In this course, you will concentrate on applying the ID model in an instructional project. Together with two or three other students from your class, you will design an actual instructional unit. Beginning with the goal statement, your group will analyze and design the unit, develop it, and test it with members of the audience for which it was designed.
The topic of the instruction will be one of your choice, within limitations dictated by the nature of this course. The criteria for the unit include:
You are encouraged to identify a goal that would be useful in your organization. Groups will be formed by the instructor to work on one project. However, the assignment for Unit 1 should be completed as an individual.
Some examples of appropriate projects (not in goal statement form) are:
Write a 3-5 page paper (APA style) proposing your project. The proposal will include:
Background
Setting (description of the organization, location, etc.
Description of learners, how many of them are in the organization, how many are available for the study.
Problem Description (describe "what is" and "what should be" and why instruction may be the appropriate solution).
Goal Statement in the form described in DCC.
____Proposal
includes background description (10 pts.).
____Proposal
describes problem in terms of "what is" and "what should be" (10
pts.).
____Goal
statement includes learners, behavior expected of learners, performance context,
and tools, if applicable (20 pts.).
____Goal
describes a procedure or procedural skill that involves some decision-making for
the learner to be successful (10 pts.).
Assignment Two is a group assignment. Your instructor will provide you with directions on identifying and organizing a team of 3-4 members for this assignment and the other group assignments that will follow. For the instructional goal identified (and agreed upon by the instructor) prepare an analysis report containing the following sections:
2A. Goal Analysis (DCC chapter 3)
The goal analysis should identify target learners and clearly state what learners should know and be able to do, classify goals by learning domain, describe context in which skills and knowledge will be applied, list tools that will be available to learners, identify all major steps and/or topics necessary to complete goal, and properly illustrate relationship among steps and/or topics. A flowchart is the most efficient way to illustrate the goal analysis.
Both Dick, Carey & Carey (2001) and the supplementary readings offer guidelines for flowcharting. Your group may choose either set of guidelines, but the flowcharting guidelines used should be identified on the assignment and applied consistently throughout the project. Microsoft PowerPoint may be used to create flowcharts since slides can be easily saved as HTML documents. When posting PowerPoint documents to the web please be sure to use the 640x480 and 3/4 screen width settings. Microsoft Word can be used to create flowcharts but beware, formatting is lost when saved as an html document. Other flowcharting software programs may be used, as long as the results can be read by the instructor and other students.
2B. Instructional Analysis (DCC chapter 4)
The instructional analysis should be a flow chart showing subordinate skills and knowledge necessary to achieve each step/component of the goal analysis; identify entry behaviors where appropriate; define the relationship between skills and knowledge clearly; and logically and properly represent the relationship between skills and knowledge using specified conventions.
2C. Learner Analysis (DCC chapter 5)
The learner analysis should contain short, accurate descriptions of key learner characteristics and the sources of the data; see DCC Table 5.4. Time constraints may prevent a thorough learner analysis, therefore the analysis report should also contain a description of technique(s) for gathering additional data if necessary.
2D. Performance and Learning Context Analyses (DCC chapter 5)
The context analyses should contain short, accurate description of key contextual factors; make distinction between performance and learning context; contain a short, but accurate description of sources of context data; describe technique(s) for gathering additional data if necessary; provide rationale for selected technique(s). See DCC Tables 5.5 and 5.6.
2A: Goal Analysis (50 points)
_____Identifies target learners (10 pts.).2B: Instructional Analysis (100 points)
_____Identifies all subordinate skills and knowledge necessary to achieve the step/component (30 pts.).2C: Learner Analysis (50 points)
_____Contains short, accurate descriptions of key learner characteristics (10 pts.).2D: Context Analyses (50 points)
_____Contains short, accurate descriptions of key contextual factors (10 pts.).Assignment Three is a continuation of the Assignment Two and will be completed with the same group of 3-4 students. The Instructional Treatment Plan consists of four related parts that will be submitted by each group. These parts are:
3A. Performance objectives (DCC Chapter 6)
Based on the instructional goal, prepare performance objectives for the instructional analysis (DCC Table 6.2). Each performance objective should include the components defined on pages 123-129 of the Dick, Carey & Carey text.
3B. Assessment instruments and procedures (DCC Chapter 7)
For each objective create corresponding assessment instruments/procedures. (DCC Table 7.2). The report will be a table like DCC Table 7.9, plus drafts of the actual assessment, including the answers or grading rubric. Write one assessment item for each of the objectives, even if you do not plan to use it in the final instructional unit. If the assessment will be a written test, submit a draft of the test and answers. If observation is required, submit the instructions to the observer as well as those to the learner.
3C. Instructional Strategy (DCC Chapter 8)
Develop an instructional strategy that can effectively and efficiently lead to student performance. The instructional strategy should include 1) sequencing of objectives; 2) identifying pre-instructional, testing and follow-up activities; 3) determining how the content will be presented; and 4) determining student participation activities. Use the format of the link below. See DCC Tables 8.6 and 8.8 for detailed examples.
Instructional Treatment Plan Format
This is the description of the entire unit that would be created to meet the instructional goal you have developed and analyzed.
3A. Performance Objectives (50 points)
____Objectives are congruent with analyses (10 pts.).3B. Assessment (50 points)
____Assessment method is appropriate for context and objectives (10 pts.).3C. Instructional Strategy (100 points)
____Addresses all components of selected instructional strategy (25 pts.).This assignment is a continuation of the group project.
