LDTC 605: Instructional Design Models
About the Course:
Instructional Design Models to Inform Learning Design
An examination of traditional and contemporary instructional design (ID) models. The goal is to articulate the fundamental principles of selected ID models, analyze the strengths and limitations of each, and apply the models to learning design. Topics include ID models such as ADDIE, Dick and Carey, Understanding by Design, Rapid Instructional Design, and SAM. Focus is on creating a design document that encapsulates all aspects of the instructional design process, from planning to implementation.
Unit 1 - Instructional Design Topic: Artificial Intelligence
Artificial Intelligence in Instructional Design
Artificial Intelligence (AI) is changing how we create and deliver learning experiences. Tools like machine learning and natural language processing make it easier for instructional designers to personalize lessons, support learners, and improve course content. AI helps tailor learning to fit individual needs and can make learning more engaging and effective.
How AI is Changing Instructional Design
Personalized Learning
AI uses data about learners to customize lessons. It adjusts the content to match each learner’s pace and preferences, ensuring they stay engaged and better understand the material.
Helpful Tools for Learners:
AI-powered chatbots and virtual assistants answer questions and provide support. These tools are like having a tutor available anytime, which helps learners and reduces the workload for instructors.
Improved Feedback and Data Analysis:
AI can quickly assess learner performance and give instant feedback. It also helps instructional designers make decisions by identifying patterns in how learners interact with the course.
Creative Support for Designers:
AI tools like ChatGPT assist with brainstorming ideas, writing course materials, and making content easier to understand. This lets instructional designers spend more time focusing on creativity and strategy.
Additional Resources
Artificial Intelligence in Education: Promises and Implications for Teaching and Learning by Wayne Holmes, Maya Bialik, and Charles Fadel
This book explains how AI is being used in education and what it means for teachers and learners.
“How AI Is Shaping the Future of Education” by eSchool News. This article explores how AI tools are transforming education, from personalized learning to advanced analytics.
Unit 2 - ADDIE
The ADDIE Model
Artificial Intelligence (AI) is changing how we create and deliver learning experiences. Tools like machine learning and natural language processing make it easier for instructional designers to personalize lessons, support learners, and improve course content. AI helps tailor learning to fit individual needs and can make learning more engaging and effective.
Overview of the ADDIE Model
The ADDIE Model is a systematic approach to instructional design that ensures the creation of effective and engaging learning experiences. It consists of five phases: Analyze, Design, Develop, Implement, and Evaluate. Each phase is integral to the process and contributes to achieving the desired learning outcomes.
Analyze:
Identify the learning needs, goals, and challenges of the target audience. This phase involves gathering data, defining learning objectives, and assessing constraints like time, budget, and resources.
Design:
Develop a detailed blueprint for the instructional materials. This includes creating learning objectives, selecting instructional strategies, designing assessments, and planning the overall structure of the learning experience.
Develop:
The Develop phase involves creating the instructional materials and resources outlined in the Design phase. This could include creating slides, videos, interactive modules, or assignments. For adult learners, materials should be concise, visually appealing, and accessible across different devices.
Implement:
In this phase, the learning program is delivered to the audience. Implementation for adult learners in higher education might involve synchronous online sessions, asynchronous content, or a hybrid model. Ensuring that all learners can access the content and engage effectively is key.
Evaluate:
Evaluation occurs throughout and at the conclusion of the process. Formative evaluation ensures the course is on track during development, while summative evaluation assesses the program’s effectiveness after implementation. For adult learners, this might involve gathering feedback through surveys or analyzing performance data.
Implications of the ADDIE Model for Instructional Design
The ADDIE Model helps instructional designers create effective learning experiences by providing a clear, step-by-step process. Its key benefits include:
Structured Approach
ADDIE breaks down the design process into manageable phases, making it easier to plan and execute.Learner Focused
The analysis phase ensures materials are tailored to the needs of the learners.Flexible and Iterative
Designers can revisit and refine earlier phases to improve the learning experience as needed.Clear Alignment
Every part of the design process ties back to specific learning objectives, ensuring a focused approach.Continuous Improvement
The evaluation phase provides data to measure success and guide improvements.Adaptable for Various Contexts
ADDIE works well across different fields, from corporate training to classroom education.
