplicity, rather than lengthy processes, to build an effective learning experience. This approach is much more iterative in nature and promotes continuous feedback throughout the process. It also has a strong focus on narrowing down materials to address only necessary learning objectives and on the designer maintaining ongoing collaboration with stakeholders and subject matter experts. One key feature of this approach is the use of pre-existing material or the improvement of current learning designs. Strengths and Limitations It takes less time, which also means it involves less cost, and yet it remains flexible and adaptable. If this mini-course had a tight deadline, this approach is designed for such requirements. It is not as in-depth as traditional approach, which may be a concern for stakeholders Because of the expedited process, there is a higher need to involve subject matter experts from the beginning of the process This approach is a means to incorporate existing content to easily convert into e-learning materials. Using this approach can possibly lead to a lack of high-quality content and design The lack of emphasis on the analysis may also be a concern for the organization Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Prev: Unit 4: UbD Model Next...Unit 6: Successive Approximation Show More Click Here For References and Additional Resources That Contributed To This Content Chen, I. Y. (2024, April 25). #12 Learning Design: Rapid Instructional Design. Medium. https://medium.com/@yingyuchen_97399/12-learning-design-rapid-instructional-design-92e871a8ff7e Pappas, C. (2024, July 25). Rapid elearning advantages and disadvantages. eLearning Industry. https://elearningindustry.com/rapid-elearning-advantages-and-disadvantages Prasad, D. R. (2021, May 17). A Training Manager’s Guide To What Rapid Learning Is And What It’s Not. ELearning Industry. https://elearningindustry.com/training-managers-guide-to-what-rapid-learning-is-and-not Thais (2019, January 22). The rapid instructional design model – my favorite model to the job done. https://mylove4learning.com/the-rapid-instructional-design-model-my-favorite-model-to-get-the-job-done/ University of Maryland Global Campus. (2024). Limitations of rapid instructional design. Brightspace. https://leocontent.umgc.edu/content/umuc/tgs/ldtc/ldtc605/2262/unit-5/overview-of-rapid-instructional-design-approach-.html?ou=1378426

Unit 7: Learning Objectives & Bloom's Taxonomy Learning Outcomes vs. Learning Objectives Nested within the Program Outcomes are the Course Learning Outcomes and subordinate Learning Objectives, whether they be module or weekly outcomes (The American Women's College, n.d.). The Course Learning Outcome defines the overarching, likely complex goal, while the subordinate Learning Objectives are the broken-down, manageable blocks that lead to the Course Learning Outcome. This is a similar approach to what the Marine Corps uses. Terminal Learning Objectives are the overarching knowledge, skills, and attitudes that a learner must demonstrate upon completing a module or course (Department of the Navy, 2016). Enabling learning objectives are the smaller, specific milestones or manageable steps to achieving the terminal objective. Additional milestones include specific tasks and assessments (Parker, 2021). Examples: Learning Outcome : Upon completion of this mini-course, learners will be able to differentiate among the ten supporting and operational Divisions within Marine Corps Community Services (MCCS), Marine Corps Installations (MCI) – West, based on their primary functions and responsibilities Learning Objective : By the end of this module, learners will recall the names of the ten Divisions within MCCS, MC-West. Learning Objective: Given a list responsibilities, learners will match the Division with the respective resource(s) it provides. Learning Outcome: By the end of this mini-course, learners will be able to explain how a selected MCCS program or facility supports the Marine Corps Total Fitness (MCTF) concept. Learning Objective : Presented with a list of resources, the learner will communicate which MCTF pillar the resources best support and why. Learning Objective : Given a scenario involving a Marine in need of assistance, the learner will connect the Marine's needs with