Instructional Design Storyboard

1. Developing a Reflective Journal for your
e-Portfolio
Course Design & Development Storyboard
Presented by; Jennifer Byrne, Gerry Mc Cann & Michael
Gleeson

2. Project
This storyboard provides an overview of the design criteria
employed to develop an e-learning resource for instruction.
The instruction aims at providing the learner with the
necessary skills and knowledge to develop and maintain a
Penzu reflective journal in Mahara e-Portfolio.
The ADDIE instructional design model was selected to
develop the learning programme because the model
provides flexible design for online e-learning

4. Rationale
 Reflective journals promote deeper learning
 Provides feedback between the student and instructor
monitoring the learning progress
 Promotes analytical and critical thinking
 Enables students to identify areas that need improvement
 Reinforce the knowledge required for practical application

5. Aim
Provide the learner with the necessary skills and knowledge
to develop and maintain a Penzu reflective learning journal
and embed it into Mahara e-Portfolio

6. Audience
 The programme is designed for third level students
competent in the use of computers and users of social
network sites. This programme is designed for a first year
group completing an ordinary degree in Timber
Technology DT169
Their Needs ?
 Understand the content of reflective journal
 Realise the benefits of a reflective journal
 Internet access

7. Audience
Module: Jointing Techniques &
Furniture 1
Practical class were asked to keep
a diary of events and to write their
reflections regarding the production
and development of their coursework.
Students produced hardcopy of reflective diaries.
Students were asked and agreed to create and publish
their journals online.

8. Environment & Delivery
 The resource will be delivered using the
 Reasons for using this platform: Students have access to
Blackboard and are very familiar with using this platform.
 Many DIT Modules are delivered using Black Board.
 The resource shall consist of PowerPoint slides of
instruction, demonstration and self assessment questions
for the learner to monitor their own performance

9. Accessibility
DIT provides digital software called Read & Write 9
GOLD.
It provides comprehensive literacy support through a unique
set of features for the user with literacy or learning
difficulties.
The newer version is called Read Write 10 Gold.

10. Read & Write 9 GOLD
Read & Write 9 GOLD is a simple to use toolbar that
“floats” on top of any open application. Assistance can then
easily be called upon as the user works.
An image of the tool bar is shown below
This software allows the student to highlight text in many
different formats and listen to a narration of this text.
It also reads PDF documents.

11. Read & Write 9 GOLD
Some students read better from a coloured background.
The background can be changed to any of these colours.
Pages from books or magazines can be scanned and read by
the computer.
It also includes word prediction-as the user is typing Read
and Write Gold offers a predictive list for the next word that
it thinks the user wants-a little like predictive text on your
mobile phone but infinitely more powerful. .

12. New features of Read & Write 10 GOLD
Picture Dictionary to improve comprehension
Verb Checker to identify correct verb conjugations
Vocabulary Tool to expand vocabulary
Enhanced Text-to-Speech, Translator and Study Skills
Enhanced Speech Maker to convert text to MP3
Enhanced Screenshot Reader to read inaccessible text
Enhanced Homophone and Confusable words
http://www.edtech.ie/details.asp?ptid=20117&ID=15457

13. Assessment
Successfully published Penzu Journal embedded in Mahara

14. Constraints
Student
 Use of the technology
 Time for updating

15. Identify learning Units
 Unit 1 Introduction & Resources (FAQ’s)
 Unit 2 Navigation and use of journal
 Unit 3 Embedding into Mahara e-Portfolio

16. Identify subject matter of each unit
Unit 1 Introduction & Resources
 Learning Outcomes
 Rationale for learning journal
 Journal entries
 Content of journal
 Sample journal
 Resources
 FAQ’s
 Unit 1 progress self assessment

17. Identify subject matter of each unit
Unit 2 Navigation and use of journal
 Locating electronic journal Penzu on internet
 Adding content (Text, Video Links and Photographic
Material)
 Saving entries
 Reviewing entries
 Unit 2 progress self assessment