This systematic approach ensures that instructional design is purposeful, efficient, and responsive to feedback.
Strengths and Limitations of ADDIE for the "Setting Up WordPress and Elementor to Create a Landing Page" Minicourse
Strengths:
Structured & Goal-Oriented Approach: The ADDIE model provides a clear step-by-step framework that ensures the course is well-organized and aligns with learning objectives. Since this minicourse involves procedural learning, where learners must follow a specific workflow for setting up WordPress and Elementor, ADDIE helps maintain logical progression from basic to advanced tasks.
Alignment with Learning Outcomes: ADDIE ensures that each phase (Analyze, Design, Develop, Implement, Evaluate) ties directly into the desired learning outcomes. This is particularly important for an onboarding course, where consistency in training across different learners is essential for maintaining workflow standards at the agency.
Scalability & Reusabilty: ADDIE’s structured development phase makes it easier to create high-quality instructional materials, such as video tutorials and troubleshooting guides, that can be reused for future learners without major revisions. This ensures long-term efficiency in course maintenance.
Limitations:
Time-Consuming: ADDIE requires extensive upfront planning, particularly in the Analyze and Design phases. Since this minicourse is evolving and may require frequent updates (especially as WordPress and Elementor introduce new features), a rigid structure could slow down content adjustments.
Heavy Focus on Linear Progression: ADDIE works best for content that follows a clear sequence, but some learners may prefer a more exploratory learning approach rather than strict step-by-step instructions. While structured progression is important for new hires, allowing some flexibility in the Implementation phase (e.g., optional deep-dive sections or troubleshooting challenges) can help accommodate different learning preferences.
Potential Rigidity: While ADDIE includes an Evaluation phase, it is not inherently an agile model. This means that if major changes are needed mid-development, the structured approach may feel restrictive. To mitigate this, I am incorporating RID elements to allow for more frequent adjustments.
Unit 3 - Dick and Carey Model
The Dick and Carey Model
The Dick and Carey Model is a systematic approach to instructional design that provides a clear framework for creating effective learning experiences. Developed by Walter Dick and Lou Carey, this model emphasizes a step-by-step process to ensure all instructional components are aligned and contribute to achieving the desired learning outcomes. By following this model, instructional designers can identify goals, analyze needs, and create structured strategies to guide learners toward success.
Overview of the ADDIE Model
Here is an explanation of each step:
Identify Instructional Goals: Define what learners should know or be able to do by the end of the instruction.
Conduct Instructional Analysis: Break down the skills or knowledge required to reach the goals into smaller, manageable parts.
Analyze Learners and Contexts: Understand the learners’ current skills, prior knowledge, and the environment where the learning will happen.
Write Performance Objectives: Create clear, specific objectives that describe what learners should achieve.
Develop Assessment Instruments: Design tests or tools to measure whether learners meet the objectives.
Develop Instructional Strategy: Plan the teaching methods, activities, and materials that will guide learners to meet the goals.
Develop and Select Instructional Materials: Create or choose the resources and tools needed for the instruction.
Design and Conduct Formative Evaluation: Test the instruction on a small group to identify areas for improvement.
Revise Instruction: Use feedback from the formative evaluation to improve the instruction.
Design and Conduct Summative Evaluation: Evaluate the instruction on a larger scale to measure its overall effectiveness.
Implications of the Dick and Carey Model for Instructional Design
The Dick and Carey Model provides a step-by-step structure for designing effective learning experiences. It ensures all aspects of instruction—from understanding the learners to assessing outcomes—are considered. This model is particularly useful for creating detailed and well-planned courses or programs. By focusing on clear goals and evaluations, instructional designers can ensure their work meets learners’ needs and achieves desired results.
Strengths and Limitations of the Dick and Carey Model for the "Setting Up WordPress and Elementor to Create a Landing Page" Minicourse
Strengths:
- Clear Objectives: The Dick and Carey Model ensures that objectives for the minicourse, such as successfully setting up WordPress and creating a professional landing page, are well-defined and measurable.