the applicable MCCS resource. Bloom's Taxonomy is "a structural classification system for defining and distinguishing different levels of human cognition" (Learning Everest, 2024). This system consists of six levels: Remember: the learner simply retrieves the information from memory. The learner doesn't necessarily need to understand or do anything with the information; they simply need to be able to recall it. In my mini-course, a learner only needs to recite the ten Divisions within the organization. Understand: the learner takes the recallable information and is able to explain the information, even in generalized terms, and give it meaning. The learner can go beyond simply reciting information and summarize, explain, and/or describe it. In my mini-course, learners would be able to describe each Division in their own words. Apply: the learner takes the existing knowledge and is able to use it for new situations, new environments, and/or new contexts. In my mini-course, learners will be able to address customer needs by connecting them with the appropriate Division and its respective resources. Analyze : the learner utilizes critical thinking to identify patterns and relationships. At this level, learners can question and experiment with their knowledge. They can break down knowledge into smaller parts. When looking at the Marine Corps Total Fitness (MCTF) concept, learners can deconstruct each Division's resources and connect multiple Division resources to each respective MCTF pillar. Evaluate : the learner operates at a level where they are able to critique and assess the value of information, rather than just consuming it. At this level, learners can hypothesize and make conclusions. In my mini-course, learners can test resources for effectiveness and judge the level of necessity for each Division's resources. Create : the learner is able to generate, design, and construct new knowledge. Where previous levels allowed for breaking down knowledge, this level allows the learner to build new schemas. In my mini-course, this level of knowledge leads to process improvement and learners being able to design new resources. Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Prev: Unit 6: SAM Next...Unit 8: Sequence, Assess, Align Show More Click Here For References and Additional Resources That Contributed To This Content Department of the Navy (2016, September 15). Marine Corps instructional systems design/systems approach to training and education handbook. (NAVMC 1553.aA). Learning Everest. (2024, March 1). Benjamin Bloom’s taxonomy in workplace training: Taking learning to a higher level. https://www.learningeverest.com/benjamin-blooms-taxonomy-in-workplace-training-taking-learning-to-a-higher-level/#:~:text=Bloom Parker, T. (2021, May 12). Terminal Objective, Enabling Objectives, Tasks & Assessments. Medium. https://triciaparkerdesigns.medium.com/terminal-objective-enabling-objectives-tasks-assessments-76461288095a The American Women's College. (n.d.). Learning outcomes and objectives. Course development handbook. Bay Path University. https://open.baypath.edu/coursedevelopment/chapter/program-level-objectives/ University of Maryland Global Campus. (2024). Course learning outcomes (terminal) vs. learning objectives (enabling). Brightspace. https://leocontent.umgc.edu/content/umuc/tgs/ldtc/ldtc605/2262/unit-7/course-learning-outcomes--terminal--vs--learning-objectives--ena.html?ou=1378426

Learning Activities Even though an asynchronous approach benefits from reduced cognitive overload, learner autonomy and pacing, and ease of accessibility (Bowers, 2026; Ravi, n.d.), it also comes with challenges. They include ineffective passive learning, learner isolation, and procrastination. The goal of these activities is to mitigate these challenges while providing an effective learning experience. The range of activities is intended to achieve the acquisition of knowledge, skills, and attitudes through different approaches that cater to different preferred learning styles. Activity 1 : A 3-minute pre-course and post-course assessment , in the form of quizzes, that serves as both a diagnostic assessment and showcases the knowledge the learners acquire through completing the mini-course. The learner is provided feedback via a quantitative score. [CLO 1, CLO 