Time-Blocking Intro Module

One of my main focuses while creating this course was making sure it reacted to users' pathways. So when you choose a pathway, the course has different variables and triggers firing off to make sure it knows where you've been, and reacts accordingly. It may be a traditional course, but it's got a lot going on behind the scenes. 

Using Adobe's Suite of software, I implemented self-narrated, edited, and animated videos for the course's main mode of content transfer. These custom videos and animations, combined with the course, show both my skill as a video producer and as an instructional designer. 

I had the challenge of applying Vygotsky’s theories of social learning to a course that is self-paced and has no instructor-student interaction. So in the assessment part of the module, I had a question that asked the learner to define time-blocking in their own words, and then after they submitted it, they could compare their response to the “expert’s” response in order to simulate that instructor-student interaction.

The survey asked students to think about what they wanted out of the course and encouraged them to create their own three goals for the course. It also asked them to think critically about their current productivity habits. Adult learning theories tell us that adults have trouble making meaningful changes without self-reflection, so I wanted to emphasize that in an introductory module for a course. To promote autonomy, a best practice for adult learners, I allowed them to also print out a .pdf version of the survey.