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LDT 400X

Instructional Design Capstone Project

Download the Instructional Design Document

Week 1

DESIGN DOCUMENT REVIEW AND LMS DECLARATION

STATE YOUR LMS OF CHOICE AND WHY IT'S ABLE TO DELIVER THE CHOICE OF THE COURSE AS YOU ENVISION IT

I checked out Canvas LMS for this capstone project and was certain I wanted to use it until I did a lot of digging and found out that the free account may not support SCORM. I then researched Talent LMS and they seem to have more features than Canvas. I also really like the customization for the “look and feel” aspect of the learning environment. It feels as though I am still in the COSMIC XP portfolio site.

 

I am currently using Docebo at work, and after reviewing both Canvas and Talent LMS, it appears that Talent LMS has a very similar feel to Docebo. I have imported a test SCORM file and this seems to import easily and look as expected. I was a little concerned that the 5-Learner limitation for the free use may be exceeded in this class, especially with peer review access being a requirement; however, it seems that creating a dummy user account for this course is permitted, so I am satisfied with my choice.

 

HOW DOES THIS LMS CHOICE SUPPORT THE VARIETY OF ELEMENTS IN YOUR LESSONS?

  1. Talent LMS supports Discussion forums, much like this class, to encourage social interaction between students. As I have been a long-time student of online academia, I have found this method to be a consistent thread throughout all of my programs.

  2. Talent LMS has a link from another course feature. This creates ease of navigation and will allow the learner to revisit previously covered information if they choose to.

  3. While Talent LMS doesn’t have a specific syllabus or rubrics page, as Canvas does, I can still create one on the Home page to provide learners access to the syllabus information that learners need to easily access to assess course completion requirements, relevant due dates, rubric links or information, etc.

  4. Quizzes can be created in the course to test learner comprehension. I am still undecided as to whether I will create a final quiz in Articulate 360 or Talent LMS.

  5. Gamification is a feature in Talent LMS. I like the idea of considering how to use gamification to encourage learner engagement and friendly competitiveness.

  6. Even though Talent LMS has their version of an authoring tool which allows for video, audio, web content, and presentation file content; I will probably stick with Articulate 360 Rise as the authoring tool of choice.

 

 

DESCRIBE 3-4 LEARNING EXPERIENCES THEY ARE DELIVERING TO THE AUDIENCE AND WHAT THEY CAN EXPECT

  1. Learners will take a simple pretest survey to establish their current baseline score for managing emotions, which they can then compare their score improvement by taking a post-test survey upon completion of the course.

  2. Learners will be encouraged to engage in guided meditation techniques to take note of their parasympathetic response state, which they will use to compare against a sympathetic response later. There will be several voice-guided activities to practice self-regulation techniques.

  3. Learners will be encouraged to journal via guided self-reflection prompts.

  4. Learners can expect to test their cognizance of the topic via simulation-based knowledge checks throughout the course to facilitate topic retention.

  5. Finally, learners will be asked to share their experiences with other learners in a discussion forum.

Week 1

Week 2

COURSE GOALS AND KIRKPATRICK EVALUATION LEVEL 1

QR CODE FOR THE KIRKPATRICK LEVEL 1 EVALUATION

QRCode for Emotional Intelligence Learner Reaction Survey.png
Week 2

Week 3

COURSE OUTCOMES AND KIRKPATRICK EVALUATION LEVEL 2

LEARNING OUTCOMES/OBJECTIVES

This online course is to help adult learners learn and practice self-regulation techniques for better intra- and interpersonal experiences, both in their personal and work lives. By the end of this course, learners will be able to recognize emotional stimuli as merely information about environmental stimuli and which actions to take for successful self-regulation.

 

Terminal Learning Objective: By the end of this course, you will be able to describe and demonstrate practices for regulating your emotional states via an action plan.

 

After completing the lessons in this course, learners will be able to:

  1. Describe the difference between the sympathetic and parasympathetic nervous systems and their response characteristics.

  2. Perform a body scan and describe their findings.

  3. Describe the difference between emotions and feelings.

  4. List two (or more) vagal toning exercises and summarize their importance.

  5. Develop an action plan for self-regulation self-mastery and their reasons for prescribing each action.

 

LEARNING MATERIALS

Readable content, knowledge checks, videos, personal reflection exercises, quiz, external resources

 

ACTIVITIES/TASKS

WEEK 1

Lesson 1: Introduction to self-regulation, the vagus nerve, and the Parasympathetic vs. Sympathetic response systems. What is it? What information is in the response? Learn what your baseline (parasympathetic) feels like. Learn to perform a body scan.