4, CLO 5] Activity 2 : Assign the learner a form of independent research that challenges the learners to identify additional resources on the Marine Corps Community Services website not specifically covered in the mini-course. In identifying the additional resource, provide a brief written summary of how the learner's job relates to or supports that resource and post's on the organization's Microsoft Teams. This activity encourages learners to contribute to a resource bank, participate in the iterative development process, and review sources beyond the immediate course material. Feedback is given by both facilitators and peers and the activity takes approximately 10-minutes, depending on the length of the learner's written summary. [CLO 2, CLO 3] Activity 3 : Watch and learn from a 5-minute video presentation, then reflect on the learning experience via an online journal. The learners will respond to prompts that ask them to reflect on what they learned from the module, what they already knew, and what information challenged their pre-existing schemas about the module topic. The videos will be interactive, incorporating hotspots and branching scenarios to promote active learning in the asynchronous environment. Immediate visual and audio cues provide the learner with immediate feedback, where the journal incorporates a self-assessment. The learner is able to repeat the branching scenarios, using different responses, to achieve different end-results. [CLO 1, CLO 4, CLO 5] Activity 4 : Use a problem-based scenario as a means for learners to work through a real-world scenario of interacting with a Marine or Sailor. By the end of the scenario, the learner is presented with an outcome to reflect on, based on their decisions. [CLO 4, CLO 5, CLO 6] Activity 5 : Upon completion of the mini-course, add the learners to an online forum , allowing them to interact and have collaborative dialogue with other learners who have also completed the mini-course. Note: This is a post-course activity, but is included as a method for additional, self-directed learning. [CLO 1, CLO 2, CLO 6] Activity 6 : Use a rapid-fire, matchmaking game for learners to connect different programs to their respective division, and another for which pillars of the Marine Corps Total Fitness concept they support. For each answer, a pop-up appears with a brief statement that provides additional information. [CLO 4, CLO 5] Activity 7 : Pair and share activity where the learner is provided a scenario, which they use to either build a personal development plan or modify an existing one to support a Marine's needs. They subsequently post their new or revised plan on the organization's Microsoft Teams for a facilitator or peer to provide feedback. Learners will also provide feedback to another peer's posting. (CLO 4, CLO 5) Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Prev: Learning Outcomes Next...Sample Alignment Show More Click Here for References and Resources Bowers, L. (2026, January 6). How to Make Asynchronous Online Courses That Learners Enjoy. Topclasslms.com; Advanced Solutions International, Inc. https://blog.topclasslms.com/asynchronous-online-courses Ivanovska, S. (2023, March 28). Elevate Your Learning Experience: 8 Asynchronous Activities To Try Today. ELearning Industry. https://elearningindustry.com/elevate-your-learning-experience-asynchronous-activities-to-try-today Paulson, E. (2025, March 25). Asynchronous Icebreakers. Conestoga. https://tlconestoga.ca/asynchronous-icebreakers/ Ravi, P. (n.d.). How to create a compelling asynchrounous learning experience. Kritik. https://www.kritik.io/blog-post/how-to-create-a-compelling-asynchronous-learning-experience University of Tasmania. (n.d.). Examples of learning activities. https://www.teaching-learning.utas.edu.au/learning-activities-and-delivery-modes/planning-learning-activities/examples-of-learning-activities

This section presents my synthesis of LDTC 600: Learning Theories and Learner Analysis in Learning Design. It reflects my understanding of foundational learning theories, learner analysis, and their practical application in instructional design. Sections Include: Unit 1: Introduction, Copyright, and Creative Commons Unit 2: Behaviorism Unit 3: Cognitivism Unit 4: Constructivism Unit 5: Connectivism Unit 6: Andragogy Unit 7: Assessment and Learning Models Unit 8: Microlearning, IDD, and Portfolio Check Use the Learning Theories drop-down menu above to select a specific unit or click on the "Next" icon to continue to Unit 1. Next...Unit 1: Creative Commons

