Itpsi Reflection

Cynthia Stolpe
Reflection ITPSI Competencies
When I started this program, I didnt quite know what I was getting in to. My
employer at the time asked me to take it on to enhance my career in
continuing competency for Physical Therapy. My background prior to this
was in International Business so a masters in education didnt quite hit my
list of interesting degrees. Thats where I was completely wrong. This degree
more than fits with my career goals and ambitions, it is in line completely
with what I want to do. Over the last two years I have looked at the
psychology, instructional theories, business applications and user experience
applications of my degree. It aligns both with education and business
embodying the creative process and organizational behavior. To understand
better the competencies that I have learned I am going to reflect on my
education and compare it to the International Board of Standards for
Training, Performance and Instruction (IBSTIPI)(The 2012 Instructional
Designer Competencies, 2012).
Professional Foundations
The George Manson University Instructional Design and technology (EDIT)

program has a focus on the professional foundations of Instructional Design
(ID) profession. Every class we took expanded my view of the foundations.
They had us produce products in design, data analysis, research, and
reflection. I feel that I am better equipped to not only discuss ID, but to
present my thoughts in more formal communication. It has also given me
the opportunity to review other worked examples and constructively and
tactfully comment on those examples to improve fellow students work.
Many of my classmates come from an educational (K-12) background. They

have developed teaching goals, objective and curriculums, so have a
strength in course development. I on the other hand come from an
international business, customer service, and software testing background.
This means I had a sharper learning curve on the actual course design, if not
the psychology, theory and technology areas of the coursework. Though I
still learned a lot about behaviorism, Objectivism, and Constructivism, I
learned the most with content creation, and course activity design. I saw
improvement with course activity design and gamification of learning.
As mentioned above we looked behaviorism, objectivism, and Constructivism

(EDIT 704, 705, and 730) and all the learning theories under those specific
titles. The coursework focused on constructivist theories as the most
effective way to teach, but also the hardest to create. In our advanced
instructional design course, I came to the realization that all models are
wrong, but they have a strength in their ability to predict behavior. A
designer does what works within the constraints of time, budget, and buy-in.
We also took a hard look in EDIT 704 at the possible design processes we
may be asked to work with. We focused mainly on applying the ADDIE
process to ID. Once we learned the ADDIE process, we took that knowledge
and applied it in different ways. We applied it to agile project management,
user experience design, evaluation, and performance evaluation. I
particularly liked while working on any ADDIE model project, that the process
isnt linear, you overlap in many of the aspects especially the evaluation
portion. It allows you to do a PDCA (Plan, Do, Check, Act) process, to create
quality solutions.
Planning and Analysis
When looking at planning and analysis in the instructional design process,

you should take a mixed methods approach. You must look at qualitative
materials such as feedback from participants and stakeholders, and the
quantitative data such as demographics to fully create a high-quality course.
Every course in our education involved a clear planning and analysis portion
of the final project.
In our Captivate course (EDIT 575) we planned two separate courses. One
on an instructional intervention for employer and the other on a Web 2.0
teaching tool. We had to research our users and the demographics
associated with them then use this as the basis of the intervention we
designed.
Design and Development
Instructional design is a creative process in its nature. It requires

organization, psychology, theory, and creativity to engage learners in the
curriculum. In all of my courses the professors discussed the terrors we have
all experienced such as death by PowerPoint or treating adult learners like
children. We centered many of our designs on andragogy, and drew on the
strengths of our adult learners, namely their experiences to reinforce
learning, and promote correct transfer of the materials.
We stressed not only design and development of course materials and

innovative solutions to educational problems in the Educational Research
portion of the curriculum (EDIT 590) we developed a proposal for educational
research mixed with technology. Since I work in the technology field as a
software tester and my interest in communication in the tech field I focused
my research on downplaying the role of gender in computer mediated
communication in the tech sector. We had to design a full research study
including a literature review and deployment plan.
Evaluation and Implementation
One area of epiphany I had during my education was in the evaluation and
implementation portion of the IBSTIPI competencies. I was so fascinated in
my first Instructional Design course (EDIT 705) we went through all three
forms of evaluation of a course (specifically formative) while we were
creating our instructor guides. I enjoyed looking the evaluation process
across the whole design of curriculum. It made the creation process feel
more iterative, and allowed us to creatively and to analytically look at our
designs to create more than just an 80 percent solution.
I liked working across departmentally to create the strongest possible

solution for problems, and continuing evaluation even after the intervention
has been rolled out. Implementation is also an iterative process. During our
UX capstone course we focused our second semester completely on
evaluation and implementation. We went through a total of four different
versions of the learning app we developed to perfect the user experience
and testing and implementing the app with the client.
Management
Project management and organizational behavior play and important role in

the Instructional Design process. Every class we took made clear ties to the
professional world, teamwork, and development through the instructional
process.
When looking at the project management portion of the course, we had to

manage major projects in each course referring to the ADDIE process,
creating content, or managing timelines associated with real world
deliverables. Specifically, our capstone project (EDIT 732 & 752) focused on
the user experience process and creating a real educational project in a team
living across the country. Not only did we work with our client to create a
real-world solution to its problem with community creation and practice but
we were able to manage the different aspects of the projects using
technology.
Another aspect of the management process was applying EDIT to the

business world (EDIT 706). I was given the opportunity to write a business
case including the analysis and recommendations when working with
another real-world client. In this course, I worked with Utah State University
(a former employer) to create a training recommendation for a part time
student employee. It was a rewarding experience where we worked across
departmentally with the university to create a business solution for a real-
world problem.
Finally, in our project management class (EDIT 573) we focused on applying
the ADDIE process to the Agile project management process. My agile team
we worked with the Federation of State Boards of Physical Therapy to create
a web based continuing education site for organizations seeking continuing
education certification. This focus on the Agile process allowed us to more
clearly apply our education to management processes.
Works Cited
The 2012 Instructional Designer Competencies. (2012, September 20).
Retrieved May 9, 2017, from http://ibstpi.org/introducing-the-2012-
instructional-design-competencies/

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Cynthia Stolpe

Reflection ITPSI Competencies

The George Manson University Instructional Design and technology (EDIT)

Many of my classmates come from an educational (K-12) background. They

As mentioned above we looked behaviorism, objectivism, and Constructivism

Planning and Analysis

When looking at planning and analysis in the instructional design process,

Design and Development

Instructional design is a creative process in its nature. It requires

We stressed not only design and development of course materials and

I liked working across departmentally to create the strongest possible

Project management and organizational behavior play and important role in

When looking at the project management portion of the course, we had to

Another aspect of the management process was applying EDIT to the

The 2012 Instructional Designer Competencies. (2012, September 20).

Retrieved May 9, 2017, from http://ibstpi.org/introducing-the-2012-

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