Introduction

Overview

Whether in the public schools, higher education, or in a business, systematic instructional design is a process we can use to improve student performance. Instructional interventions are not, however, always the best solution for a performance problem. A needs assessment is a tool instructional designers use to identify "needs" and collect data that will assist them in determining if instruction is an effective and efficient intervention for resolving the need. This assignment will allow students to gain a basic understanding of human performance needs assessment and goal identification based on the literature.

This section of the course will combine an overview of the course itself with an overview of the process of the systematic design of instruction.

This course will use many of the features of WebCT, so you should get familiar with the features as quickly as possible. You can use the WebCT tutorial for general instruction, and click on the Help button for context-sensitive help (use the help button in the WebCT frame, not the browser help button).

The learning activities for this section are designed to assess your ability to perform the skills necessary for the course. These are known as "prerequisite skills": things you should know how to do before starting the instruction.

Objectives

Post messages in the WebCT Discussion Area.

Reply to messages in the WebCT Discussion Area.

Submit a document to the Digital Drop Box.

Describe processes for conducting a needs assessment and identifying an instructional goal.

• Explain the value of conducting a needs assessment
• Identify primary steps in conducting a needs assessment
• Determine a goal statement

Top

Resources

Required

• Dick, W., Carey, L., & Carey, J. (2001). The systematic design of instruction (5th Ed.) New York: Addison-Wesley. Chapters 1 and 2.
• Online reading: Overview of Systematic Design Process

Optional

• Andrews, D. H. & Goodson, L. A. (1980). A comparative analysis of models of instructional design. Journal of Instructional Development 3 (4), 2-16.
• Gustafson, K. L. & Branch, R. M. (1997). Survey of instructional development models (3^rd ed.). Syracuse, NY: Clearinghouse on Information & Technology.
• Reigeluth, C. M. (1983). Instructional-design theories and models: An overview of their current status. Hillsdale, NJ: Lawrence Erlbaum Associates.
• Reigeluth, C. M. (1999). Instructional-design theories and models: A new paradigm of instructional theory Volume 2. Mahwah, NJ: Lawrence Erlbaum Associates.

Top

Learning Activities

1. Familiarize yourself with the organization and content of the Instructional Design section of the WebCT site.
2. Create a participant profile for yourself (go to "Instructional Design -> Participant Profile & Pages").
3. Post a message in the Orientation topic of the discussion area as directed.
4. Read Chapters 1 & 2 from Dick, Carey, and Carey (2001).
5. Read the supplemental online reading: Online reading: Overview of Systematic Design Process
6. Generate a proposed group instructional project.
7. Begin contributing to the Bulletin Board discussion for Unit 1.
8. Review the grading criteria for Assignment 1.
9. Complete Assignment 1.

Instructional Project

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:

• The instruction should teach a procedure or procedural skill that involves some decision-making for the learner to be successful.
• You must have access to someone with in-depth knowledge of the topic (a subject-matter expert).
• You must be able to identify at least 10 learners (members of the target population) who can and will participate in the formative evaluation. All learners must be able to read.
• The instruction should be prepared in a self-instructional format (rather than instructor-led) unless otherwise negotiated with the instructor.
• The instruction should take between one and three hours to complete.

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:

• Paint a door.
• Select the proper type and size of ladder for a specified situation.
• Start a Reactor Coolant Pump in the Comanche Peak nuclear power plant.
• Give an injection with a syringe and needle.
• Give an injection with a jet injector gun.
• Reconcile a checkbook with a bank statement.

Top

Assignment and Grading Criteria

Assignment One

Top