Unit 2: Behaviorism This unit focuses on behaviorist learning theory. What is it? How did it come about? How does it benefit you as an instructional (learning) designer? Click on the video below to find out; closed captioning available. Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Prev: Unit 1: Creative Commons Next...Unit 3: Cognitivism Show More Click Here for References and Resources 2023 Demographics by Age: Interactive Profile of the Military Community . (September, 2023). Retrieved October 26, 2025 from https://demographics.militaryonesource.mil/chapter-2-age 2023 Demographics by Education Interactive Profile of the Military Community . (September, 2023). Retrieved October 26, 2025 from https://demographics.militaryonesource.mil/chapter-2-education Bates, T. (2022). Teaching in a digital age: guidelines for designing teaching and learning (3rd ed.). Tony Bates Associates Ltd. https://pressbooks.bccampus.ca/teachinginadigitalagev3m/ Brau, B., Fox, N., & Robinson, E. (2018). Behaviorism. In R. Kimmons, The Student's Guide to Learning Design and Research. EdTech Books. Retrieved October 27, 2025 from https://edtechbooks.org/studentguide/behaviorism B. F. Skinner . (2025, October 6). Wikipedia. Retrieved October 28, 2025 from https://en.wikipedia.org/wiki/B._F._Skinner CrashCourse. (n.d.). How to train your brain: CrashCourse psychology #11 [Youtube channel]. YoutTube. https://www.youtube.com/watch?v=qG2SwE_6uVM Department of the Navy. (2020). Learning . (MCDP 7). https://www.marines.mil/News/Publications/MCPEL/Electronic-Library-Display/Article/2129863/mcdp-7/ Dumper, K., Jenkins, W., Lacombe, A., Lovett, M., & Perlmutter, M. (2014). Introductory Psychology. Openstax, Rice University. Edward Thorndike . (2025, October 16). Wikipedia. Retrieved October 28, 2025 from https://en.wikipedia.org/wiki/Edward_Thorndike Google. (2025). Gemini. https://gemini.google.com/app Ivan Pavlov . (2025, October 19). Wikipedia. Retrieved October 28, 2025 from https://en.wikipedia.org/wiki/Ivan_Pavlov John B. Watson. (2025, October 15). Wikipedia. Retrieved October 28, 2025 from https://en.wikipedia.org/wiki/John_B._Watson Pink, D. (2009, July). The puzzle of motivation. [Video]. TED Conferences. https://www.ted.com/talks/dan_pink_the_puzzle_of_motivation Soultati, E., (2023). Comparison of Pedagogy and Andragogy teaching methods. International Journal for Innovation Education and Research , 11(10), 22-27. Sprouts. (2020, May 30). Pavlov's Classical Conditioning. [Video]. YouTube. https://www.youtube.com/watch?v=jd7Jdug5SRc Sproute. (2020, June 30). Skinner's Operant Conditioning: Rewards & Punishments . [Video]. YouTube. https://www.youtube.com/watch?v=ne6o-uPJarA Stangor, C. and Walinga, J. (2014). Introduction to Psychology - 1st Canadian Edition. Victoria, B.C.: BCcampus. https://opentextbc.ca/introductiontopsychology/

Unit 4: Understanding by Design (UbD) Wiggins and McTighe's Understanding by Design (UbD) is a systematic, three-stage "backward planning" framework that starts with asking what the learner needs to do or remember and be able to apply after the learning experience (Roth, 2007). The process then leads to asking how the educator will know when the learner has acquired the desired knowledge, skills, and/or attitudes (KSAs) and what the educator will do to help them acquire those KSAs (McTighes, 2022). The final stage is building the learning experience. Stage 1: Identify Desired Results Clarify learning priorities and identify long-term outcomes and short-term objectives. In this case, consider "outcomes" as learner-related (what will the learner do) and "objectives" as instructor or course-related (what will the course do). The focus is not only on immediate knowledge, skills, and attitudes, but an enduring understanding. (McTighe, 2022; Newell et al., 2023) Stage 2: Determine Acceptable Evidence Specify the metrics that show that the transfer of learning has occurred and define how the learners will demonstrate their acquisition of the KSAs. (McTighe, 2022) Stage 3: Plan Learning Experiences