Structured Process: The step-by-step approach aligns with the linear tasks of setting up hosting, configuring WordPress, and using Elementor, ensuring nothing is overlooked.
Practical Application: The focus on developing assessments and a hands-on project supports learners in applying their skills to a real-world scenario, reinforcing learning outcomes.
Customization for Learners: The “Analyze Learners and Contexts” step allows the minicourse to be tailored to the skill levels and needs of new employees, ensuring relevance and engagement.
Evaluation and Feedback: The emphasis on formative and summative evaluations ensures the course content and delivery are continually improved based on learner feedback and performance.
Limitations:
Time-Intensive Planning: The detailed analysis and design steps may require more time than is practical for a short, focused minicourse.
Limited Flexibility: The linear structure of the model might not adapt easily to spontaneous questions or unique challenges learners encounter during the hands-on project.
Resource Demands: Developing and testing instructional materials, such as video tutorials or detailed guides, can require significant resources, and I am the only person that runs my studio at this time.
Overemphasis on Assessments: While important, the focus on creating assessment instruments might take time away from refining creative elements in the minicourse, such as designing visually engaging landing pages.
Assumes Uniform Progression: The model might not fully account for the varying paces at which learners complete tasks, potentially leaving slower learners behind or faster learners unchallenged.
Unit 4 - Understanding by Design (UbD) Model
The Understanding by Design (UbD) Model
Overview of the UbD Model
The Understanding by Design (UbD) Model is an approach to curriculum planning that focuses on teaching for understanding. It is designed to ensure that learners gain deep and meaningful knowledge, rather than just memorizing content. The model was developed by Grant Wiggins and Jay McTighe and consists of three stages:
Stage 1: Identify Desired Results
This step involves setting clear learning goals. The instructional designer determines what students should know, understand, and be able to do by the end of the lesson or unit. This includes identifying key concepts and skills that are important for students’ understanding of the subject matter.
Stage 2: Determine Acceptable Evidence
In this stage, the designer decides how to assess whether students have achieved the desired learning outcomes. The assessment should measure whether students have gained the intended understanding and skills, and it can take various forms, including tests, projects, or performances.
Stage 3: Plan Learning Experiences and Instruction
In the final stage, the designer plans the specific teaching activities, lessons, and materials that will help students achieve the desired results. This includes designing engaging and effective learning experiences that allow students to explore concepts, practice skills, and prepare for assessments.
Implications for Instructional Design
The UbD Model has several key implications for instructional design:
Focus on End Goals: UbD emphasizes the importance of starting with the end in mind. By identifying the desired results first, the instructional designer can ensure that all learning activities and assessments are aligned with the learning objectives, preventing wasted effort and unnecessary content.
Assessment-Driven Instruction: The emphasis on developing assessments in Stage 2 before designing the learning experiences means that instructors can create assessments that directly measure students’ understanding of the content, leading to more effective feedback and instructional adjustments.
Active Learning: UbD encourages the design of learning experiences that engage students actively in their learning. It shifts away from a traditional, teacher-centered approach to one that promotes student-centered learning through activities that encourage exploration, collaboration, and application of knowledge.
Reflection and Adjustment: Since UbD includes the identification of desired results and assessment first, instructional designers can evaluate the effectiveness of their plans as they go, allowing for flexibility and adjustment. This iterative process can help make learning more meaningful and tailored to student needs.
Strengths and Limitations of the UbD Model for the "Setting Up WordPress and Elementor to Create a Landing Page" Minicourse
The Understanding by Design (UbD) model focuses on designing courses with clear outcomes in mind, using backward design to plan assessments and activities that support those outcomes. For my step-by-step, asynchronous minicourse, there are both strengths and limitations to applying UbD.
