ADDIE FRAMEWORK FOR THIS PROJECT

• Analysis: Analysis began in project meetings for a graduate level course at Purdue University Global. The team requested me to design something that would have the learner “break through” barriers of disengagement and passive learning. Recent adult learning theory suggested that the type of project we sought to create (AI-driven, scenario-based, sequential escape rooms) directly fostered motivation and active learning. The specific goal for this project was the identification of ethical, legal, cultural, and historical implications and the assumptions related to psychological testing and assessment.
• Design: The design phase occurred over approximately 6 weeks during which time the SME (subject matter expert) explained her vision for the project and I delineated the tools (Vyond, Synthesia, & Storyline 360) I wished to use to execute her vision. We also gave weekly updates to our project team and fine-tuned the design based on their feedback. Finally, there was a formal editorial process where a professional editor evaluated my entire design.
• Development: In Synthesia, I generated a realistic avatar to introduce the entire project. I then integrated the same Synthesia avatar into Vyond animated introductions for each of the escape rooms to create a blended, visual experience (animation + human-like avatar). Finally, I used Storyline 360 to assemble all the media, input the questions for each part of the project, and add triggers for seamless flow. The final deliverable was a 65-slide interactive project with 6 escape rooms.
• Implementation: Implementation was handled by instructors after I completed the design and implemented it into the LMS (Learning Management System). The new course migrated into the live term and was taught by instructors of the course. My instructional design was among the components of the new course.
• Evaluation:
  • Formative: My instructional design was the subject of rigorous formative evaluation throughout the design process. The SME consulted with me on every aspect of the design including my choice of images, animations, and wording. I was required to present my progress in weekly meetings and to process feedback from the project team. There was a formal editorial process where a professional editor evaluated my entire design.
  • Summative: This type of evaluation occurred via student/instructor data and specific requests from the SME with whom I worked on the design. Regarding the former, students and instructors both found the design engaging and helpful in understanding the topic. Regarding the latter, the SME was so pleased with the results of the design that she suggested we present it at an academic conference and co-author a scholarly paper about it.