INSTRUCTIONAL DESIGN
This project showcases an online course I designed in Canvas titled Introduction to Special Education. Created as part of my Master’s in Educational Technology at the University of Delaware, the course is aimed at pre-service educators and professionals seeking foundational knowledge in special education. Grounded in Gagné’s Nine Events of Instruction, Universal Design for Learning (UDL), and differentiated instruction, the course integrates multimedia content, interactive quizzes, and reflective assignments to support diverse learning needs.
AECT Rubric Evaluation
AECT 2.2
Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.
The Introduction to Special Education course was designed using Gagné’s Nine Events of Instruction to sequence learning in a way that supports cognitive development. Content delivery is informed by best practices in special education, ensuring that pedagogical strategies align with course objectives. Instructional technologies such as Canvas LMS, multimedia resources, and interactive elements were carefully selected to match the needs of diverse learners.
AECT 2.4
Candidates manage appropriate technological processes and resources to provide supportive learning communities, create flexible and diverse learning environments, and develop and demonstrate appropriate content pedagogy.
Universal Design for Learning (UDL) principles and differentiated instruction strategies were embedded into the course to address learner variability. The course includes flexible pathways, visual/audio supports, and scaffolded assignments to ensure accessibility and equity. Technology tools were chosen to support inclusive practices and foster engagement across a range of learner profiles.
AECT 3.1
Candidates create instructional design products based on learning principles and research-based best practices.
Design decisions throughout the course were supported by scholarly sources such as Gagné (1985), CAST (2018), and Tomlinson (2014). The course integrates research-informed methods for instructional sequencing, inclusive teaching, and critical thinking development. Each module promotes active learning through reflection, exploration, and application tasks.
AECT 4.1
Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners.
The course content was validated using authoritative resources including IDEA legislation and UDL guidelines. Collaboration with faculty, expert-reviewed instructional strategies, and evidence-based frameworks informed the instructional design. This ensured accuracy, relevance, and instructional soundness in addressing the needs of future educators.
ISTE Rubric Evaluation
ISTE 5-B
Build the capacity of educators, leaders, and instructional teams to put the ISTE Standards into practice by facilitating active learning and providing meaningful feedback.
The Introduction to Special Education course includes interactive activities, formative assessments, and reflection prompts that encourage learner autonomy and critical thinking. Feedback is built into quizzes and assignments, fostering continuous learning. The course also models effective integration of both content standards and student technology standards in a flexible online environment. learners.
ISTE 4-D
Model the use of instructional design principles with educators to create effective digital learning environments.
The instructional design is grounded in research-based principles, drawing from Gagné’s (1985) events of instruction, UDL (CAST, 2018), and differentiated instruction (Tomlinson, 2014). These frameworks guide the structure, accessibility, and inclusiveness of the course, demonstrating how educators can design meaningful and inclusive online experiences.
ISTE 3-B
Partner with educators to identify digital learning content that is culturally relevant, developmentally appropriate, and aligned to content standards.
The course provides content aligned with professional standards in special education, including IDEA legislation and inclusive practices. Through thoughtful course structuring and classroom integration strategies, the design supports developmentally appropriate learning for diverse students, and promotes culturally responsive instruction in inclusive educational settings.
MY COURSE ON CANVAS
Put together with Canva