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The development process takes the parameters established in the design and turns them into an actual product or event of some sort. Perhaps one of my greatest personal growths with regard to development is coming to a realization that development does not necessarily happen in strict linear succession to the design process. In my professional background, often once the design process completed, the project would be handed off to a development team. Prior to that transfer of responsibility, the instructional design team would seek approval on the design. Once that approval was in place, there was limited flexibility in terms of making adjustments along the way.

The ITMA program has taught me that the process of designing and developing instruction is an iterative one. Even with the best planning, changes may need to be made as a result of issues encountered in the development process or even further down the line in terms of evaluating instructional effectiveness.

Whereas the design process establishes the blueprint for what is being built, the development process brings the design to life.

The AECT breaks down the development process into the following sub-domains:

  • Print Technologies
  • Audiovisual Technologies
  • Computer-Based Technologies
  • Integrated Technologies

For complete details of the AECT standards, view the Initial and Advanced Standards.

The following content provides evidence of my competencies in each of these areas.

2.1 - Print Technologies

This area primarily covers materials intended for print, including text, graphic, and photographic products.

Handout: On the Floor Activity: Interaction Expectations (Project & Report course)
While my final project in the Project & Report course was a multimedia program in the form of a Virtual Store, there were some print components. This document is an example of a portion of the program in which the learner is instructed to print the document, read it, and have a conversation with her/his manager for further information.

Handout: On the Floor Activity: Product Scavenger Hunt (Project & Report course)
This is another example of a printed document that was actually part of the Virtual Store instructional program. At a certain point in the program, the learner is asked to go to the sales floor in her/his physical retail store and locate a number of core product categories to become familiar with their location in the store. After doing so, the learner must give the completed checklist to her/his manager for feedback and any additional information.

2.2 - Audiovisual Technologies

This area includes materials that present auditory and visual messages.

Bookshelf Project (Digital Video course) [Requires Windows Media Player - includes audio]
For my second digital video project, I developed a video demonstrating the basic steps involved with putting together a typical ready-to-assemble bookshelf. The planning process involved identifying the topic to be covered and the instructional goal and documenting a list of planned shots and audio scripts. I then developed the sets to be used for the video. I then used a Sony Handicam MiniDV camcorder to record the video and Adobe Premiere Pro CS4 to edit the video and Adobe Soundbooth CS4 to edit the audio, resulting in this final product.

2.3 - Computer-Based Technologies

This sub-domain covers instructional materials created for delivery on a computer.

Triple-S Training - Multimedia Instructional Program (Multimedia Authoring course) [Requires Adobe Flash Player 10 - includes audio]
This is a multimedia instructional program that I created in Flash. The goal of the program is to instruct employees on how to use the Triple-S online application for reporting payroll hours and managing vacation time. In the actual environment, the course would be made SCORM compliant and loaded into the company's Learning Management System (LMS) for deployment; however, since the LMS is unavailable in this portfolio environment, this link allows you to access the course directly. While the course is functional, this inhibits bookmarking functionality and other resources that would be available to the learners in the actual learning environment.

2.4 - Integrated Technologies

This area includes hypermedia environments and learning solutions that provide different degrees of learner control, high interactivity, and integrated audio, video, and graphic elements.

Virtual Global - Multimedia Instructional Program (Project & Report course) [Requires Adobe Flash Player 10 - includes audio]
This is a multimedia instructional program that I created in Flash. The program is a sort of hybrid mixture of a game and a simulation. The goal of the program is to train newly hired retail associates on the key knowledge and tasks required of them during the first 30 days of hire. My employer uses a very similar program for new hire training - a program which served as inspiration for my project. I am particularly proud of this project because I was able to create a solution on my own, in a single semester - a solution similar to one that my employer spent over $150k and two years to create. The program fits within the category of Integrated Technologies because of the following:

  • It places the learner in a virtual store environment in which he/she can explore various new hire training topics at his/her own pace.
  • Instructional objectives are grouped into three primary categories, which correspond to three "scores" that are tracked during the program. These same scores are the three areas against which associates are measured in the actual performance environment.
  • As the learner makes decisions during the game, the scores are automatically adjusted to reflect his/her performance in these three key areas.
  • The program uses a virtual store environment as the primary user interface, with the instructional objectives mapped to individual modules that the user accesses by interacting with virtual people and parts of the virtual store.
  • Some modules include print-based documents that the learner must print and complete in the physical store environment along with a discussion with the learner's manager for feedback and further instruction.

NOTE: It may take a few moments for the Virtual Global program to load, depending on your connection speed.

Seels, B. B., & Richey, R. C. (1994). Instructional technology: The definition and domains of the field. Washington, DC: Association for Educational Communications and Technology.