Christian Drennen
A Professional and Technical Partner in Teaching in Learning
Image Credit: Wix Creative Commons, Stock Image
Artifact 1: College of Allied Health Sciences Self-Paced Kaltura Training
Curriculum and Technology Product
Summary: College of Allied Health Sciences (CAHS) Self-Paced Kaltura Training is a product from the IDT 7010 Universal Design for Learning (UDL) Final Project. This artifact fulfills the needs of both a "Curriculum Product” as well as a “Technology Product” and is geared toward faculty, staff, and students at the University of Cincinnati. This artifact is a fully online, self-paced and user guided training module covering all aspects of using the Kaltura tool as interfaced with the current LMS – Canvas.
Reflection: This artifact shows how I can partner with my customers to develop and bring to life a technical and pedagogical learning asset that encompasses principles from the CAST 2011 Universal Design for Learning Guidelines, covered in the IDT 7010 course. The course taught me the importance of diversity and inclusion in educational assets. Each learner brings a unique perspective and, in some cases, a predetermined learning preference. By offering diversity in learning material that caters to learning needs and preferences, while still maintaining the acquisition requirements to meet the learning outcome, a course developer, SME, ID, or facilitator can accomplish an inclusive and meaningful learning experience.
Instructional Design Artifacts
Image Credit: Drennen,C. 2019
Image Credit: Drennen,C. 2019
Artifact 3: 360-Degree Video in Higher Ed.
Technology Product
Summary: The 360-Degree Video in Higher Ed. comes from the IDT 7030 Applications and Issues of Technology in the Classroom, Tool Showcase. This video presentation discusses the relevance, challenges, and potential benefits of adopting 360-degree video assets into your design toolbox. The video is filmed similarly to a “Ted Talk” with integrated screen capture, sample footage, and engaging commentary. This artifact fulfills the need for a ‘Technology Project’ and speaks to my representation as a technical partner in teaching and learning.
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Reflection: Through my course work, I've learned the importance of researching and trying out new technology to make an informed decision about its relevance for educational integration. Finding creative ways to establish relevance, generate learner engagement, foster diversity and inclusion in educational materials, and developing fair and aligned assessments is key to effective learning experiences. This artifact explores using 360-degree video to create these elements of an effective learning experience.
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Image Credit: Drennen,C. 2019
Artifact 2: The Drennen Model of Instructional Design
Theoretical Product
Summary: The Drennen Model of Instructional Design is an iterative design model for Third-Party instructional designers. This product comes from the IDT 8010 Instructional Design, final project, and fulfills the need for a ‘Theoretical Product’.
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Reflection: This artifact supports my desire to partner with customers in offering developed and informed design decisions through consultation. It is an online article-like element housed on a web-page, and includes a visual representation of the design model, supporting documentation, and a high-level video walk-through.
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Educational Media Artifacts
Top Five Best Practices Video Series
Abstract: Join Bob as he learns about various topics according The CETIS Design's Top 5 Rules.
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Series Description: This series was developed as a semi-satirical approach to engage faculty and staff members at the College of Allied Health Sciences, University of Cincinnati, regarding best practices for teaching online courses. The series covers topics such as using Webex, writing and recording lectures, using rubrics, and recording audio. The series uses a mock 1950's work-place training video feel as an all knowing narrator talks the main character, Bob, through the top five best practices about the video's topic.
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Results: This series is by far the most popular video series created for the college, with over 750 views between the current 6 videos in the series. Based on YouTube analytics, the series reached 74% of the target audience. This is a dramatic increase from the previous modality of live face to face faculty development training in the college - which was only reaching about 12% of the target audience.
Image Credit:
Drennen,C. 2019
Quick Tips Video Series
Abstract: Quick videos designed to address popular questions received by the CETIS Instructional Design Office in hopes to make your life easier.
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Series Description: This series was created to address frequently asked questions that are received by the CETIS Instructional Design office, where I am the senior instructional designer. Videos included in this series cover a wide array of topics, such as: how to add students to groups in the Blackboard LMS, how to recover deleted emails, how to link documents in Canva, etc. Each of the 28 videos in this series are under 6 minutes long, with an average of 3 minutes. This short run-time was designed to help get faculty and staff in the College of Allied Health Sciences the information they need quickly and to the point.
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Results: Quick Tips is the second most popular video series on the CETIS Design YouTube channel with well over 900 collective views among the 28 videos in the series. YouTube analytics show that these videos are reaching approximately 63% of our target audience. Previous modalities for offering just-in-time resources only had anecdotal data, so it is hard to quantify the overall improvement of demographic outreach.
Image Credit:
Drennen,C. 2019
Let's Talk About Blackboard Groups Video Series
Abstract: Let's Talk About... Blackboard Groups! In this series-based approach to in-depth conversations about the technical aspects of online teaching, we'll be looking at Blackboard Groups.
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Series Description: This series covers the variations and uses of Groups in Blackboard. At the time this series was created, the CETIS Instructional Design office was receiving many questions about how to create groups, what they are for, and how they can best be utilized in the Blackboard LMS as a direct result of updates to the LMS in conjunction with instructional design consultations regarding group work in an online course.
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Results: This series has 431 collective views among the 4 videos. This series generated an increase of group usage in the College of Allied Health Sciences online courses. The term after this series launched 8 courses, that had previously not used groups, added between 2 and 8 groups to their respective courses.
Image Credit:
Drennen,C. 2019