AECT Standard 5
Research-Based Instructional Strategy and Treatment Report
Context and Conditions
The Research-Based Instructional Strategy and Treatment Report was designed and developed for EDET 703 in the fall of 2025 as part of my graduate studies in Learning Design and Technologies at the University of South Carolina. This project focused on the design and planning of a web-based instructional module titled Level Up: How to Think, Study, and Work Like a High Schooler, which is intended to support eighth graders transitioning into high school. The report outlines the instructional strategy, treatment design, and rationale for the module, which includes its use of a structured instructional sequence and linear navigation to support adolescent learners. The module itself was designed in RocketCake and incorporates principles of cognitive load theory and multimedia learning to create a clear, accessible, and developmentally appropriate learning experience. When completing this project, I used my experience as a middle school teacher, particularly my understanding of student needs related to executive functioning, study skills, and digital literacy.
I did not serve as the primary author of the written report, but rather my contributions focused on the planning and design components that informed the final product. These contributions align with elements of both the ADDIE (Branch, 2009) and the MRK (Morrison et al., 2019) models. The development of the site map and storyboard reflects the design phase of ADDIE, and the creation of the style guide connects to MRK’s emphasis on message design.
Scope
Role
This artifact was developed as part of a collaborative group project, and my role focused primarily on the planning and design components that informed the final report. I was responsible for creating the site map, style guide, and storyboard, which established the structure, navigation, and visual identity of the Level Up module. The site map defined the linear progression of the content, the style guide outlined key design elements, and the storyboard outlined the sequence of instructional elements. I also participated in the brainstorming and conceptual design discussions that shaped the instructional approach described in the report. While I did not serve as the primary author of the written report, my contributions were essential in developing the foundational structure and design of the module.
Instructional Design
This artifact reflects the MRK (Morrison et al., 2019) model’s emphasis on instructional planning, sequencing, and message design. The instructional strategy discussed in the report is rooted in cognitive load theory (Sweller, 2024) and Mayer’s multimedia learning principles. My contributions to the site map and storyboard directly align with MRK’s focus on structuring instruction in a way that supports learner understanding. For example, the storyboard shows a consistent instructional sequence of hook, content delivery, example, practice, and feedback. Additionally, the development of the style guide connects to message design, as it allows for clear and consistent presentation of content using specific color palettes, typography, and layout design.
This artifact also reflects the design phase of the ADDIE model (Branch, 2009), as it focuses on planning the structure, sequencing, and presentation of instructional content prior to the content’s development. The site map establishes the overall organization of the module, and the storyboard develops this structure by detailing how learners will interact with the content. While this artifact does not represent the full development or implementation phases, it provides a detailed plan that directs those phases. My contributions to these planning components show my ability to apply instructional design principles to create structured, learner-centered digital experiences.
Related Performance Indicators
AECT Standard 5 (Research): Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance.
Performance Indicators:
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Theoretical Foundations: Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communication and technology
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Method: Candidates apply research methodologies to solve problems and enhance practice
Reflection
This artifact demonstrates my ability to apply research to inform instructional design decisions, which aligns with AECT Standard 5. One of the strongest aspects of this project is the clear connection between established learning theories and the design of the instructional experience. The module is grounded in cognitive load theory (Sweller, 2024) and Mayer’s multimedia learning principles. My contributions to the site map, storyboard, and style guide show an understanding of how research can be translated into intentional and practical design choices. For example, the use of a linear structure, one concept per web page, and consistent layouts allows for the reduction of cognitive load. These decisions show my ability to use research as a foundation for creating an effective and developmentally appropriate learning experience. This artifact also shows my growth in understanding how research informs instructional design. I was beginning to learn how to connect theoretical frameworks to practical design decisions. This experience strengthened my ability to critically evaluate instructional strategies and to justify design choices using evidence from research and literature.
In retrospect, there are areas where this artifact could be strengthened. If I were to revisit this project, I would take a more active role in explicitly linking design decisions to research within the written explanation. Additionally, I would expand the artifact to include a larger range of perspectives, such as Universal Design for Learning (UDL) to further support diverse learners. Overall, this artifact represents my development as an instructional designer, showing my ability to begin applying research to design.