  • Key Concepts Assessment: (Kirkpatrick level 2 assessment) 15 questions

 

Lesson 2: What are your emotional triggers (sympathetic response)? Learn what your emotions feel like without attaching a mental narrative to it. Practice neutrality. Use body scan technique to locate where uncomfortable emotions go in the body. Learn breathing techniques.

  • Summary Scenario: Simulation exercise – how will you respond to a disrespectful person?

 

WEEK 2

Lesson 3: Introduction to vagus nerve techniques to strengthen vagal tone: diaphragmatic breathing, humming, gargling, washing face with cold water, balancing gut biome, meditation.  Learn why they work.

  • Begin to Develop an Action Plan

 

Lesson 4: Introduction to other science-based emotional regulation strategies: reappraisal, self-soothing, attentional control. Learn why they work and techniques for practice.

  • Complete Action Plan

 

Final Quiz: Summary of concepts (85% passing score required)

Final Assignment: Upload Action Plan for review and coaching feedback

 

 

ASSESSMENTS

I created the assessment using Articulate Rise360. The assessment is embedded in the Rise360 content. Please follow the instructions below.

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Instructions for quickly navigating to the assessment:

  1. Visit the link provided below and enter the password exactly as shown: edX400X

  2. Click “Start Course”

  3. Use the navigation menu on the left to scroll down to Week 1 Assessment: Key Concepts and click the module in the navigation pane.

  4. For mobile devices, look for the hamburger menu (3 lines icon) near the top left of the screen just above my photo. Click it to open the navigation pane and follow the rest of the instructions.

  5. The Week 1 Assessment window will open to the instruction page.

  6. Click “Start Quiz”

 

Link to the assessment: https://rise.articulate.com/share/sEbgJxSEbXhjiOM5UpAgaIu6hoz8Ad1x

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TAKE THE QUIZ WITH A MOBILE DEVICE

The quiz can be taken on a mobile device using the following QR code. Please follow the navigation instructions above.

QR Self-Regulation Course.png
Week 3

Week 4

DEVELOP ASSIGNMENTS AND DISCUSSION PROMPTS

COURSE INFORMATION

Course Title: Emotional Intelligence: Self-Regulation

Course Link: https://cosmicxp.talentlms.com/learner/courseinfo/id:126

Course Login information:

  • Username: edXuser

  • Login: edXuser400X

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COURSE OVERVIEW

This is an introductory, informational course designed to teach you about self-regulation. You will learn how to recognize emotional signals from within your body the difference between emotions (physiological experience) and feelings (mental and emotional experiences). You will learn breathing techniques and vagal toning exercises. You will be introduced to science-based practices for the body that help to enhance your self-regulation.

 

DESCRIPTION OF OUTCOMES

This online course is to help adult learners learn and practice self-regulation techniques for better intra- and interpersonal experiences, both in their personal and work lives. By the end of this course, learners will be able to recognize emotional stimuli as merely information about environmental stimuli and which actions to take for successful self-regulation.

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Terminal Learning Objective: By the end of this course, you will be able to describe and demonstrate practices for regulating your emotional states via an action plan.

 

After completing the lessons in this course, learners will be able to:

  1. Describe the difference between the sympathetic and parasympathetic nervous systems and their response characteristics.

  2. Perform a body scan and describe their findings.

  3. Describe the difference between emotions and feelings.

  4. List two (or more) vagal toning exercises and summarize their importance.

  5. Develop an action plan for self-regulation self-mastery and their reasons for prescribing each action.

 

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CREATE AN ASSIGNMENT

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  • Learning Objectives from the IDD that this assignment will assess:  Describe the difference between emotions and feelings.

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  • Description of the assignment: The assignment consists of six questions that ask the learner to assess how his/her emotional reactions affect others.

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  • Instruction to learners for assignment:

    • INSTRUCTIONS: Download the Tuning Into Your Emotions Exercise assignment document below.  Answer all of the questions, then click to button below to upload it to the assignment area in the LMS by the due date: Monday, May 2, 2023, 11:00pm EST.

