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Welcome
Welcome
Welcome! I am happy you stopped by my e-portfolio. This portfolio serves as a glimpse into my instructional design knowledge and skills. As you navigate my site, you will discover the various projects I have made in the Instructional Design program at Wright State University.
Again, I appreciate you for stopping by. Let's keep in touch!
Email me at lydia.seigrist@gmail .com
About the Author
About the Author
Hello, my name is Lydia Seigrist, and I am a teacher transitioning into instructional design. I am a self-motivated, hardworking, flexible team building individual who is passionate about providing individuals with quality designed instructional materials that develop and impact the learning experience. The skills I bring to the table are that I have nearly a decade of experience researching and implementing best practices in education to continually improve my educational and design skills while working with learners of all ages.
I hold a bachelor's degree in Middle Childhood Education with concentrations in Science and Social Studies with a minor in Deaf Studies and a master's degree in Instructional Design and Learning Technologies. My unique skills have allowed me to design content that keeps the needs of diverse learners in mind. Some of my most significant accomplishments include the following:
Designing a comprehensive and accessible interactive lesson on accessibility in education using Articulate Storyline 360
Designing a workshop on making online courses interactive driven by the community of inquiry framework that includes digitized web conferencing sessions, including synchronous and asynchronous session examples.
Earning a Quality Matters Certificate (APPQMR)
Conducted a 7-week evaluation of two learning management systems to make a final recommendation on which LMS will provide the university with higher participation rates for online courses. This evaluation included just-in-time training information with videos and screenshotted images, step-by-step instructions, and tool-for-tool comparisons for each learning management system. I chose to evaluate D2L Brightspace and Canvas.
As a lifelong learner and educational advocate, I'm excited for the opportunity to work with an organization/team that is just as passionate as I am about providing learners with the most interactive and user-friendly learning experiences.
To see a sample of my work, please select one of the following links
Master of Education in Instructional Design and Learning Technologies
Master of Education in Instructional Design and Learning Technologies
Program Overview
Program Overview
This program is designed with students in mind. All courses are entirely online, preparing learners to become highly trained instructional designers. The program seeks to arm learners with the tools to provide innovative teaching and training practices in education, corporation, and government settings. The program can benefit administrators, support staff, faculty developers, and adult educators.
Moreover, the course work covers the effective design and implementation of all learning environments (face-to-face, blended learning, and online classes), including research, theory, and research methodologies associated with becoming an instructional designer. Courses are designed using current research around effective pedagogies. Learners are provided with the opportunity to learn about effective teaching practices and experience them as a student.
Instructional Design Courses Overview
Instructional Design Courses Overview
IDL 7140: Learning Management Systems & Evaluations
Content Summary:
This course examines how we can integrate curriculum with educational technologies such as learning management systems and the knowledge/skills it takes to evaluate the quality of online courses. Learners participated in real-time training, earning a certificate in Quality Matters (QM) to apply the QM Rubric.
Reflection on Learning:
This course was by far the most challenging course of the program for me. Not only were we evaluating two separate LMS each week, but we were also evaluating five tools for each LMS each week. This course required excellent time management skills and extreme attention to detail. Before this course, I had never created just-in-time training. The feedback I received from this course has helped me exponentially become a better course designer. I learned that I am good at building images to make step-by-step graphics.
Additionally, I completed the Applying the Quality Matters Rubric certificate. The certification process was also very time-consuming because we had to use the QM Rubric to evaluate a course as a simulation of the actual course's peer review process. We had to access the course to see if it aligned with the QM standards and provide the instructor with feedback for improvements. I learned throughout the certification how to make my course more engaging and learner-focused. This class opened my mind to new possibilities within the instructional design field. It allowed me to learn new skills that I have enjoyed developing. Assessing learning management systems and then completing the QM certification simultaneously gave me a unique perspective to look at courses from instructors' and learners' perspectives.
IDL 7200: Professional Practice
Content Summary:
This course examines the professional responsibilities of instructional designers. IDs must consider intellectual property rights, ethics, managing online reputations, and professional responsibilities. This course has learners explore instructional design's ethical, legal, and political implications.
Reflection on Learning:
This course required me to complete a robust storyboard and then use my storyboard scenario to create an interactive professional development. First, I was pleasantly surprised at how many features the software had. I learned about states, triggers, creating master slides, and more. I used a free version of Storyline, so with the paid account, there is much more access to interactive features. It was challenging to use the free version because I could not access the program to make revisions to my work. Still, with the time frame, I had to write my robust storyboard and create my training.
IDL 7130: Making Online Courses Interactive
Content Summary:
This course examines the theory and practice of using educational technologies to ensure online courses include abundant interactions. The course consists of the knowledge and skills necessary to allow learners to demonstrate the design principles discussed throughout the course.