Strengths:
Clear Focus on Learning Outcomes:
The UbD model’s emphasis on defining learning outcomes first aligns well with the structure of my minicourse. Since the goal is for learners to develop specific, measurable skills like setting up WordPress and designing a landing page, starting with the end goals ensures that all activities, tutorials, and assessments are purposefully designed to support these outcomes.Alignment of Content, Assessments, and Feedback:
UbD ensures that every piece of content and assessment directly supports the learning outcomes. In this course, that means tutorials, quizzes, and the final project (a complete landing page) are all linked to what learners need to accomplish in real-world client projects. This alignment reduces distractions and keeps the course focused and efficient.Encourages Application and Authentic Tasks:
UbD is effective at promoting learning through real-world, authentic tasks, which fits perfectly with the practical nature of this minicourse. The final project of designing a landing page directly mirrors tasks learners will complete when working with clients, making the content highly relevant and engaging.
Limitations:
Time-Intensive Planning:
The UbD model requires detailed upfront planning to define outcomes, assessments, and aligned activities before development begins. For a self-paced, rolling-enrollment course like mine, this could be challenging because I will need to remain flexible to incorporate learner feedback and adapt to evolving tools and workflows.Less Emphasis on Iterative Improvement:
While UbD excels in creating well-aligned initial designs, it focuses less on continuous updates and revisions compared to models like ADDIE. Since this minicourse is asynchronous and open to various learners over time, regular feedback and iterative improvements are critical to keep the course relevant and effective.Potential for Overemphasis on Outcomes:
UbD’s backward design can sometimes lead to overly rigid instruction, where creativity and exploration are limited in favor of strictly achieving outcomes. Given the creative nature of web design, it’s important to balance structured guidance with opportunities for learners to experiment with different design choices.
Unit 5 - Rapid Instructional Design
The Rapid Instructional Design Approach
Overview of Rapid Instructional Design (RID) Approach
Rapid Instructional Design (RID) is an agile, flexible approach to creating learning experiences quickly and effectively. It focuses on collaboration, fast feedback, and continuous improvement, making it ideal for fast-changing environments like corporate or tech-based training.
RID streamlines design and development by reducing excess documentation and using iterative processes to produce practical learning materials efficiently.
Analysis and Needs Assessment
This stage focuses on understanding the learning goals and objectives by working closely with stakeholders and subject matter experts. Designers identify the critical skills and knowledge needed by learners and evaluate any existing resources that can be used.
Design and Planning
Designers create a blueprint that outlines the structure, content, and delivery methods of the instruction. The plan prioritizes simple, effective design and methods that actively engage learners. Designers decide on the format, instructional techniques, and assessments to be used.
Content Development
The instructional materials are created quickly, using a combination of newly developed and repurposed content. Resources such as videos, interactive modules, and simulations are common outputs. Collaboration among team members ensures the materials stay aligned with the design plan.
Prototype and Testing
A prototype or sample version of the learning materials is developed for testing. Feedback is gathered from learners and stakeholders to identify issues or improvements. This stage allows designers to refine the materials before full deployment.
Deployment and Iteration
The completed materials are delivered to the target learners. RID embraces an iterative approach, continuously collecting feedback, monitoring learner progress, and making ongoing refinements to the content. This ensures that the instructional materials remain responsive to learner needs.
Evaluation Maintenance
Designers continuously evaluate the effectiveness of the materials using performance metrics and feedback. The results are used to make updates and maintain the relevance and quality of the instructional content over time.
Implications for Instructional Design
Speed and Flexibility: RID speeds up development, making it ideal for changing needs.
Collaboration: Frequent feedback from stakeholders keeps content on track and relevant.
Continuous Improvement: Ongoing testing and updates improve the effectiveness of learning materials.
Minimal Documentation: Less focus on lengthy documentation saves time but requires good coordination.
- Challenges in Complex Settings: For high-stakes environments, RID’s lack of extensive documentation can be a limitation.
Strengths and Limitations of the RID Approach for the "Setting Up WordPress and Elementor to Create a Landing Page" Minicourse
Rapid Instructional Design (RID) emphasizes speeding up the course development process while still delivering effective and meaningful learning experiences. Given that my minicourse is practical and focused on onboarding, RID offers several strengths but also presents a few limitations.
