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IDT400x

Instructional Design Capstone Project

Chronicling the development of my Instructional Design & Technology graduate certificate capstone project while exploring course evaluation models to assess the impact of design on the learning environment

WEEK 1

Minicourse Features & LMS Declaration

My Instructional Design Document for "Mastering Obsessive Compulsive Disorder (OCD): A Path to Empowerment Through Exposure Response Prevention (ERP)" can be found at: https://www.dianadussan.com/idd

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My IDD outlines a minicourse designed to bridge the knowledge gap for the 70 million people worldwide affected by OCD who struggle to access effective Exposure Response Prevention therapy due to cost and availability barriers.

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Five Core Minicourse Features

Based on my IDD analysis and portfolio objectives, learners can expect these five key features from my minicourse:

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1. Interactive Quizzes with Immediate Feedback

Learners will engage with carefully designed assessments that provide instant feedback on their understanding of OCD concepts and ERP techniques. These quizzes will reinforce key learning objectives and help identify knowledge gaps in real-time.

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2. Scenario-Based Learning with Branching Pathways

The course features "choose-your-own-adventure" style branching scenario activities where learners navigate realistic OCD scenarios (contamination fears, checking behaviors, etc.) and practice applying ERP techniques across multiple modules. Their choices determine outcomes, allowing them to experience the consequences of different approaches safely.

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3. Discussion Forums for Peer Support and Collaboration

Interactive discussion boards where learners can share experiences, ask questions, and offer mutual support throughout their ERP journey. Course facilitators will encourage participation through Socratic questioning and guided prompts, creating a supportive learning community essential for managing OCD challenges.

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4. Self-Assessment Tools for Progress Tracking

Integrated reflection prompts and progress tracking tools enable learners to monitor their skill development in ERP techniques. These tools include guided self-reflection journals delivered via text/email and personalized learning paths that adapt based on individual progress and engagement.

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5. Video Lectures with Professional Content

Comprehensive video content explaining OCD fundamentals, ERP methodology, and practical application techniques. These professionally produced lectures will serve as the foundational content delivery method, complemented by visual aids and real-world examples to accommodate different learning styles.

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LMS Choice: TalentLMS

After conducting extensive research on LMS platforms, I carefully evaluated my options based on my career goals and practical constraints. Given my existing experience with Rise, Canvas, Blackboard, and Moodle, and my intention to pursue opportunities in the tech/corporate sector rather than higher education, I initially focused on enterprise-level solutions.

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My research revealed that Workday Learning is the highest in demand on LinkedIn job postings for Instructional Designers in corporate environments, while Docebo stood out for its impressive AI-powered features and industry-leading innovation. However, both platforms proved to be enterprise solutions with significant barriers to access - requiring minimum user commitments of 300+ users and annual costs exceeding $20,000, making them unavailable for individuals or even small businesses.

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Ultimately, I selected TalentLMS as my platform of choice because it perfectly aligns with the corporate sector I want to enter while remaining accessible to me as a student. This platform is trusted by Fortune 500 companies including Amazon, Meta, and Google, providing legitimate industry credibility for my portfolio.

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Supporting Elements:

  • AI Coach Integration: Real-time AI guidance provides learners with summaries, interactive practice, and personalized support right inside the course, enhancing the learning experience with intelligent assistance when tackling challenging ERP concepts

  • Accessibility & Affordability: The unlimited free trial allows complete course development without financial barriers, perfect for student portfolio creation

  • Mobile-Responsive Design: Ensures learners can access ERP techniques and practice exercises anytime, anywhere - crucial for anxiety management

  • Gamification Features: Built-in badges, progress tracking, and engagement tools support the motivational aspects essential for behavioral change in OCD treatment

  • Discussion Forums: Enable peer support and community building, which aligns with my IDD's emphasis on social learning and shared experiences

  • SCORM Compliance: Ensures portability and professional standards, making the course transferable to enterprise platforms

  • Corporate Credibility: Used by major companies like Amazon, Meta, and Google, providing legitimate industry experience for my portfolio

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Support Resources for TalentLMS
1. TalentLMS Knowledge Base and University

The Official TalentLMS help documentation and training center include comprehensive guides, tutorials, and best practices directly from the platform creators. This resource provides step-by-step instructions for course creation, user management, and advanced features like AI Coach integration. The knowledge base includes troubleshooting guides and feature explanations that ensure I can maximize the platform's capabilities.