Develop the instructional materials for the instructional module. The recommended format for this assignment is a self-instructional print module. Even though your instructional treatment plan may have indicated that another medium would be best, the self-instructional module lends itself best to the constraints of this course. If your group wishes to develop a course in another medium, such as instructor-led or computer-based, be sure to get prior approval from your instructor.
Student materials should include necessary information for each instructional event (i.e., objectives, content, practice, references). Formats for student materials and assessments will be dependent on the topic of instruction. Samples are provided in the Dick, Carey, and Carey text.
____Instructional
materials are based on design documents (20 pts.).
____Instructional goals and objectives are
clearly stated and relevance is made explicit to learners
(10 pts.).
____Instructional strategy is appropriate
for learning outcomes (10 pts.).
____Strategy is based on a combination of
practical experience, theory and/or research and is consistent with
instructional treatment plan (10 pts.).
____Methods for assessing student learning
and evaluating instruction are clearly delineated and aligned with instructional
goals and objectives (10 pts.).
____Selection and application of
technologies is appropriate for learning environment and outcomes. Technologies
are applied to enhance learning and are “surrounded” by activities and methods
for learners use (10 pts.).
____The instruction is reasonable and
appropriate to those who would employ them, and likely be considered interesting
and useful (5 pts.).
____Materials demonstrate evidence of
extensive research of chosen topic (e.g., articles, citations, reviews,
annotated bibliographies) (5 pts.).
____Materials necessary for student to
complete instructional unit are easy to access, interpret and well formatted
(10 pts.).
____Graphic elements well-designed and
contribute directly to learning (10 pts.).
After completing the draft instructional materials for the unit you will conduct a formative evaluation. The formative evaluation will consist of one expert review, at least two one-to-one reviews, and a small group review with at least eight learners.
The expert should be knowledgeable in the content of the instruction. The expert reviewer may be a cluster mate if they are an expert in the content or process of your instructional materials, but not a member of your development group. The participants in the one-to-one and small group reviews must be members of the actual target population.
You should plan your Formative Evaluation while you are developing the materials. Your instructor may ask you to submit a formal plan before you begin the actual formative evaluation process.
After conducting the formative evaluations prepare the formative evaluation report, using the format shown here.
Formative Evaluation Report Format
Plan (45 points)
____Provides
clear and concise overview noting the instructional purpose, audience and
context
(5 pts.).
____Provides
clear and concise evaluation purpose statement
(5 pts.).
____Provides
clear and concise description of actual methods used to formatively evaluate
instructional unit including actual subjects, design, instruments, and
procedures
(5 pts.).
____Provides
a copy of complete and accurate general plan for formatively evaluating the
instruction included phase/method, targeted evaluators, approximate dates,
specific targets and instruments in appendix
(10 pts.).
____Provides
a copy of all instruments used to formatively evaluate your instruction in
appendix. All instruments are well-designed and clearly address purpose of each
related evaluation
(10 pts.).
____Provides
a copy of complete and accurate specific formative evaluation protocols in
appendix
(10 pts.).
Report (55 points)
____Identifies
and describes constraints faced during formative evaluation(s)
(5 pts.).
____Reports
results of formative evaluation(s) in clear and concise manner using tables,
graphs and charts if/when appropriate
(20 pts.).
____Discusses
formative evaluation results noting how constraints may have affected the
results
(10 pts.).
____Lists
recommended revisions to instructional unit that are clearly linked to and based
on formative evaluation results
(10 pts.).
____Report
well-formatted and presented in professional manner, controlling for surface
features with little to no grammatical errors
(10 pts.).
This assignment is an individual assignment to be completed by each student.
Prepare a 3-5 page paper that demonstrates your reflection on the instructional design process studied in ITDE 8001 and ITDE 8002. Describe strengths, weaknesses, and utility of instructional design in your workplace, and identify future learning and professional development requirements based on the experience in this course.
Submit the paper in APA style as directed by the instructor.
____Includes
extensive reflection on entire process
(20 pts.).
____Demonstrates
deep and broad understanding of instructional design and development. Describes
changes in process and products if necessary or desired
(15 pts.).
____Details
areas for future learning by examining what was done, what was useful (and why),
what was less useful (and why), and how the process could be changed in the
future (and why)
(15 pts.).
For the bulletin board discussions, you will have two roles to play. You will be a participant in all topics during the term. Once during the term you will also facilitate and summarize one thread.
To facilitate and summarize a thread:
To participate in the discussion board:
Facilitation (50 points)
____Initiates
discussion, posting an engaging, thought provoking discussion question
(not simply answered from readings. Requires more than just looking up a
simple, single correct answer from textbook)
(15 pts.).
____Actively
simulates dialog by soliciting comments, requesting elaborations,
contributing additional information and resources to discussion, keeping
others on track and responding to posted messages
(15 pts.).
____Summarizes
thread by identifying patterns and discrepancies in postings, filling in
gaps if/when necessary and answering original question
(10 pts.).
____Initial
discussion question, ongoing comments and summary posted at appropriate
time in correct location
(10 pts.).
Participates in Threads
____Actively
participates (posts more than 3 comments) in at least one thread per unit
other than their own
(15 pts.).
____Comments
build on, refine, elaborate and/or questions previous postings (in other
words, they do not repeat already posted comments)
(15 pts.).
____Posted
comments demonstrates critical thinking and analysis
(10 pts.).
____All
comments posted during appropriate times
(10 pts.).
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