Strengths:
Fast Development and Deployment:
One of the primary strengths of RID is its ability to quickly design and implement courses. Since my minicourse covers procedural, step-by-step tasks like setting up WordPress and using Elementor, RID allows me to focus on building practical modules and deploying them efficiently. This is especially beneficial given my busy schedule and the potential for rolling enrollment with new hires.Iterative and Agile Approach:
RID encourages frequent revisions and improvements, which aligns well with the evolving nature of web design and the tools learners will use (like WordPress and Elementor). As I gather feedback from learners, I can easily make adjustments to tutorials, troubleshooting guides, and project tasks without needing to overhaul the entire course.Focus on Practical, Real-World Learning:
RID works well for courses that prioritize hands-on, applied learning. Since my minicourse is heavily project-based, with learners designing a landing page as a final task, RID’s focus on delivering practical, real-world experiences ensures learners can quickly apply their knowledge to actual client projects.
Limitations:
Risk of Overlooking Detailed Planning:
The emphasis on speed in RID can sometimes lead to insufficient initial planning. For a course like mine, where learners need to master specific procedures, skipping or shortening the analysis and design phases could result in gaps in content or misaligned learning outcomes. To address this, I would still ensure that key outcomes and assessments are carefully mapped out before development begins.Potential for Lower Quality or Incomplete Content:
While RID focuses on quick development, there’s a risk that certain components, such as accessibility features or supplemental resources, may be rushed or overlooked. Since I aim to make the course inclusive for diverse learners, I would need to build in time for thorough quality checks and accessibility audits.Limited Emphasis on Theoretical Foundations:
RID focuses more on “doing” than on deep theoretical instruction, which may be fine for this practical minicourse but could be a limitation if learners need a deeper understanding of design concepts. To balance this, I can provide optional resources, such as articles or videos, that learners can explore to supplement their learning if needed.
Rapid Instructional Design is an effective approach for my minicourse because it allows for quick development and iterative improvements, which are essential given the practical nature of the content and the rolling enrollment structure. However, to mitigate the risks associated with rushing development, I would combine RID with elements of more structured models (like ADDIE or UbD) to ensure that learning outcomes, accessibility, and quality standards are properly addressed. This blended approach would enable me to maintain speed and flexibility without compromising on effectiveness or inclusivity.
Unit 6 - Successive Approximation Model (SAM)
Successive Approximation Model (SAM)
Overview of the Successive Approximation Model (SAM)
SAM is a flexible way to design learning experiences. Instead of following a step-by-step process like ADDIE, it focuses on trying things out quickly, getting feedback, and making improvements as you go. This makes it great for creating courses that need to be updated or adjusted often.
Stages of SAM
Preparation Phase
- Gather information about what needs to be taught.
- Brainstorm ideas and plan a general direction.
- Keep it short—don’t spend too much time planning before getting started.
Iterative Design Phase
- Create small test versions of the course (prototypes).
- Get feedback early and often.
- Make changes and improvements based on what works and what doesn’t.
Iterative Development Phase
- Fully develop the course but continue refining it as needed.
- Test with real learners and adjust based on their experience.
Implications for Instructional Design
- Faster Course Development – Instead of waiting until everything is finished, you can test small parts early and make changes along the way.
- More Feedback, Better Learning – Constant feedback helps make courses clearer, more engaging, and useful for learners.
- Fewer Mistakes – Since you improve things as you go, there’s less risk of creating a course that doesn’t work well.
- More Engaging Content – Testing and refining help make learning more interactive and interesting.
SAM works well for e-learning, digital courses, and projects that need frequent updates because it’s built for quick improvements and ongoing changes.
Strengths and Limitations of using SAM for the "Setting Up WordPress and Elementor to Create a Landing Page" Minicourse
The Successive Approximation Model (SAM) is an iterative instructional design approach that focuses on rapid prototyping, continuous feedback, and flexibility in course development. While it has some strong advantages, there are also limitations when applied to my minicourse.
Strengths:
Quick Development and Iteration – Since my minicourse is procedural and needs to be updated frequently due to evolving web design tools, SAM’s iterative design would allow me to test and refine modules continuously. This is useful for an onboarding course where feedback from new hires could quickly inform improvements.