and Instruction Outline the activities, experiences, resources, and lessons to achieve the desired end-state identified in Stage 1. This includes ways for learners to make meaning of the learning experience and establishes the formative assessments to test for understanding throughout the learning experience. (McTighe, 2022: Newell et al., 2023) Implications On Instructional (Learning) Design The main implication on instructional (learning) design is reshaping the instructional (learning) designer's schema from traditional approaches, which start with a heavy analysis, to one that begins with defining outcomes. After identifying outcomes, all subsequent steps maintain focus on achieving them. Similar to other models, but more specifically reiterated, the UdB Model is used to outline specific and tangible outcomes, whether they be knowledge, skills, or attitudes. Unlike other models, UbD doesn't go in-depth for each stage in the framework, but is supported with resources to do so, found at McTighe & Associates Consulting LLC . Strengths and Limitations This approach maintains the focus on the desired end state, ensuring the educator and learner can see the forest for the trees It can be applied as an iterative, non-linear process for continuous improvement This framework does not break the process down as specifically as the ADDIE or Dick & Carey Models Comparatively, there is not as much emphasis on an initial analysis, essentially defining outcomes before defining need or gaps This framework innately encourages intentionality and refocuses the educator on justifying the purpose of something before implementing it in the learning experience. This is an organizational expectation, as the organization is very outcomes-driven and focused on return on investment The process is fully supported with online templates and planning tools, which are highly beneficial to the instructional (learning) designer at various levels of experience This framework reemphasizes big-picture thinking over immediate, intermediate learning goals, which is beneficial to the anticipated expansion of this mini-course. With a lack of sequencing and intermittent steps, this framework may not provide the necessary support for novice instructional (learning) designers Given that the learning goals include soft skills, which may be difficult to measure, this framework, being outcomes-driven, may not be the best approach for this mini-course Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Prev: Unit 3: Dick & Carey Model Next...Unit 5: Rapid Instructional Design Show More Click Here For References and Additional Resources That Contributed To This Content McTighe, J. (2022, February 8). 3 Stages of The Understanding by Design® Template - Eduplanet21. Blog.eduplanet21.com. https://blog.eduplanet21.com/3-stages-of-the-understanding-by-design-template-eduplanet21 Newell, A. D., Foldes, C., Haddock, A., Ismail, N., & Moreno, N. P. (2023). Twelve tips for using the Understanding by Design® curriculum planning framework. Medical Teacher, 46(1), 1–6. https://doi.org/10.1080/0142159x.2023.2224498 Resources – McTighe & Associates. (n.d.). https://jaymctighe.com/resources/#1521225059545-3fe59c79-239c Roth, D. (2007). Understanding by Design: A Framework for Effecting Curricular Development and Assessment. CBE—Life Sciences Education, 6(2), 95–97. https://doi.org/10.1187/cbe.07-03-0012 Wiggins, G., & McTighe, J. (2012). Understanding by design framework . ASCD. https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

Learning Outomes By the end of this course, learners will be able to: CLO 1 : Differentiate among the ten supporting and operational Divisions within Marine Corps Community Services, Marine Corps Installations – West, based on their primary functions and responsibilities CLO 2 : Describe how the learner’s job role contributes to the effectiveness of their respective Division, with specific examples CLO 3 : Analyze how the learner’s Division supports at least two other Operations Divisions, using real-world examples from their work environment CLO 4 : Assess MCCS programs to match program resources to specific support needs of Marines, Sailors, and/or their families CLO 5 : Explain how a selected MCCS program or facility supports the Marine Corps Total Fitness concept CLO 6 : Argue how Marine Corps Community Services supports Marines, Sailors, and their families, incorporating the organizational mission statement and how it applies to a real-world scenarios Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Prev: Course Type & Modality Next...Learning Activities Show More Click Here for References and Resources University of Maryland Global Campus. (n.d.). Identifying course learning outcomes. Document posted in UMGC LDTC 605 online classroom. https://leocontent.umgc.edu/content/umuc/tgs/ldtc/ldtc605/2262/unit-4/identifying-course-learning-outcomes-.html?ou=1378426