 

  • Guidelines for submission: Answer all of the questions, then click to button below to upload it to the assignment area in the LMS by the due date: Monday, May 29, 2023, 11:00pm EST.

    • Late Submissions: Late assignment submissions will prevent you from experiencing an engaging learning experience with your peers. Sharing learning is what makes it "sticky," which means you'll experience enhanced retention of the material by sharing what you've learned and reading what others have shared. Late assignment submissions will result in the delay of your coaching feedback and receipt of you certificate.

 

 

TWO DISCUSSION PROMPTS

Discussion Board 1 link: https://cosmicxp.talentlms.com/unit/view/id:2054

  • Indicate the learning objectives from the Instructional Design Document that this discussion will assess:

    • Describe the difference between the sympathetic and parasympathetic nervous systems and their response characteristics.

    • Perform a body scan and describe their findings.

 

  • Discussion Board 1 prompt and participation requirements: After you complete the Perform A Body Scan activity and complete the reflection questions, share your insights with the group. Answer the following questions:

  1. What did you learn from engaging in the activity itself?

  2. What did you learn about yourself during the activity?

  3. What specifically did you notice about being calm?

  4. In what way did this inform you about your parasympathetic baseline?

  5. What else would you like to share about this activity?

 

Once you submit your answers to the discussion board, respond to 2 other learners in the group. Compare your experience to theirs and share your thoughts about self-regulation so far.

 

  • Discussion Board Expectations: Active participation in the discussion board forums is required in order to successfully complete this course.  You will achieve higher levels of learning and topical mastery by engaging with your fellow learners in the discussion forum. This is based on a constructivist approach to learning, which proposes that all learners construct meaning through active engagement with their world.

 

All discussion posts should demonstrate respect for differing beliefs, cultures, race, gender preferences, etc. Disrespectful posts or bullying comments will not be tolerated in this course, and would be antithetical to the topic of study.

 

IMPORTANT NOTICE

  1. Using the phrase "no disrespect intended" or "respectfully" is not a legitimate substitute for respectful submissions. 

  2. Use evidence instead of personal attacks when you respond to a discussion board post with which you disagree.  

  3. Learners who disregard this requirement will be unenrolled from the course.

 

Assume the best intentions of your classmates.  If in doubt, please contact your course instructor about specific concerns. Course instructor email: carrie.slayton@accgov.com.

 

 

 

Discussion Board 2 link: https://cosmicxp.talentlms.com/unit/view/id:2055

  • Indicate the learning objectives from the Instructional Design Document that this discussion will assess:

    • Describe the difference between the sympathetic and parasympathetic nervous systems and their response characteristics.

    • Describe the difference between emotions and feelings.

 

  • Discussion Board 2 prompt and participation requirements: After completing and uploading the Week 1 Assignment, answer the following questions in this discussion board. Your entire post should be between 200-300 words. 

  1. After completing the "Tuning Into Your Emotions" worksheet, what connections were you able to make about you and your emotions and the impact your emotional state has on others?

  2. What lesson is to be learned by making this connection?

  3. This assignment followed the Examples of Low Emotional Intelligence are All Around Us activity. In way do you think your emotional impact on others related to the examples, if any, in that activity?

Once you submit your answers to the discussion board, respond to 2 other learners in the group. Compare your experience to theirs and share your thoughts about self-regulation so far.

 

  • Discussion Board Expectations: Active participation in the discussion board forums is required in order to successfully complete this course.  You will achieve higher levels of learning and topical mastery by engaging with your fellow learners in the discussion forum. This is based on a constructivist approach to learning, which proposes that all learners construct meaning through active engagement with their world.

 

All discussion posts should demonstrate respect for differing beliefs, cultures, race, gender preferences, etc. Disrespectful posts or bullying comments will not be tolerated in this course, and would be antithetical to the topic of study.

 

IMPORTANT NOTICE

  1. Using the phrase "no disrespect intended" or "respectfully" is not a legitimate substitute for respectful submissions. 

  2. Use evidence instead of personal attacks when you respond to a discussion board post with which you disagree.  

  3. Learners who disregard this requirement will be unenrolled from the course.

 

Assume the best intentions of your classmates.  If in doubt, please contact your course instructor about specific concerns. Course instructor email: carrie.slayton@accgov.com.