Learner-Centered Approach – SAM emphasizes early and ongoing feedback, which aligns with my goal of refining the course based on learner performance. If learners struggle with a particular module (e.g., troubleshooting in WordPress), adjustments can be made quickly rather than waiting for a full evaluation phase.
Flexibility in Content Development – Unlike more rigid models like Dick and Carey, SAM allows for a more fluid, collaborative approach. This means I could create a minimum viable course and then enhance it based on real-world use instead of over-planning before launch.
Limitations:
Less Structure for Procedural Training – Because SAM focuses on rapid cycles of revision, it may lack the structured sequence that a step-by-step, skills-based onboarding course requires. My minicourse follows a logical flow (WordPress setup → Elementor basics → Landing page creation), and SAM’s iterative nature might disrupt that order.
Resource-Intensive for a Solo Designer – SAM works best in collaborative environments where multiple people contribute to content revisions. Since I am primarily designing this course myself, frequent iteration and testing may become overwhelming and time-consuming.
Potential for Incomplete or Disjointed Content – The emphasis on quick prototyping in SAM can sometimes lead to gaps in instructional flow if changes are made too frequently. A more structured approach like ADDIE ensures the full learning experience is mapped out before development.
Unit 7 - Learning Objectives
Learning Objectives
Course Learning Outcomes vs. Learning Objectives
Learning Outcomes
Learner outcomes, sometimes referred to as terminal learning outcomes or course goals, represent the broad, overarching targets of the course. They define the overall knowledge, skills, and abilities that students are expected to acquire by the end of the course. These outcomes provide a high-level roadmap, setting the stage for what successful learning looks like and guiding the design of content, activities, and assessments throughout the educational experience.
Learning Objectives
Learning objectives, which may also be called Unit, Module, or Weekly learning objectives depending on the course structure, break down the broad learner outcomes into specific, actionable steps. They outline the measurable and achievable tasks for each unit or segment of the course, providing clarity and direction for both instructors and students. These objectives ensure that each component of the course is aligned with the overarching goals, facilitating a structured and incremental approach to learning.
Examples from the "Setting Up WordPress and Elementor to Create a Landing Page" Minicourse
These learning outcome and objective examples come directly from the design of the “Setting Up WordPress and Elementor to Create a Landing Page” minicourse. The outcomes serve as broad, terminal goals that define the key skills and knowledge new employees at RJSmith Creative should have by the end of the course. The objectives break these goals into specific, actionable steps that guide learners through setting up WordPress and using Elementor. Together, they provide a clear end goal and a step-by-step path to achieve it.
Learning Outcomes Examples
Outcome Example 1:
Set up and configure a WordPress website on SiteGround hosting, including managing basic settings and essential plugins.
This outcome focuses on the complete process of establishing a functioning WordPress site, ensuring that by the end of the course, learners can independently manage the hosting environment, install WordPress, and configure necessary plugins.Outcome Example 2:
Install and use the Elementor page builder to design a responsive, functional landing page following client specifications.
This outcome emphasizes the practical application of using Elementor to create a professional landing page, ensuring learners can translate client requirements into a functional design that is both responsive and visually appealing.
Learning Objectives Examples
Objective Example 1:
By the end of the module on WordPress setup, learners will be able to navigate the SiteGround dashboard, initiate a WordPress installation, and activate at least two essential plugins needed for basic website functionality.
This objective is more granular, detailing the specific actions (navigating the dashboard, installing WordPress, activating plugins) that lead toward the overall outcome of setting up and configuring the website.Objective Example 2:
During the Elementor module, learners will complete a hands-on exercise where they add, customize, and style text, image, and button elements on a landing page template to meet predefined client requirements.
This objective outlines a specific task that builds the skill of using Elementor. It breaks down the process into clear, actionable steps (adding and styling elements) that contribute to the broader outcome of designing a responsive landing page.
Overview of Bloom's Taxonomy
Bloom’s Taxonomy is a framework that categorizes different levels of cognitive skills used in learning. It helps educators structure activities and assessments that move learners from basic recall of facts to higher-order thinking skills. It is often visualized as a pyramid, with each level representing a step in the progression of cognitive skills. This pyramid structure clearly demonstrates how each level builds on the previous one, moving from basic recall at the bottom to higher-order thinking at the top.
