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1© E. Kowch 2002 iD
Instructional Design
Evaluation, Assessment & Design:
A Discussion
(EDER 673 L.91 )
From Calgary With
Asst. Professor Eugene G. Kowch
march 27(An Synchronous Meeting using
WebCT discussion Thread and
WWW Course Home Page Material)
2© E. Kowch 2002 iD
Agenda
1. Housekeeping1. Timetable
2. Course Objectives
3. Blueprint Guidelines (online)
4. ID Model Guidelines (online)
2. Assessment and Evaluation - a Quick Overview
3. Discussion
3© E. Kowch 2002 iD
Timetable
• Keep an eye on the home page :-)
Date (Class) Topic Readings/ Assts. Due
March 27 (Vclass) Evalution Rubrics Evaluation Review
Lickona / nothing due
April 03 (WebCT) Ethics & Values, Leadership Issues
Optional online article / Blueprint Due
April 10 (Vclass) Student Instruction Blueprint
Presentations
None / Present your Instruction Blueprint per guide
April 17 (Vclass) Student ID Model
Presentations
None / Present your ID Model per guide
4© E. Kowch 2002 iD
Update: EDER 673
History of ID
ID TerminologyInstructional Design
Philosophies
Learners and Learning Theories
Context based designs
ID Models: A peek
Needs AnalysisTask Analysis
Ordering Content (elaboration)
Media Selection
Motivation
Ethics/ Ldrship
SMCR/Feedback Communication
Model
Evaluation
5© E. Kowch 2002 iD
Course Objectives: A Review1. Explore theories of learning and instruction, exploring
implications and possible applications for their own practice,
2. Explore, develop and articulate their own instructional design models, to see how theory and practice can be articulated,
3. Design and present efficient, effective and appealing instructional interventions informed and referenced to theory,
4. Participate and present in a collaborative learning community to exchange and consider developing design ideas as instructional designers,
5. Examine the potential and limitations of media and technology use
6. Analyze some models critically and instructional interventions associated with the selection and sequencing of content across the instructional spectrum and
7. Explore and analyze the matching of instructional strategies to characteristics of learners and content.
6© E. Kowch 2002 iD
Blueprint Guidelines
• I. Approach: ism
• II. Introduction: State the purpose of this instruction.
• III. Audience: State the intended audience for your report
• IV. The Performance Problem: Explain the gap you will fill by your designed instruction.
• V. Learners: Provide a description of the learners for whom this instruction is intended.
• VI. Objectives: State the learning outcomes that you desire from this 30 minute instructional module.
• VII. Scope and Sequence: Describe the decision making process you went through
• VIII. Indicate optimal and minimal requirements for media and technology
• IX. Indicate the instructional flow / process
• X. Conclusion
7© E. Kowch 2002 iD
Blueprint Guidelines
Grading Method for this project:
Format: did the student follow the requested blueprint format? 10%Content: ID Model Application: did the student include and explain howthe instructional blueprint uses the student's personal ID model? 30% Is the peformance problem clearly identified? 10%
Clarity & Coherence: is the report clear and legible/logical? 20%Scholarly / Theoretical basis: Are key models and theories cited? 10%
Conclusion: Does the conclusion explain the blueprint to someone whomight contract the designer for exactly this instruction? 20%
total: 100%
8© E. Kowch 2002 iD
Blueprint Presentation Guidelines: 6 elementsElements
Does not meetrequirements
(B-)
Meets PartialRequirements
(B to B+)
Meets FullRequirements
(A- to A+)
Model
Does not presentmodel orpresentation isincomplete.
Presentation andexplanation of themodel aresatisfactory oradequate.
Presentation andexplanation of themodel are superior.
InstructionalUnit
Does not presentinstructional unitor presentation isincomplete.
Presentation of theinstructional unit issatisfactory.
Integration
Presentation doesnot includeintegration ofmodel, instruction,and/or theories.
Presentationincludes integrationof model, andinstructional unit
Presentationincludes integrationof model,instructional unit,and theories.
Presentation
Presentation isconfusing,disorganized orunpracticed. Novisual material isprovided.
N/A
Presentation isclear, organized,visually attractive,and practiced.
Time
Presentation is notmade or it takeslonger than 5minutes
Presentation iscompleted within 5minutes but fileupload is not ready
Presentation iscompleted within 5minutes or less.
Voice / AudioConferenceEvent*
Audio quality istoo loud or tooquiet, Studentsimply reads theslides. Powerpoint File isgreater than 300KB in size*
Audio quality isgood, voicemodulates to createinterest.
Good qualityaudio, interestingand dynamicvoice usage
9© E. Kowch 2002 iD
Blueprint Presentation Guidelines: 6 elements
Elements Does not meet requirements
(B-)
Meets Partial Requirements
(B to B+)
Meets Full
Requirements
(A- to A+)
1. Model application
Does not present model or presentation is incomplete.