Week 4

Week 5

RUBRICS FOR ASSIGNMENTS AND DISCUSSIONS

FOR DETAILED INFORMATION ABOUT THE ASSIGNMENTS AND DISCUSSIONS BOARDS, VISIT WEEK 4 ABOVE.

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COURSE INFORMATION

Course Title: Emotional Intelligence: Self-Regulation

Course Link: https://cosmicxp.talentlms.com/learner/courseinfo/id:126

Course Login information:

  • Username: edXuser

  • Login: edXuser400X

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ASSIGNMENT PROMPT:

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  1. In the lesson, you should have downloaded a Word document called Tuning Into Your Emotions and Their Impact on Others (click the link to download the document).

  2. Answer each of the questions on the page, then click the upload button to upload the document.

    1. Read the rubric.

    2. Answer all 6 questions. (measurable)

    3. Provide an illustrative example that is clearly described for each answer to each question. (qualitative)

    4. You answer to each question should be more than 100 words. (measurable)

 

Defined Rubric Weighted Criteria (see rubric for descriptions):

Meets Expectations = 17pts

Tried to Meet Expectations = 13 pts

Did Not Meet Expectations = 8 pts

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DISCUSSION 1 PROMPT:

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Week 1 - Discussion 1: Body Scan Activity Reflections

Submission Expectations:

  1. Read the rubric.

  2. Answer all questions. (measurable)

  3. Provide an illustrative example that is clearly described for each answer to each question. (qualitative)

  4. You answer to each question should be between 200-400 words. (measurable)

 

After you complete the Perform A Body Scan activity and complete the reflection questions, share your insights with the group. Answer the following questions:

  1. What did you learn from engaging in the activity itself?

  2. What did you learn about yourself during the activity?

  3. What specifically did you notice about being calm?

  4. In what way did this inform you about your parasympathetic baseline?

  5. What else would you like to share about this activity?


Once you submit your answers to the discussion board, respond to 2 other learners in the group. Compare your experience to theirs and share your thoughts about self-regulation so far.

 

Defined Rubric Weighted Criteria (see rubric for descriptions):

Meets Expectations = 17pts

Tried to Meet Expectations = 13 pts

Did Not Meet Expectations = 8 pts

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Week 5

Week 6

OPENING PRESENTATION

SCREENCAST ASSIGNMENT

TITLE: How to Complete the Week 2 Scenario Simulations Walk-Thru:  https://youtu.be/W7IHsrikpZc

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REFLECTIONS

The screencast "How To" video mentions Week 2; Lesson 14, which is the focus of this video. The instruction in the video does point out that the activity will help the learner with the development of their Final Action Plan, which is the final project for this course, which aligns with all of the learning objectives.

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The video points out 2 prior activities which link to the Scenario Simulation activity, which is the focus of this video. The instruction for the scenario simulations emphasizes that this activity is for exploration only, and will not be graded. The strategy behind that is the assumption that the Learner is motivated to learn more about themselves so they can create a customized Action Plan for their personal growth. The most important discovery is that each scenario answer provides an explanation of where emotional intelligence could use improvement or is already in place. This helps the Learner with establishing a benchmark, or starting point, from which to measure their personal progress.

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I used the Articulate Replay tool to capture the screencast and the video editing. 

The video is 3 minutes in length.

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Week 6

Week 7

COURSE ACCESS AND PEER REVIEW

SCREENCAST ASSIGNMENT

TITLE: Course Concepts and Design Presentation.

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LMS ACCESS

Link to LMS: cosmicxp.talentlms.com

Login: edXuser

Password: edXuser400X

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ENGAGEMENT STRATEGIES

The engagement strategies are discussed at length in my Instructional 

Design Document on pages 34-35. I did not have enough time to discuss

this in the video with the prescribed time limit.

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SUMMARY OF COURSE EVALUATION

I used the OSCQR Course Design Review 3.1 scorecard to assess my course's content. I was pleasantly surprised to find that I met most of the criteria on the first run through.

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I found that in my course overview I did NOT indicate that the course was an online course which would have resulted in a “minor revision,” which I chose to immediately correct. I thought it was strange because if the learner is already in the course room, they already know it’s an online course. But it was a super easy fix.

