Design and Development II:

During the Design and Development of Instructional Materials Section II (ETEC 644), we mainly cover the design and development through the Dick and Carey Model, yet we also incorporated other theories such as Kellers ARCS Model, John Sweller's Cognitive Load Theory, and Merrill's First Principles of Instruction. I found it fascinating how I could intertwine different aspects of all of the learning theories into one project and how useful and handy that was for my project. Using the Dick and Carey model as my base model helped shape my project into a well thought-out and functional training.    

Each of the models added additional functionality and productivity to my project, which made it successful. From the Dick and Carey model, I was able to pinpoint the sub-skills and the entry behaviors for the learners to be successful in this training. I enjoyed the sequential knowledge structure from Dick and Carey, which helped me clarify the learning objectives of my project (Dick, Carey, and Carey). From Kellers ARCS model, I used the Attention section to stimulate curiosity of Mediasite by adding a blurb about security, quizzing, how to share their videos with their students in Blackboard, and also a video that explains 3 Ways Mediasite Enhances Student Engagement. Similarly, John Sweller's Cognitive Load Theory was a critical part of my design process and helped me think of ways to minimize the amount of information the learner is exposed to during the particular lesson by helping me focus the information into small achievable goals and reduce the learning gaps in-between the steps (Plass, Moreno, & Brünken, 2010). From Merrill's First Principles of Instruction, where my training was task/problem-centered, and during the activation portion, I provided step-by-step instructional handouts using language and images faculty members are familiar with to build on information they already know. Also, the step-by-step instructions double as memory aids in the form of bolded keywords within the instruction (Merrill). 

I have to say that mixing the different aspect of all of the models was the most enjoyable part of this class which was also a challenge. At times I was stumped in certain aspects of the training I developed. Since my training was a self-guided training, I thought that my use of some of these models was going to be limited or I had no need to use them. By challenging myself and my preconceived ideas and by pushing myself to apply a mixture of learning models, it made my Mediasite self-guided training a richer and more enjoyable project to create. As a result, my test group was able to easily follow all of the steps needed to create and use Mediasite.  As the majority of the learners in the test group stated, the training was “crystal clear” or had little to no problem with the steps.   

Everything I learned in this class is something that will benefit me in the future. I gained skills as a developer of instructional materials and knowledge of all of the learning models and how I can integrate them in a project. All of these skills will be invaluable in my career as an Instructional Designer. The skills that I learned will help me become a better designer of learning materials while developing online classes.  

Kellers ARCS Model

Picture From: Purdue University Keller's ARCS model

John Sweller's Cognitive Load Theory

Dick, Carey and Carey

Picture From: Dick, Carey and Carey

 Course Flowchart

Description of The Project 

During the duration of the course, I created a self-guided training of Mediasite for Faculty members at California State University San Bernardino. Mediasite is a new tool available to all CSUSB faculty members that can be accessed through the faculty members' Blackboard accounts. The tool is a media server that can securely store instructional videos and allows faculty members to upload their videos, edit, and share them with their students. 


The training focused on the beginner skills that the faculty needs to get started using Mediasite. I also added additional training opportunities to explore other functionalities like adding quizzes and polling to meet the different needs of the faculty members. Therefore, the Beginner Mediasite Training is a key foundational training that all faculty members in CSUSB need to take to develop the basic knowledge to use Mediasite in their courses effectively. The self-guided online training is a crucial training program that will lead to future pieces of instruction. At the end of the self-guided training faculty members will be able to: 


  • Step 1: Using Blackboard, faculty members should be able to create their Mediasite accounts. 

  • Step 2: Using Blackboard, faculty members should be able to upload the videos they want to share with the class to the Mediasite library. 

  • Step 3:  A and B optional steps: 

    • A) How to edit videos in my Mediasite at the beginning and end. 

    • B) How to edit videos in my Mediasite at the middle and add transitions

  • Step 4: Using their blackboard accounts, faculty members will be able to show their uploaded videos from their Mediasite library to their students. 

During the creation of the training, the target audience defined the delivery method and the project as well as the learning materials that were developed. The learners in this training are highly educated CSUSB faculty members who have instructor-access to Blackboard. This is a large group with a wide age range of mixed nationalities and genders. The group members vary from Adjunct Professors all the way to Professors and some graduate students. The group had different technical skills, ranging from limited to advanced. The majority of the faculty members preferred a self-guided training and some preferred one-on-one training. All of the faculty members wanted access to the training materials at their own convenience. Regarding the type of instructional materials, faculty members wanted to have a mixture of handouts and videos during their training. 


As a result of the findings, the Media selection consisted of self-guided online training along with step-by-step handouts and videos providing the same instructions during the training. The handouts had added memory aids layered on top of them to make the process faster and allow the students to easily move through the content without the need to read each word in the steps. I used Camtasia to develop the training videos since the use of this technology in the classroom has been shown to be 57.1% more effective because of the step-by-step 'teaching' approach (Blevins & Elton, 2009). 

After the evaluation phase of the project, there were some changes needed to improve it. These changes included spelling errors, navigation, and chunking of the displayed information on the page. The overall design of the learning content and the mixture of learning materials was successful with the target audience


Blevins, A., & Elton, C. W. (2009). An Evaluation of Three Tutorial-creating Software                             Programs: Camtasia, PowerPoint, and Mediasite. Journal of electronic                                 resources in medical libraries, 6(1), 1-7.

M David Merrill, Educational Technology, First principles of instruction, Research and                         Development; 2002; 50, 3; ProQuest Education Journals pg. 43