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2. TalentLMS Community Forums and User Groups

The active user community and discussion forums provide a peer-to-peer support network where experienced TalentLMS users share tips, templates, and solutions to common challenges. This resource offers real-world insights into best practices, creative uses of platform features, and collaborative problem-solving. The community also provides networking opportunities with other instructional designers and L&D professionals using the same platform.

WEEK 2

Kirkpatrick Level 1 
Reflection

Creating this Level I survey was genuinely fun because this is exactly the kind of work I'll be doing as an Instructional Designer in the real world – taking theoretical concepts like Kirkpatrick's evaluation model and actually putting them into practice with real learners and real outcomes at stake. It felt satisfying to move beyond just reading about survey design and actually craft questions that would give me actionable data about whether my gamification approach resonates or falls flat. Although I've selected TalentLMS as my LMS for my Capstone Project, I decided to use Typeform to build out the survey because I was able to take my brainstorms made in a Google Doc and simply copy and paste them into Typeform all at once, and it divided each question, including the Introduction and Ending notes, into their proper sections and required zero editing of questions and answers after copying and pasting it – which was a game-changer for my workflow! It was cool to see first-hand how the feedback I collect from surveys like this will become roadmaps for continuous improvement, not only for this course but for courses to come. If learners are responding positively to the branching scenarios but struggling with the discussion forums, I'll know to invest more time in community-building features. Those open-ended responses about their reactions to using gaming elements for serious mental health content will tell me whether I've struck the right tone or need to recalibrate. This is exactly the kind of iterative, data-driven approach I want to bring to corporate training environments – using learner feedback to constantly refine and enhance the experience rather than just launching something and hoping it works.

WEEK 3

Kirkpatrick Level 2

This Kirkpatrick Level 2 assessment directly measures learner knowledge acquisition from Module 1, focusing on foundational OCD concepts and terminology essential for understanding Exposure Response Prevention therapy. The assessment aligns with specific course and module learning objectives to ensure students have mastered the prerequisite knowledge before advancing to ERP techniques.

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Relevant Course Learning Outcomes:

CLO #2: Articulate the Foundations of OCD

  • CLO #2.1: Define the key components of Obsessive Compulsive Disorder (OCD)

  • CLO #2.2: Differentiate between obsessions, compulsions, and intrusive thoughts using accurate terminology and examples

  • CLO #2.3: Identify, through real-life scenario analysis, the potential impact of OCD on various aspects of daily life (e.g., school, relationships, mood) with 80% accuracy

 

Relevant Module 1 Learning Objectives, Materials & Activities:

Weekly Learning Objectives (WLO) for Module 1:

  • Define the key terms "obsessions," "compulsions," and "intrusive thoughts" using accurate language and examples (aligns with CLO #2)

  • Differentiate between obsessions, compulsions, and intrusive thoughts based on their characteristics and impact (aligns with CLO #2)

  • Identify examples of obsessions, compulsions, and intrusive thoughts from real-life scenarios (aligns with CLO #2)

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Module 1 Learning Materials & Activities:

  • Video lectures explaining OCD fundamentals, terminology, and the different manifestations of OCD

  • Interactive content exploring how OCD can affect daily life, relationships, and overall well-being

  • In-Course Activity #1: "Different Faces of OCD" - A matching game where learners identify common OCD symptoms with specific types of the disorder

  • In-Course Activity #2: "Comic Strip Detective" - Learners analyze scenarios depicting different OCD types and their impact on daily life through visual storytelling

  • Discussion forum participation where learners can share insights and engage with peers about OCD awareness and understanding

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Level 2 Assessment Instructions

  1. Option #1: Scroll down to view the embedded Quizlet test / Option #2: Click here to open Quizlet in a new window.

  2. Enter the username and password below to sign in and begin the test.

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Username: hello@dianadussan.com 