Presentation and explanation of the model are satisfactory or adequate.
Presentation and explanation of the model are superior.
10© E. Kowch 2002 iD
Blueprint Presentation Guidelines: 6 elements
InstructionalUnit
Does not presentinstructional unitor presentation isincomplete.
Presentation of theinstructional unit issatisfactory.
11© E. Kowch 2002 iD
Blueprint Presentation Guidelines: 6 elements
Integration Presentation does not include integration of model, instruction, and/or theories.
Presentation includes integration of model, and instructional unit
Presentation includes integration of model, instructional unit, and theories.
12© E. Kowch 2002 iD
Blueprint Presentation Guidelines: 6 elements
Presentation
Presentation isconfusing,disorganized orunpracticed. Novisual material isprovided.
N/A
Presentation isclear, organized,visually attractive,and practiced.
13© E. Kowch 2002 iD
Time
Presentation is notmade or it takeslonger than 5minutes
Presentation iscompleted within 5minutes but fileupload is not ready
Presentation iscompleted within 5minutes or less.
Blueprint Presentation Guidelines: 6 elements
14© E. Kowch 2002 iD
Blueprint Presentation Guidelines: 6 elements
Voice / AudioConferenceEvent*
Audio quality istoo loud or tooquiet, Studentsimply reads theslides. Powerpoint File isgreater than 300KB in size*
Audio quality isgood, voicemodulates to createinterest.
Good qualityaudio, interestingand dynamicvoice usage
See the bottom of the home page for guidelines
15© E. Kowch 2002 iD
ID Model Guidelines
1. Informed: Do theories underpin the model?
2. Referenced: Are theorists referenced/understood? (APA not needed)
3. Relationships: Between Elements are indicated/explained
4. Granularity: Visual Model addresses most elements of models covered in EDER 673…
5. Missing Elements: A rationale is provided for element exclusion in your model
6. Limitations of the ID Model: Are defined
7. Generalizability: Evidence or explanation of use of this model in1. 2 different content areas
8. Scalability: Can I understand the lesson and the program design via your model?
9. Innovation: Uniqueness - do you explain a new approach?
16© E. Kowch 2002 iD
ID Model Guidelines
ElementsDoes not meetrequirements
B-
MeetsRequirements
B to B+
ExceedsRequirements
A- to A+
Informed – i.e.,use of theoriesand models
Model has little orno foundation intheory.
Visual model andexplanationprovide clearevidence of atheoreticalfoundation basedon theories andmodels covered inEDER 673.
Visual model andexplanation provideclear evidence of atheoreticalfoundation basedon theories andmodels covered inEDER 673. Alsoaddresses theoriesand models beyondthose in the course.
Understandingof the theoriesand modelsreferenced.
Errors made inreferences to modelsand/or theories.Errors made inexplaining thetheories or modelson which yourpersonal model isbased.
Accuratereferences andexplanations ofthe theories ormodels on whichyour personalmodel is based.Clear indication ofrelevance to yourpersonal model.
N/A
17© E. Kowch 2002 iD
ID Model Guidelines
ElementsDoes not meetrequirements
B-
MeetsRequirements
B to B+
ExceedsRequirements
A- to A+
Relationships
Disorganized.Relationshipsbetween elementsnot indicated orexplained.
Relationshipsbetween elementsof the modelvisually clear andwell organizedand/orrelationshipsbetween elementsof the modelexplained clearly,logically andcompletely.
N/A
18© E. Kowch 2002 iD
ID Model Guidelines
ElementsDoes not meetrequirements
B-
MeetsRequirements
B to B+
ExceedsRequirements
A- to A+
Granularity
High level or lackof detail. Few orno elements thatcomprise theoriesand modelscovered in EDER673.
Visual model orexplanationaddresses all /most of theelements withinthe theories andmodels in EDER673 unless arationale isprovided forabsence (seebelow)
N/A
19© E. Kowch 2002 iD
ID Model Guidelines
ElementsDoes not meetrequirements
B-
MeetsRequirements
B to B+
ExceedsRequirements
A- to A+
Missingtheoriesand/ormissingelements
No rationaleprovided formissing elementswithin the modelsand theoriescovered in EDER673.
Convincingrationale forexclusion isprovided for somemissing models,theories and/orelements coveredin EDER 673.
Convincingrationale forexclusion isprovided for mostmissing models,theories and/orelements coveredin EDER 673.
20© E. Kowch 2002 iD
ID Model Guidelines
ElementsDoes not meetrequirements
B-
MeetsRequirements
B to B+
ExceedsRequirements
A- to A+
Limitations oftheInstructionalDesign Model.
