AECT Standard 2
Level Up: How to Think, Study, and Work Like a High Schooler -- Web-Based Module
Context and Conditions
The Level Up: How to Think, Study, and Work Like a High Schooler web-based learning module 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 module was designed to help middle schoolers transition to high school by supporting the development of effective academic habits. For this project, I applied instructional design knowledge and skills such as writing and aligning objectives and organizing content in a way that is appropriate for middle school students. The project also required my skills in web design and developing graphics. Additionally, my background working with middle school students for several years helped inform the content that was selected and incorporated into the module.
The development of the module was primarily guided by the MRK (Morrison et al., 2019) and ADDIE (Branch, 2009) models and utilized learning theories such as Universal Design for Learning (UDL) and cognitive load theory (Sweller, 2024) to support accessibility and present content in a way that avoided overwhelming students. The instruction was organized into sequenced sections with easy-to-understand navigation. The instructional module was built using RocketCake and was deployed using USC Create.
Scope
Role
This artifact was a part of a group project with Sydney Carroll. While she and I initially came up with the idea of the module, theming, and objectives together, we served different roles in the design and development of the module. Namely, Sydney wrote the treatment report for the web module and created the outline of content, and my primary role was to work with RocketCake to develop the final product based on the design documentation she wrote.
Instructional Design
This artifact reflects elements of the MRK model (Morrison et al., 2019), including the analysis of learner characteristics, identification of felt needs, and development of aims and goals. The module was designed around a specific and clearly felt need: middle school students requiring explicit instruction in forming good academic habits. After this need was identified, the aims and goals were developed and translated into learning objectives. The module also reflects the MRK model’s emphasis on learner characteristics, as all design decisions were shaped by both Sydney’s and my understanding of middle school students, their attention spans and developmental levels, and their need for clear structure.
This artifact also reflects elements of the ADDIE model (Branch, 2009), including the differences between design and development activities. During the design phase, we identified learning objectives, planned instructional content, and determined how students would demonstrate understanding through assessment activities. The artifact itself most clearly represents my work on the project in the development phase. Development decisions included building consistencies with navigation, organization, and visual design using storyboards and a sitemap.
Related Performance Indicators
AECT Standard 2 (Content Pedagogy): Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.
Performance Indicators:
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Creating - Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.
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Using - Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.
Reflection
This artifact demonstrates my ability to apply instructional design principles in a structured and intentional way in a larger-scale project. As this project was completed later in my graduate program, it reflects a more mature, though still developing, understanding of instructional design. While developing the module, I was relatively comfortable applying models such as ADDIE and elements of MRK to shape decisions about learner needs and instructional strategies. The module reflects deliberate decisions about organization, navigation, and supporting learner needs that are based on instructional design theory. For example, the module is organized into sections based on the different skills students need when transitioning into high school. Each section follows a consistent structure with an introduction, examples, and opportunities for reflection, which allows for predictable navigation for learners. Additionally, learners can move through the module at their own pace using the navigation buttons, supporting self-directed learning. This artifact aligns with AECT Standard 2 because it demonstrates my ability to apply pedagogy in the design and development of a technology-based learning experience. The design of the module reflects the “creating” performance indicator, as I developed structured learning activities intended to improve students’ readiness for high school. Additionally, this module reflects the “using” performance indicator, as it implements educational technologies, in this case a web-based, self-paced module, to deliver content in a way that supports learner engagement.
In retrospect, while this artifact represents a strong example of my instructional design skills, it also shows where my understanding is continuing to develop. At the time, I focused on creating well-structured instruction, which I see as a strength of the module; however, there are parts of the module I would revise. For example, I would incorporate more opportunities for learner choice by allowing students to select which skill they want to focus on first based on their own needs. I would increase interactivity by adding scenario-based activities, such as having learners choose how to respond to common high school-related challenges. Additionally, we could have incorporated evaluation into the development of the module. As it was not part of the project requirements, we did not conduct formative evaluations during the design or development of the module, and I believe that could have helped us with the quality and effectiveness of the module and with staying aligned with the instructional models we are trying to follow. A one-to-one evaluation with a middle school student who is preparing for high school could reveal if the language and objectives were appropriate for the target audience. Additionally, a small-group trial could help us gain insight into which sections students found helpful or engaging and which ones they found long or unclear. Though, compared to earlier projects, such as my instructional design module for EDET 722, this artifact reflects more intentional alignment and a clearer connection between instructional design theory and practice. For example, I applied principles of cognitive load theory (Sweller, 2024) by organizing content into manageable sections and using consistent formatting throughout the module. It also demonstrates my evolving ability to design effective technology-supported learning experiences.