Challenge 1: Identify and sequence instructional goals

Criteria for successful completion of this challenge: Evidence of ordering learning objectives (not course objectives) for a target audience (what an instructor will teach).  Reflection must address: How learning objectives were identified and sequenced based on the project or needs assessment (e.g., performance problem identification, learning gaps, content).

Examples: Examples: Learning Design Activity #4 (EDCI 575), eLearning Project Proposal (EDCI 569 if taken prior to Spring 2021), Design Documents (EDCI 588), Deliverables from Practicum (EDCI 573), Individual Game Document (EDCI 556), Final Project (EDCI 569 if taken in Spring 2021 or later), course or training design or re-design documents/proposals, artifacts (design, performance, workplace, educational, other) demonstrating the arrangement of learning objectives.

Reflection

To demonstrate the challenge of identifying and sequencing instructional goals, I am submitting two artifacts from my EDCI 569 course: the Design Document and Storyboard for my eLearning module titled “Food Photography Composition Basics.” These artifacts were created as part of a comprehensive instructional design project in Articulate Rise. Together, they document how I identified learning goals through analysis of learner needs and sequenced them logically to support skill-building in food photography composition.

In the Design Document, I identified three primary instructional goals for the course: (1) understand core composition principles, (2) critique food photographs using key terminology, and (3) apply one composition technique with justification. These were derived from a learner analysis and a gap analysis, which indicated that beginners lacked foundational understanding of how to arrange visual elements to enhance food imagery. The sequencing of these goals was based on Merrill’s Principles of Instruction, which guided the flow from foundational knowledge to application. The Storyboard shows how each goal was addressed in order: starting with interactive instruction on the Rule of Thirds, progressing to more nuanced topics like balance and depth, and culminating in a self-guided mini-project. This structure ensured that each goal built upon the previous, reinforcing understanding and engagement throughout the module.

Before this course, my approach to sequencing was mostly intuitive, especially in creative projects. EDCI 569 provided one of my first opportunities to formally document and align learner needs, instructional goals, and content flow using a recognized instructional design model. Applying Merrill’s framework gave me a clearer rationale for the instructional sequence, and visualizing that structure through the storyboard helped me ensure each screen served a specific purpose. This experience reinforced the importance of theory-driven sequencing and strengthened my foundation in designing intentional, learner-centered experiences.

Designing this module taught me how crucial goal sequencing is to both instructional integrity and learner engagement. By identifying the goals early and aligning each one to a specific stage of the learner journey, I was able to create a clear, logical, and motivating learning experience. The combination of a detailed design plan and a screen-by-screen storyboard helped me visualize the impact of goal ordering and revise as needed. Going forward, I will continue using this dual-documentation approach—design document for strategic alignment, storyboard for implementation clarity—in future projects. This experience reinforced how systematic planning leads to stronger, more engaging learning outcomes.

Download the Reflection as a PDF.