Few or nolimitations of themodel recognized
Rationale forlimitations notprovided.
Most of thelimitations of themodel recognized.Rationaleprovided isconvincing.
Most / all of thelimitations of themodel recognized.Rationaleprovided isconvincing.Directions forfutureimprovements /developmentsprovided.
21© E. Kowch 2002 iD
Model able tobe generalizedto content, age,domain, level(e.g., higherorder thinking)
No evidence orexplanation ofmodel able to begeneralized.
Evidence orexplanation ofmodel able to begeneralized acrosscontent and oneother criterion.
Evidence orexplanation ofmodel able to begeneralized acrosscontent and twoother criteria.
ID Model Guidelines
ElementsDoes not meetrequirements
B-
MeetsRequirements
B to B+
ExceedsRequirements
A- to A+
22© E. Kowch 2002 iD
Scalability.Considerationgiven tomacro andmicro design.
Does not identify /differentiate microor macro design,confuses macroand micro design,combines theminappropriately, ordevelops bothpoorly
Both areaddressed in themodel and / or inthe explanation.At least one iswell-developed.
Both are includedand welldeveloped in themodel and in theexplanation.
ID Model Guidelines
ElementsDoes not meetrequirements
B-
MeetsRequirements
B to B+
ExceedsRequirements
A- to A+
23© E. Kowch 2002 iD
ID Model Guidelines
ElementsDoes not meetrequirements
B-
MeetsRequirements
B to B+
ExceedsRequirements
A- to A+
Innovationandimagination
Nothing unique,interesting, ororiginal in theapproach, designor presentation.
1-2 elements ofinnovation,imagination,creativity, orinterest in theapproach, designor the explanation.
Your model isunique, and I canclearly tell that itworks for you inyour definedcontext – itemployes keydesign conceptswe’ve studied, andbuilds on thoseideas in a trulyunique way
24© E. Kowch 2002 iD
ID Model Guidelines
ElementsDoes not meetrequirements
B-
MeetsRequirements
B to B+
ExceedsRequirements
A- to A+
Evolution ofyour model
No evolution ofthe model or nomention ofhow/why themodel hasevolved.
Model hasevolved and abrief overview ispresent.
Model hasevolved and awell-developedexplanation isincluded.
25© E. Kowch 2002 iD
ID model Presentation (April 17)Guidelines.
Elements Does not meet requirements
(B-)
Meets Partial Requirements
(B to B+)
Meets Full
Requirements (A- to A+)
Model Does not present model in Power Point or presentation is incomplete for VClass
Presentation and explanation of the model are satisfactory or adequate, Powerpoints are clear and file is smaller than 300 KB
Presentation and explanation of the model are superior, and meets Vclass
Time Management
Is over 5 minutes 5 minutes in length but file upload is not ready/prepared
5 minutes in length
26© E. Kowch 2002 iD
InstructionalUnit
Does not presentinstructional unitor presentation isincomplete.
Presentation of theinstructional unit issatisfactory.
Integration
Presentation doesnot includeintegration ofmodel, instruction,and/or theories.
Presentationincludes integrationof model, andinstructional unit
Presentationincludesintegration ofmodel,instructional unit,and theories.
PresentationClarity / Scopeand Sequence
Presentation isconfusing,disorganized orunpracticed. Novisual material isprovided.
N/A
Presentation isclear, organized,visuallyattractive, andpracticed.
ID model Presentation (April 17)Guidelines.
27© E. Kowch 2002 iD
ID model Presentation (April 17)Guidelines.
Voice / Vclassevent*
Audio quality istoo loud or tooquiet, Studentsimply reads theslides.
Audio quality isgood, voicemodulates to createinterest
Good qualityaudio, interestingand dynamicvoice usage
28© E. Kowch 2002 iD
For Next Week (January 30): A Guideline for the Verbal Assignment
A guide for Vclass Discussion next week inour Synchronous Class
Please refer to the lists on the following pages of students assigned to see whether you will present an excerpt from either Educational Technology Issues or Trends from the Anglin Book. You’ll present us with a snapshot of your short reading from Anglin. Have some fun with this :-))
These short student assignments will be presented verbally (Gene will use the whiteboard to type up the issues and examples as you speak). Below is a guide to help you. Please provide to the class, when called, to share, the following :-)
1. Please state a brief summary of your topic
- Share the main message in the section that you were assigned.
2. Please state an example of your topic as you find it in your practice.
- state the context of your practice (where I saw or do this)
- state the example (the following is a concrete example of my topic, from my setting…)
3. Please state Your opinion on the topic : In your mind, has this topic changed since 1995? How so?
4. Ask someone a question that checks us to see if we understand the main point of your message.
Assignment