Reflection on Learning:
Before this course, I did have several opportunities to conduct web conferencing sessions. Still, I had never provided participants with interactions designed throughout the session. This class has taught me the importance of providing learners with interactions. The design of the session starts with the big idea and ends with students in real-time applying what they have learned. This class has been valuable to me in understanding how and why interactions are essential in online courses.
IDL 7151: Digital Professional Development
Content Summary:
This course allows students to use elements of instructional design and learning theory to create multimedia professionals developments materials. Students were tasked with creating professional development in their designated field.
Reflection on learning:
This course was about the adult learner, which starkly contrasts the pedagogical teaching methods I learned and utilized during my undergraduate studies. I understand how both teaching models benefit students, and I recognize that some elements of andragogy overlap with my experience working with younger learners. A primary example of this is that no matter the learner's age, they always need to know why they are learning something. Just spend some time in a preschool class and count how often the little ones ask you why? My primary takeaway from this course is that we need to focus on the six assumptions that drive andragogy and the need as an instructor to involve adult learners in the planning of the content of the course.
IDL 7240: Trends in Instructional Design & Technology
Content Summary:
This course focuses on the exploration of trends in the field of instructional design and technology. Students were tasked with writing a literature review, completing a coding form to categorize their research resources, and providing a brief workshop on the literature review process.
Reflection on learning:
I will be honest. This class was a struggle for me. I enjoy conducting research, but my battle with the course came from synthesizing my ideas about the research question I was trying to answer. I chose to discuss the effect audience response systems and retrieval practices have on students with low prior knowledge of the subject. In hindsight, a better fit for my research topic would have been to study the effects of gamification regarding retrieval practices for lower-level learners. Gamification would have provided me with more content to synthesize. Overall, this helped me improve my research and academic writing skills.
IDL 7230 Understanding Educational Research
Content Summary:
Students will conceptually explore different research methodologies in relation to educational technology and instructional design.
This course discusses the importance of educational research in instructional design.
Reflection on Learning:
This course taught me the importance of how and why we, as instructional designers, should conduct our research. We need to ensure that we are setting the parameters of our experiment correctly so that the reliability and validity of our experiment are not called into question. Education research is the foundation for how we design courses. Hence, the way we conduct research is of the utmost importance.
EDT 8110: Learning in a Digital World
Content Summary:
This course is an introduction to the research and science of learning. Learners are introduced to the relationship between learning theory and teaching practice and how digital technologies can enhance students' learning. Throughout the course, learners outlined and discussed the content from the book Make it Stick: The Science of Successful Learning, where they were asked to make personal connections from the chapter to their life/field of study. Additionally, they were asked to make suggestions for implementations for students and instructors.
Reflection on Learning:
This was my first course in the IDL program, and it was very eye-opening. It really made me analyze the way that I learn. I always felt that my "learning style" helped me learn the best, but this course/book made me realize that we learn through retrieval and practice. I had to make a shift in my teaching process because I was taught that learning styles are not an accurate model to use when teaching students. Learning styles are just learning preferences, meaning they do not always allow us to learn and retain the information in a way that allows us to recall.
EDT 8120: Instructional Design for Digital Learning
Content Summary:
Participants will learn the basic concepts and elements of an instructional design model. The course teaches the “backward design” approach and “alignment” to ensure that courses design focus on the “big ideas.”
Reflection on Learning:
Before this course, I would first write my learning objectives for a unit and design my content for the unit around those objectives. This course introduced me to using the concept of the 'big idea" and how to design units/lessons around them. Using the UbD model is not a copy-and-paste method. It is meant to be flexible and to get you to design beyond the standards/competencies mandated by the state or instructional institutions. This model helps us as designers to help students go beyond their surface knowledge to retain the information in their long-term memory. My design process has changed for the better due to this course.
IDL 7210: Applies Learning Theory
Content Summary:
This course introduces multimedia learning theory and how theory can be integrated into instructional design. The primary theories discussed in this course were the Cognitive Load Theory and the Cognitive Theory of Multimedia Learning.
Reflection on Learning:
This course allowed us to remember, describe and demonstrate our knowledge of educational theories by putting them into practice with a teacher lead video presentation. Prior to this course, I had only made simple screenshot videos with voice narration. I struggled with getting the greenscreen techniques in my on-screen appearance. Although the final production of my video for the course could have been better, I did take the skills I learned from this course and applied them throughout the rest of my time in the program. I am confident in my video editing abilities and have grown tremendously from my experience in this class.
IDL 7220: Instructional Design Concept
Content Summary:
Students will explore various instructional design concepts and theories and how instructional design theories can be applied to practice. Specifically, students explored the "ADDIE" process by analyzing a "need" and proposing a solution by designing training to address the need.
Reflection on Learning:
This course provided me with the opportunity to experience behind the scenes and begin the process of designing training. Knowing the needs of businesses, corporations, schools, and more is important before designing training. I learned the importance of having quantifiable evidence to justify if training is necessary because it goes beyond just saying there is a need.
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