Password: IDportfolioPASS 

Reflection

Creating this Level 2 assessment reinforced how critical it is to measure actual knowledge retention rather than just learner satisfaction. I selected Quizlet to expand my instructional design toolkit and add another tool under my belt for my resume, but it had notable limitations--I couldn't set a timer for the assessment or even indicate expected completion time, which reduces my control over the testing environment. However, I was able to include a "Time Limit" as a workaround for this assignment in the embedded HTML I created for my website. Unfortunately, those who click on the link will not see that. And those that do, won't actually have a time limit once they start the test. This was to help me remember to set a time limit when I recreate this within my chosen LMS. I'm really looking forward to doing things within my chosen LMS soon where I'll have more comprehensive assessment features. The real value will come from analyzing the performance data to identify specific knowledge gaps. If students consistently miss questions about differentiating obsessions from compulsions, that signals I need to strengthen that content area with better examples or additional practice. Low scores on scenario-based questions versus high scores on definitions would indicate I need more real-world application opportunities in the module. This data-driven approach eliminates guesswork and allows me to make targeted improvements based on concrete evidence of where students struggle, ultimately creating more effective learning experiences for future cohorts.

WEEK 4

Discussion & Assignment Prompts

My minicourse includes multiple Discussion prompts and Assignments, which directly and strategically align with specific Course Learning Outcomes (CLOs) and module learning objectives from my Instructional Design Document, ensuring each activity meaningfully contributes to students' mastery of OCD foundations and ERP techniques. This thoughtful planning guarantees that every discussion and assignment serves a clear pedagogical purpose in building toward comprehensive ERP application skills.

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Module 1 Discussion: "Meet Your OCD Monster - Demystifying OCD Types"

Course Learning Outcome(s) Aligned:

  • CLO #2: Articulate the Foundations of OCD

    • CLO #2.1: Define the key components of Obsessive Compulsive Disorder (OCD)

    • CLO #2.2: Differentiate between obsessions, compulsions, and intrusive thoughts using accurate terminology and examples

    • CLO #2.3: Identify, through real-life scenario analysis, the potential impact of OCD on various aspects of daily life (e.g., school, relationships, mood) with 80% accuracy

Module Learning Objective(s) Aligned:

  • Define the key terms "obsessions," "compulsions," and "intrusive thoughts" using accurate language and examples

  • Differentiate between obsessions, compulsions, and intrusive thoughts based on their characteristics and impact

  • Identify examples of obsessions, compulsions, and intrusive thoughts from real-life scenarios

Learning Materials & Activities:

  • Video lectures explaining OCD fundamentals, terminology, and different OCD manifestations

  • In-Course Activity #1: "Different Faces of OCD" matching game to identify common symptoms with specific disorder types

  • In-Course Activity #2: "Comic Strip Detective" - analyze scenarios depicting different OCD types and their daily life impact

  • Interactive content exploring how OCD affects daily life, relationships, and well-being

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Module 2.1 Assignment: "Meet Your ERP Superhero"

Course Learning Outcome(s) Aligned:

  • CLO #3: Describe the Fundamentals of ERP

    • CLO #3.1: Explain the principles of Exposure Response Prevention (ERP) and its application in managing OCD

Module Learning Objective(s) Aligned:

  • Describe the principles of Exposure Response Therapy (ERT) as a scientifically proven therapeutic approach for treating OCD

Learning Materials & Activities:

  • Video content introducing ERP as evidence-based approach to OCD management

  • In-Course Activity: "Superhero Showdown" - Choose your ERP weapon (exposure, response prevention) against common OCD villains

  • Interactive content explaining core principles of facing fears without compulsions

  • Dispersed Activity: "Facing fears, not fleeing" role-playing exercise for safe ERP practice

 

Module 2.2 Discussion: "Your Anxiety Meters - Chronic vs. Acute Anxiety"

Course Learning Outcome(s) Aligned:

  • CLO #4: Apply ERP Techniques

    • CLO #4.1: Apply the 5 steps of ERP to specific anxiety-provoking situations with 70% accuracy

  • CLO #5: Decrease Anxiety with Coping Mechanisms

    • CLO #5: Identify and evaluate the effectiveness of various coping mechanisms for managing anxiety during exposure with 75% success

Module Learning Objective(s) Aligned:

This discussion connects to multiple modules as it reinforces the gamification system used throughout the course

  • Understanding anxiety patterns in relation to ERP practice

  • Developing coping strategies for anxiety management during exposure exercises

Learning Materials & Activities:

  • Gamification Elements: Dual anxiety meters (acute and chronic) integrated throughout course