18. Identify subject matter of each unit
Unit 3 Embedding to e-Portfolio
 Locating Mahara e-Portfolio
 Identifying location for journal in e-Portfolio
 Embedding journal
 Up-dating journal on e-Portfolio
 Unit 3 progress self assessment

19. Select delivery method
Blackboard
Learn

20. Build content, Assignments, Assessments
The following slides provide an outline of lessons:
Unit 1 Introduction & Resources (FAQ’s)
Unit 2 Navigation and use of journal
Unit 3 Embedding into Mahara e-Portfolio

21. Unit 1 Introduction & Resources (FAQ’s)
Students were directed towards blackboard were they had
access to a Power Point presentation which gave step by
step instructions on:
The meaning of reflection.
Benefits of reflection.
Models used for reflections.
Advice on creating and keeping a journal.

22. Unit 1 Introduction & Resources (FAQ’s)

23. Unit 1 Introduction & Resources (FAQ’s)

24. Unit 1 Introduction & Resources (FAQ’s)

25. Unit 2 Navigation and use of Journal
Students were directed towards blackboard were they had
access to step by step instructions on:
Creating an account with Penzu.
Creating journal entries
Uploading photographic material to their pages.
Saving their work.
Publishing their work.

29. Unit 3 Embedding to e-Portfolio

31. Upload content and test operation
Upload to Blackboard Platform and test on sample
audience

32. Screen Shot of Blackboard learn +

33. Sample Student 1

36. Implement
Students were given an online questionnaire to find
out how user friendly our resources were.
Results of questionnaire/ online survey etc can be
viewed on our e-Portfolio pages

37. Evaluate
Learning Object Review
Instrument (LORI)

38. Bibliography
• Arkun, S. & Akkoyunlu, B. (2008). A Study on the
development process of a multimedia learning environment
according to the ADDIE model and students’ opinions of the
multimedia learning environment. Interactive Educational
Multimedia, 17, 1-19
• Biggs, J. & Tang, C. (2007)Teaching for Quality Learning at
University: What the student does. (Society for research into
higher education) England. Open University Press
• Boud, D., Keogh, R. & Walker, D.(1985) “Promoting
reflection in learning: a model.” In Boud, D., Keogh, R. &
Walker, D. (eds.) Reflection: Turning Experience into
Learning, New York: Nichols, 18-40,

39. Bibliography
• Clarke, A. (2011) How To Use Technology Effectively In Post-
Compulsory Education. USA. Routledge
• Finlay, L.(2008) Reflecting on ‘Reflective practice’. UK
http://www.open.ac.uk/cetl-workspace/cetlcontent/documents/4bf2b
• Levy, S. (2003) Six Factors to Consider when Planning Online
Distance Learning Programs in Higher Education. Online
Journal of Distance Learning Administration 6(1), 1-19

40. Bibliography
• Kennedy, G.E., Judd, T.S., Churchward, A., Gray, K. &
Krause, K.L. (20080 First year students’ experiences with
technology: Are they really digital natives? Austrasian Journal
of Educational Technology, 24 (1) 108-122.
http://www.ascilite.org.au/ajet/ajet24/kennedy.html
• Maier, P. & Warren, A, (2000) Designing learning
environments. In Integrating Technology in Learning &
Teaching. London: Kogan Page Limited.
• Schön, D. A. The Reflective Practitioner: How Professionals
Think in Action. New York: Basic Books, 1983

41. Bibliography
• Tam, M. (2000). Constructivism, Instructional Design, and
Technology: Implications for Transforming Distance Learning.
Educational Technology & Society, 3(2), 50-60.
• Visser,W. (2010). SCHÖN: Design as a reflective practice
issue 2 of Collection, on "Art + Design & Psychology," pp. 21-
25.
http://hal.archives-ouvertes.fr/docs/00/60/46/34/PDF/Visser_Collect