 

Everything else was “sufficiently present” to the best of my understanding. The only thing I did wonder about is the Emotional Body Map image. My concern is that it could be construed as non-ADA compliant. So I reviewed the content to ensure that course content was not dependent on that, and here is what I wrote in the Scorecard Notes:

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“There is one image that uses color to convey meaning - in the lesson entitled "Needs Threat Assessment and Triggers". It is called the Emotional Body Map. However, the lesson content does not hinge on the meaning of this image, rather, the image supports the course material's suggestion that identifying emotions in the body is possible if we pay attention to our physiological sensations. The Emotional Body Map is included to demonstrate that peer-reviewed science has validated this assertion. The source is cited and can be found in the Week 2 Bibliography lesson.”

 

I think this speaks to the quality of the rubrics we’ve been given in this last course being so very detailed and specific. I followed them to the letter and as I conducted the assessment, I found that the learning activities in this course are in alignment with how a course should be built so that it meets online course assessment and industry standards.

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You can view my self-assessment results in the document below.

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Week 7

Week 8

MICROLESSON PROJECT SUBMISSION

INSTRUCTIONAL DESIGN DOCUMENT (IDD) PRESENTATION VIDEO

Below is the final presentation for the course my cohorts and I have been working on over the last year.

The IDD represents each class (100X-400X) in a separate section of the document.  This video presentation is my final project which explains my concepts through design decisions for the course I have created, which is entitled: Emotional Intelligence: Self-Regulation.

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​This is a 10-minute presentation video for my final project in the MicroMasters Instructional Design Course. In this presentation, I review the final Instructional Design Document, which outlines the course concepts through design of my course content and LMS. The course I created is called Emotional Intelligence: Self-Regulation and the LMS I used to house the course room is in Talent LMS. © Copyright 2022 by CosmicXP. May be used for educational purposes without written permission but with a citation to this source.

MY PERSONAL REFLECTIONS ON THE COURSE EXPERIENCE

As an adult learner, I can say this MicroMasters course series was a real stretch assignment. There were a lot of new tools to learn about and then a learning curve in which to use them for each week. I think we learned about a new industry tool each week.

 

I have gained valuable knowledge about how to streamline the process by using these tools. Even better was the links to YouTube “how to” videos to learn to use each of the tools. One of the more valuable tools was the rubrics makers, and the video/image optimization. I have already implemented these tools in my current role at work.

 

My course design conversations with stakeholders in my organization has grown more robust. A trainer in another department asked me some questions about course design, and I was able to succinctly give her some quick tips on improving her course. She responded with “Now I see what I need to do in my Poll Worker Training courses to make it even better. Thank you!”

 

Other extremely useful takeaways were the lessons on Creative Commons’ licenses and OERs. I didn’t even know open educational resources existed. Furthermore, I found the OER checklists valuable as a precursor to the OSCQR 3.1 scorecard tool, all of which will ensure my future courses meet ID industry standards without needing an expert in the field to be readily available. These checklists are a huge support tool in ensuring quality on a variety of levels.

 

But the biggest takeaway, is of course, the IDD as a tool itself. This document is so well laid out, I can see why it should be used in the generation of every course from this point forward.

 

I would be remiss if I didn’t share that I was also overwhelmed by the courseload in this last course. It seems the final project expectations changed dramatically between 100X and 400X. It was very challenging to complete while working full time during a holiday season, when I’d have rather spent my weekends enjoying holiday activities.

 

I am relieved, more than anything, to have completed the final project ahead of schedule so that I may enjoy the Christmas weekend. Despite my criticism, I do appreciate the time and value presented in each of the lessons in each of the courses. It was a valuable experience.

 

I think what I will do differently next time, is to storyboard out the content with an outline, and go through the entire IDD before I ever set my sites on designing a course in the LMS or authoring tool. I went through entirely too many redesigns, edits and revisions, and reuploads – much, much more than necessary. At one point, I was afraid I’d forget to upload the revisions. Again. Having all of the tools completed first will ensure fewer edits and redesigns.

 

Thank you for this valuable gift of knowledge, which will take my skills to the next level of value.

ADDITIONAL SCREENCAST VIDEO CREATED THIS WEEK

This week, I also finished the Learner Orientation video. I was concerned that with the discussion board assignments being outside the Rise 360 course content modules, it might confuse the Learners. I felt it was necessary to share a navigation tutorial so that learners would be best equipped to learn where the important navigation features were and how to reach out for help if they experienced issues.

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This is a 14-minute video, but it is very comprehensive and should set Learners up for successful course  completion. 

Week 8

©2023 COSMIC XP

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