AIL 602 was a pivotal course in developing my foundational knowledge and practical skills in electronic instructional design, focusing on the core components of analysis, design, production, evaluation, and revision. Throughout the course, I had the opportunity to deeply engage with the ADDIE model by applying it in a comprehensive instructional design project. My project focused on  training STEM teachers on the use of video games for classroom engagement. This was actually a fictitious course design project.

I began the project with a needs analysis to uncover why STEM teachers at a selected school were not incorporating video games into their instruction. I proposed to use a combination of interviews, knowledge tests, and performance data reviews to identify gaps in knowledge, confidence, and accessibility. This was to lay the groundwork for an evidence-based instructional approach. Next, I proposed to conduct a task analysis to determine prerequisite skills and instructional goals. I broke down the skill of using video games in STEM teaching into manageable tasks, such as selecting relevant games, integrating them into lesson plans, and evaluating student learning outcomes. This process allowed me to create a step-by-step instructional flow.

I also carried out a learner analysis, which involved assessing the teachers’ backgrounds, entry competencies, and learning preferences. By understanding their prior technology use, comfort levels, and diverse needs—including cultural and accessibility considerations—I was able to tailor the course to be inclusive and practical.

The course design followed Gagné’s Nine Events of Instruction, and proposed to be implemented through a blended format on Canvas LMS. I incorporated interactive components like surveys, peer reviews, group projects, and multimedia materials, along with TEC-VARIETY activities from Curtis J. Bonk and Elaine Khoo’s book to enhance motivation and engagement.

This course design is based on a four-hour instructional module with both face-to-face and online components. The project was instrumental in allowing me to apply theory into practice, assess learner outcomes, and reflect on instructional effectiveness.

This course has significantly shaped my instructional design capabilities. It not only solidified my understanding of design models and learner-centered planning, but also gave me practical tools I will continue to use on my job as an instructional designer.