Create:
The highest level of Bloom’s Taxonomy, where learners combine elements to form a new whole, develop original ideas, or design innovative solutions.
Evaluate:
At this stage, learners make judgments about the value of ideas or materials based on criteria and standards, critically assessing arguments and solutions.
Analyze:
This level involves breaking down information into parts to explore relationships, identify patterns, and understand underlying structures.
Apply:
Here, learners use the information they’ve acquired in new and concrete situations, solving problems or executing procedures based on what they’ve learned.
Understand:
At this level, learners interpret, summarize, or explain the meaning of the information, ensuring they grasp the material beyond just memorization.
Remember:
This is the foundational level where learners recall or recognize facts, terms, basic concepts, or answers without necessarily understanding their meaning.
Unit 8 - Assessment Strategies
Assessment Strategies
Unit 3 of the "Setting Up WordPress and Elementor to Create a Landing Page" Minicourse
In this unit, learners will focus on creating a fully functional landing page using Elementor. They will explore how to customize templates, adjust typography and colors, and add interactive elements like forms and buttons. Emphasis will be placed on ensuring mobile responsiveness and following best practices for a professional-looking design. Learners will complete a hands-on project where they design a landing page based on a provided client brief.
Unit 3 Learning Objectives
Select and apply Elementor templates to structure a landing page. (ULO 1 aligns with CLO 2)
Customize typography, colors, and spacing to create a visually appealing layout. (ULO 2 aligns with CLO 2)
Integrate interactive elements such as buttons, forms, and navigation links. (ULO 3 aligns with CLO 2)
Ensure mobile responsiveness by testing and adjusting page layouts. (ULO 4 aligns with CLO 3)
Implement basic accessibility best practices in page design. (ULO 5 aligns with CLO 3)
Complete a landing page project based on a client brief and review it using a checklist. (ULO 6 aligns with CLO 2 & CLO 3)
Unit 3 Learning Activities
To help learners achieve the objectives for Unit 3, the following learning activities will be included:
Exploring Elementor Templates: Learners will browse and apply pre-built Elementor templates to understand how they can be customized. (Aligns with ULO 1)
Typography and Color Customization Exercise: Learners will modify text styles, colors, and spacing on a sample page to practice branding and layout principles. (Aligns with ULO 2)
Interactive Element Integration: Learners will add buttons, forms, and navigation links to their pages, ensuring functionality aligns with client needs. (Aligns with ULO 3)
Mobile Responsiveness Testing: Learners will use Elementor’s preview tools to check and adjust layouts for different screen sizes. (Aligns with ULO 4)
Accessibility Adjustments: Learners will apply accessibility best practices such as proper heading structures, alt text for images, and contrast checking. (Aligns with ULO 5)
Final Landing Page Project: Learners will create a complete landing page based on a provided client brief and review their work using a checklist. (Aligns with ULO 6)
Unit 3 Assessment Strategies
The following assessment strategies will be used to measure learner progress and ensure mastery of Unit 3 objectives:
Template Application Quiz: A short quiz will test learners’ understanding of how to select and apply Elementor templates. (Aligns with Learning Activity 1 & ULO 1)
Design Submission Review: Learners will submit a customized typography and color scheme for instructor or peer review. (Aligns with Learning Activity 2 & ULO 2)
Functionality Check: A checklist-based self-assessment where learners verify that their buttons, forms, and links work correctly. (Aligns with Learning Activity 3 & ULO 3)
Mobile Responsiveness Checklist: Learners will test their designs on different screen sizes and submit a reflection on necessary adjustments. (Aligns with Learning Activity 4 & ULO 4)
Accessibility Compliance Report: Learners will identify and fix accessibility issues in their landing pages, then submit a report outlining their improvements. (Aligns with Learning Activity 5 & ULO 5)
Final Project Submission & Feedback: Learners will submit their completed landing page and receive feedback from an instructor or peers based on a rubric. (Aligns with Learning Activity 6 & ULO 6)