    • Acute anxiety meter: Shows immediate spikes when resisting compulsions

    • Chronic anxiety meter: Shows long-term anxiety patterns with OCD avoidance

  • OCD "Monster" vs. You scoring system: Points awarded for ERP practice despite anxiety spikes

  • Interactive simulations: Demonstrating anxiety level changes with ERP vs. avoidance behaviors

  • Progress tracking tools: Monitoring anxiety patterns and ERP success over time

 
Module 2.2 Assignment: "ERP Principles Action Plan"

Course Learning Outcome(s) Aligned:

  • CLO #3: Describe the Fundamentals of ERP

    • CLO #3.1: Explain the principles of Exposure Response Prevention (ERP) and its application in managing OCD

    • CLO #3.2: Identify and describe the key components of the ERP approach (e.g., exposure hierarchy, response prevention) with 80% accuracy

Module Learning Objective(s) Aligned:

  • Describe the principles of ERP as a scientifically proven therapeutic approach for treating OCD

  • Illustrate the principle of facing fears without giving in to compulsions

Learning Materials & Activities:

  • Video content covering ERP methodology and scientific foundations

  • In-Course Activity: "Superhero Showdown" providing framework for ERP strategy selection

  • Interactive content on core ERP principles (exposure and response prevention)

  • Dispersed Activities: Role-playing exercises and thought-stopping technique practice

  • Discussion forum engagement for peer learning and support

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Click the button below to see experience these discussions and assignments on TalentLMS: 

Use the following login and password when prompted by TalentLMS:

Login: hello@dianadussan.com / Password: IDportfolioPASS1234!

Reflection

Creating these discussion prompts and assignments was incredibly practical because it forced me to think strategically about how each activity builds toward specific learning outcomes rather than just creating busy work. The real value will come from analyzing student performance data across these different assessment types - if students excel in discussions but struggle with individual assignments, that signals I need to strengthen the bridge between collaborative learning and independent application. What I found most valuable was designing activities that progressively build complexity, from foundational OCD terminology discussions to hands-on fear ladder construction, which mirrors how students will actually implement ERP in real life. The feedback I gather from these varied assessments will show me exactly where students hit roadblocks in their ERP understanding, allowing me to adjust content delivery, add more scaffolding activities, or redesign prompts that aren't generating the depth of engagement needed for successful anxiety management skill development.

WEEK 5

Discussion & Assignment Prompt Rubrics

To view the minicourse, click the button below. Use the following login and password when prompted by TalentLMS:

Login: hello@dianadussan.com / Password: IDportfolioPASS1234!

Rubric 1: Universal Discussion Rubric
Rubric 2: Universal Assignment Rubric

Please note: There are 2 rubrics below. Please keep scrolling to view Rubrics 2.

Reflection

Creating these universal rubrics was a crucial step in ensuring consistent, fair assessment across my entire minicourse while maintaining clear expectations for students. The process of defining weighted criteria and performance levels forced me to think strategically about what truly matters in demonstrating OCD/ERP knowledge - balancing content mastery with critical thinking, participation, and professional communication skills. What made this particularly efficient was using Claude AI to transform my initial rubric drafts into color-coded HTML tables, which converted what would have been overwhelming text-heavy documents into visually clear, scannable formats that both students and I can quickly reference during assessment. This visual transformation not only makes the rubrics more user-friendly but also ensures that performance expectations are immediately apparent, reducing confusion and improving the overall learning experience while maintaining the academic rigor necessary for effective mental health education.

WEEK 6

Learning Theory/ID Models & Opening Presentation

To view the screencast, click the button below. 

Reflection on Learning Theory 

Social Learning Theory emerged as the most influential framework in shaping my OCD/ERP minicourse design, fundamentally guiding how I approached content delivery and community building. Bandura's emphasis on observational learning and self-efficacy perfectly aligned with my target audience's needs - people affected by OCD who often feel isolated and need to see that recovery is possible through others' experiences. This theory directly influenced my decision to integrate extensive discussion forums, peer support networks, and the "superhero" metaphor that allows learners to model successful ERP behaviors in a safe, encouraging environment.

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The theory's focus on vicarious learning shaped my choice of branching scenarios and case studies where learners observe different approaches to ERP implementation, building confidence before attempting techniques themselves. Social Learning Theory also guided my assessment strategies - rather than purely individual evaluations, I incorporated peer responses and community engagement as core learning components, recognizing that mental health skill development thrives in supportive social contexts.

