High-Fidelity Prototype

Description/Overview
The Online Course Design Fundamentals course created within the Blackboard
learning management system is the fully operational and robust high-fidelity
prototype. The high-fidelity prototype was created based on the design of the
low-fidelity prototype, but also incorporated new components (i.e. learning
activities, discussions, interactive assessments) based on peer usability
evaluation feedback. The high-fidelity prototype was designed for users to
have the ability to progress through the course in a self-paced manner and to
allow for usability freedom/control to access resources and activities in any
particular order. Taking into account users of differing backgrounds and
experience with online course development I created each module to progress
and build upon each other, carefully scaffolding content into more easily digestible segments. A
variety of course resources (discussion forum, interactive activities, reflective journal) were
utilized in the course to allow for differentiation and interactivity.
Skills Gained
The skills I gained from the creation of this assignment was the ability to apply educational
pedagogy and research design to this online training program to create a fully functional and
robust online course. AECT Standard 3 is specifically addressed in this assignment, as the online
training course was created based on instructional design best practices (i.e. Merrill’s Principles
of Instruction and scaffolding), and the use of a variety of sound resources, such as interactive
activities/videos/discussions to support learners in an online environment. I learned the
importance of implementing multiple assessment strategies, such as discussions, self-reflection
journal, and interactive storyline activities within the course to help assess and evaluate the
instructional design of the course and help improve future iterations. I also learned the importance
of effective management of the course within the LMS, specifically making sure to implement
content in a consistent format across all four learning modules and ensuring resources are clearly
labeled with appropriate directions on how to access each resource and activity. Lastly, I realized
that in order to foster a learning environment that promotes diversity and good ethics, I must
incorporate interactive social components like discussion forums and reflective pieces that do not
discriminate.
Lessons Learned
This assignment made me realize that there is an incredible amount of preparation, research, and
work that goes into the development of a sound online learning course and environment. Every
resource and learning activity has to be used in a methodical way and must be backed by
educational pedagogy to ensure it adds value to learners and provides an effective online learning
experience. It is also incredibly important to create and design instructional content that is suited
to diverse learners and implement a code of ethics, which is something I will make sure to
implement in course design in the future.
Impact/Importance
This assignment made me reflect on my own practices of implementing educational resources and
technological tools in courses I design in practice. In the future I will refer to educational
pedagogy and instructional design best practices to choose the best educational resources to
promote learner engagement and help learners succeed in obtaining the critical thinking skills
necessary in professional practice.
 Full length walkthrough video:
View the full walkthrough video of this training course in Google Drive. Concordia
University of Chicago members can view this video with the link provided.
Home Page Part 1
The home page displayed once the user logs in and accesses the course is the
“announcements” section with the Blackboard learning management system. The course
navigation can be viewed on the left-hand section of the screenshot below, with navigation items
listed first at the top with Announcements, Learning Modules 1-4, and Course Tools underneath
(course resources, eMail, and My Grades).

Menu Navigation
The left-hand menu navigation is shown in full screen below. Home page login is at the
top and then each learning module proceeds in chronological order. Course tools area provides
students with fast and easy access to course documents and tools.
 Home Page Screen Part 2
Once the user logs in and scrolls down the login homepage of the course they will see the
course facilitator information listed along with a brief biography of the individual.

Module 1
Once clicking module 1 learners will land on the page below, which displays the module
overview, resources, and course introductions activity for the module. Clear directions are written
to explain access to each resource and course activity for fast access and/or download.
 Module 1: Course Design Infographic in Articulate RISE
After the user clicks on the “Course Design Infographic” link it will direct them to an
Articulate RISE presentation that illustrates a graphic with the members of the online course
design team (ID, SME, and IT). The informational call out buttons provide an interactive
experience to the learners and explain each role of the subsequent team member in the course
development. The learning infographic opens in a new tab so once the learner is done they can
exit out of the screen and go back to Blackboard.
 Module 1 Resource: Sample Course Development Timeline
The following screenshot is the sample course development PDF resource available to
download and view within Blackboard. The sample Gannt chart illustrates the course
development process as a whole and how each module has its own designated time period within
the project. The project timeline also gives a visual presentation of the course development period
of 17-weeks.
 Module 2
Module 2 layout is still the consistent format as the previous module, but includes a
reflection journal activity for each participant to complete. The module still has the same overall
format with the course overview, resources, and activity. Each resource listed is clear, concise and
shows the link resource that’s underlined to show a hyperlink is available for that section.

Module 2 Resource: YouTube Video

 The YouTube resource is linked to this webpage and provides a quick overview of using
Bloom’s Taxonomy to write measurable learning objectives. The resource is from John Hopkins
University and is a concise microlearning video explaining the importance of writing measurable
learning objectives to measure student achievement.

Module 2 Resource: Bloom’s Taxonomy PDF

Bloom’s Taxonomy document is listed below with the example verbs for Subject Matter
Experts to determine what verb is appropriate to use. Not only are the verbs listed, but users can
visually determine the student learning levels to be achieved based on the verbs being used for the
learning objective.

Module 3
 Module 3 covers the Online Course Planning Outline in depth and includes a variety of
resources that allow users to interact and learn about the content, as well as providing examples to
help brainstorm ideas. This module still follows the same consistent format and maintain easy
access to documents and resources.

Module 3: Interactive Graphic Activity in Articulate RISE

 The interactive graphic in Articulate RISE is another resource that allows learners to
delve deeper into the content deliverable. Learners will see first hand what the Online Course
Planning Outline looks like and have the ability to download one for completion after the training
is complete. The interactivity is within the call out sections of the graphic, which explains what is
required in each area.

Module 4
Module 4 still contains the same consistent layout and format as the other three modules.
Th only difference in this module is that it includes a Storyline SCORM file embedded in the
course which the user participates in an interactive activity. The learner enters their response to
three sections within the Online Course Planning Outline and receives immediate feedback on
their response.

Module 4: Online Course Planning Outline Activity in Storyline

The Online Course Planning Outline Activity opens up in a new window which is
displayed below, which is the activity the learner will participate in. The three sections to be filled
out are separated into three slides to allow for personalized feedback. The text entry box is
indicated on the screen to type in a response and the submit button is clearly visible. An exit
button is added to the course design of this activity to allow learners to easily exit the activity at
any point.