Tyler McDowell-Blanken

I had the good fortune of working with, and learning from, two wonderful classmates during the creation of our instructional design process. We utilized a backward design model when planning our project. For example, our conversations began with the end goal in mind: helping faculty at the University of Skaro move their lessons to a podcast-based modality. Ironically, I co-host a weekly podcast with my former colleague turned friend, Marana High School English teacher Brad Winchester. I began the instructional design process familiar with most of the basic steps required to start a podcast, but I had to shift my thinking to how I would teach a champion how to create their own. Our team began by discussing the key elements that we enjoy in podcasts. We settled on: technical production, central idea, engagement, and enhancements. By the project’s end, we worked to ensure that these elements were clearly defined in order to ensure that each would be attainable for every one of our learn