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Additionally, I integrated elements of Constructivism through the fear ladder building activities, where learners actively construct their own understanding of anxiety management by creating personalized exposure hierarchies. The gamification elements (anxiety meters, OCD "Monster" scoring) reflect Social Learning Theory's emphasis on self-regulation and self-efficacy - learners track their progress and celebrate small victories, building confidence for real-world ERP application. This combination created a supportive learning environment where students learn both from expert content and from each other's experiences, essential for effective mental health education where hope and community support are therapeutic elements themselves.

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Reflection on Instructional Design Models

The ADDIE model provided the foundational framework for my minicourse development, with its systematic approach proving essential for addressing the complex needs of learners dealing with OCD. The Analysis phase was particularly crucial - conducting thorough learner analysis revealed that my audience needed both clinical accuracy and emotional support, leading to the integration of peer support forums and the careful balance between educational content and community building. This analysis directly influenced my decision to use TalentLMS with its discussion capabilities and mobile accessibility for anxiety management on-the-go.

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The Design phase's emphasis on clear learning objectives helped me align every activity with specific CLOs, ensuring that even creative elements like the superhero assignments maintained pedagogical rigor. The Development phase benefited from ADDIE's iterative nature - I continuously refined content based on the model's feedback loops, leading to the dual anxiety meter gamification system that makes complex therapeutic concepts more accessible.

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However, ADDIE's linear structure initially challenged my creative instincts for the mental health content. The model's systematic approach sometimes felt restrictive when designing empathetic, relationship-building activities. Yet this constraint ultimately strengthened the course by ensuring every supportive element also served clear learning outcomes. The Implementation and Evaluation phases will be crucial for this sensitive content - ADDIE's built-in assessment strategies help me plan for both learning measurement and emotional safety monitoring. The model's emphasis on continuous improvement aligns perfectly with the iterative nature of both instructional design and mental health treatment, where ongoing adjustment based on learner feedback is essential for success.

Loom Screencast Transcript

Title: "Module 2: ERP to the Rescue! - Your Journey to Becoming an ERP Superhero"

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[Screen: Module 2 title screen with superhero-themed graphics]

"Welcome to Module 2: ERP to the Rescue! I'm excited to guide you through this transformative module where you'll discover how Exposure Response Prevention therapy can become your personal superpower against OCD.

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[Screen: Show Module 2 content overview with clickable elements]

In Module 1, you learned to identify the different faces of the OCD monster. Now it's time to meet your superhero - ERP therapy. This module will show you exactly how to face your fears without giving in to compulsions, and trust me, it's more empowering than you might think.

 

[Screen: Navigate to "Superhero Showdown" activity]

Here's what makes this module exciting - you'll participate in our signature "Superhero Showdown" activity where you'll choose your ERP weapons against common OCD villains. This isn't just theory - you'll see exactly how exposure and response prevention work together to weaken OCD's power over time.

 

[Screen: Show video content preview]

You'll watch our core video lesson explaining the two fundamental ERP principles, then immediately apply what you learn in your "Meet Your ERP Superhero" assignment. This isn't busy work - you're literally creating your personal roadmap for facing OCD challenges.

 

[Screen: Navigate to discussion forum]

But here's the best part - you won't do this alone. Our discussion forum lets you connect with classmates who understand exactly what you're going through. You'll share your superhero strategies and support each other as you build confidence in these life-changing techniques.

 

[Screen: Show anxiety meters gamification element]

And remember those anxiety meters we introduced? You'll see them in action here. Watch how your acute anxiety might spike when you practice ERP - and why that's actually a victory sign that you're rewiring your brain for long-term freedom.

 

[Screen: Module 2 completion pathway]

By the end of this module, you'll understand why ERP is the gold standard for OCD treatment and feel ready to start building your own fear ladder in Module 3. Ready to meet your inner superhero? Let's dive in!"

WEEK 7

Minicourse Syllabus

Click the button below to access the syllabus on TalentLMS, then navigate to the "About the Course Module." The syllabus is also available below.

 

To access the Talent LMS minicourse, use the following login:

Username: hello@dianadussan.com / Password: IDportfolioPASS1234!

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