Unit 4: Constructivism From learners building on prior knowledge to learners building new ideas, Constructivism is the next learner-centric learning theory. John F. Dewey (1859 - 1952) ------------------- Promoted real-world relevance, as learning environments and the rest of a learner's life were not siloed Believed learning through active participation Emphasized teacher/facilitators guided the the learning process, not be the source of it (Brau, 2022; John Dewey, 2025) Lev S. Vygotsky (1896 - 1934) ------------------- Believed learning occurs through experience and social interactions (not interaction with content) Emphasized the learners role in active participation in learning Developed the Zone of Proximal Development Contributed to the concept of "scaffolding" (Hicks, 2025; Lev Vygostsky 2025) Jean W. F. Piaget (1896 - 1980) ------------------- Believed learners create knowledge through experience and ideas Emphasized learners knowledge was shaped through interaction Developed cognitivist constructivism; understanding through assimilation and accommodation (Hicks, 2025; Jean Piaget, 2025) Jerome S. Bruner (1915 - 2016) ------------------- Developed the concept of "scaffolding" Believed in self-directed learning and guided exploration Emphasized intrinsic drive for problem solving Showed interconnectivity between experience, perception, and cognitive processes Develop the Spiral Curriculum (Hicks, 2025; Jerome Bruner, 2025) John M. Keller (1938 - ) ------------------- Identified a gap in consideration for creating learning experiences and learner motivation Developed the ARCS Model for motivational learning instruction (Pappas, 2024) 00:00 / 01:30 Implications On Instructional (Learning) Design Design and develop a learning experience that a facilitator can implement. Create a learning experience that: Begins with real-world, open questions or scenarios (McLeod, 2025) Brainstorm or reflect on what the learners already know (McLeod, 2025; University of Buffalo, 2024) Has an interactive, exploratory environment that is hands-on and socially interactive, to include role-playing or real-world problem solving with small groups using raw data (McLeod, 2025; Pappas, 2024; Walden University, 2024) Has a reflective assessment, including journalling, rubric-based self-assessment, or peer feedback (Walden University, 2024) Creates cognitive dissonance through challenging the learners (University of Buffalo, 2024) Provides strategic scaffolding, focusing on the Zone of Proximal Development, and the use of questioning for the educator to support the learners (McLeod, 2025; Walden University, 2024) Encourages the learners to reflect on old knowledge compared to knew knowledge and demonstrate what they have learned (University of Buffalo, 2024) Creates a psychologically safe environment that allows learners to feel comfortable asking questions and remain honest in self-reflection, provides positive feedback, and promotes a growth mindset (Sandler, 2023) 00:00 / 01:14 Strengths and Limitations: Military (Marine Corps) 00:00 / 01:21 Strengths The Marine Corps incorporates social learning in some of its current training and education courses (Department of the Navy, 2020). Marine Corps culture emphasizes peer support and self-reflection (Department of the Navy, 2013) while promoting social interaction (Department of the Navy, 2020). Constructivism affords learners greater autonomy (Olusegan, 2015), which is beneficial for adult learners. Working with groups from diverse backgrounds offers opportunities to engage with varied perspectives and levels of experience. Challenges Confirmation Bias can lead to learners processing information to support their own beliefs (Casad, 2025). Can be a much more intensive approach for educators (Brau, 2022). Difficult to incorporate an evaluation metric that measure reflection (Brau, 2022). Facilitators adopt a more passive role as guides rather than as providers of knowledge. Focusing on the learners own experiences can lead to learners creating their own reality (Allen, 2022). When the learner has false pre-existing knowledge, that can negatively impact the quality of ideas contributed to the group (Allen, 2022). Artificial Intelligence Disclosure I used Grammarly as a thought partner to assist with organization, spellchecking, and editing for clarity. All final ideas, content, and analysis are my own. I used Gemini to generate graphics throughout my website. Prev: Unit 3: Cognitivism Next...Unit 5: Connectivism Show More Click Here for References and Resources Allen, A. (2022). An Introduction to Constructivism: Its Theoretical Roots and Impact on Contemporary Education. Journal of Learning Design and Leadership, 1(1), 7-8 Bates, A. W. (2022). 2.5 Constructivism. Pressbooks.bccampus.ca. https://pressbooks.bccampus.ca/teachinginadigitalagev3m/chapter/section-3-4-constructivism/ Brau, B. (2022). Constructivism. Education Research. https://open.byu.edu/education_research/constructivismy Berkely Graduates Division. (n.d.). Social Constructivism . https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/social-constructivism/ Casad, B.J., & Leubering, J.E. (2025). Confirmation bias. 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Retrieved November 9, 2025 from https://en.wikipedia.org/wiki/Jean_Piaget Jerome Bruner (2025, June 12). Wikipedia. Retrieved November 9, 2025 from https://en.wikipedia.org/wiki/Jerome_Bruner John Dewey . (2025, November 9). Wikipedia. Retrieved November 9, 2025 from https://en.wikipedia.org/wiki/John_Dewey Lev Vygosky. (2025, October 23). Wikipedia. Retrieved November 9, 2025 from https://en.wikipedia.org/wiki/Lev_Vygotsky McLeod, S. (2023, September 29). Extrinsic Vs. Intrinsic Motivation: What's the Difference? . Simply Psychology. https://www.simplypsychology.org/zone-of-proximal-development.html McLeod, S. (2024, February 1). Zygotsky's Zone of Proximal Development and Scaffolding Theory . Simply Psychology. https://www.simplypsychology.org/zone-of-proximal-development.html McLeod, S. (2025, March 31). Constructivism Learning Theory & Philosophy of Education . Simply Psychology. https://www.simplypsychology.org/constructivism.html Nickerson, C. (2024, February 14). Social Constructivism Theory Definition and Examples . SimplyPsychology. https://www.simplypsychology.org/social-constructionism.html Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. IOSR Journal of Research & Method in Education , 5(6), 66-70 Pappas, C. (2024, February 1) A Guide to Vygtosky's Zone of Proximal Development and Scaffolding . SimplyPsychology. https://www.simplypsychology.org/zone-of-proximal-development.html Peck, D. (2022, June 28). The ARCS model of motivation by John Keller. [Video]. YouTube. https://www.youtube.com/watch?v=jQnWcWorJjg PHILO-notes. (2020, September 11). What is social constructivism? [Video]. YouTube. https://www.youtube.com/watch?v=Cckbw8dTsfY PHILO-notes. (2021, September 1). What is constructivism? [Video]. YouTube. https://www.youtube.com/watch?v=6Y2sU18vWb4 Pink, D. (2009, July). The puzzle of motivation. [Video]. TED Conferences. https://www.ted.com/talks/dan_pink_the_puzzle_of_motivation Sandler, G. & Howell, S. (2023, May 31). 7 Ways of Creating Psychological Safety for Students . ISTE. https://iste.org/blog/7-ways-of-creating-psychological-safety-for-students Sharp Cookie. (2021, October 23). Zone of proximal development and scaffolding explained! [Video]. YouTube https://www.youtube.com/watch?v=aofSkZsy6IY The Impact of Constructivist Learning Theory on Modern Education . (2024). Mastersoft.ai. https://www.mastersoft.ai/blog/impact-of-constructivist-learning-theory-on-modern-education University of Buffalo. (2024). Constructivism . University of Buffalo. https://www.buffalo.edu/catt/teach/develop/theory/constructivism.html Walden University. (2024). Six principles of constructivist learning. Walkden University https://www.waldenu.edu/online-masters-programs/ms-in-education/resource/six-principles-of-constructivist-learning