Final Instructional Design Project.pdf

7/27/2019 Final Instructional Design Project.pdf

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Lauren Savinelli

EdTech 503

Spring, 2012

Final Instructional Design Project

Part 1: Topic

Part 1a: Stated Learning Goal: After 3 hours of instruction (three, one hour sessions) students

will be able to create a Microsoft Publisher brochure which highlights the influential person

from their research project. The students will need to include background color, text, pictures,

and at least one bulleted list.

Part 1b: Description of the audience: The targeted learners will be fourth graders. Students

abilities vary from limited experience using computers in general to wide knowledge of

Microsoft programs, including Publisher.

Part 1c: Rationale: The grade level I teach requires each student to complete anindependent research project. Traditionally, students would compile their findings onto a

poster board. I decided that this method of presentation is rapidly becoming outdated. Since

most of my students have been exposed to Microsoft Power Point, I thought I would try to

show them something they were less familiar with. I decided to choose Microsoft Publisher

brochures for several reasons. First of all, brochures are likely items which they have seen

before. Familiarity for children provides comfort. Secondly, Publisher is a tool I was never

introduced to as a student and I strongly believe its a valuable resource I was unable to take

advantage of.

My project is primarily generative. In a generative strategy, learners manipulate and

construct their own knowledge. I will provide some guidance for my students by introducing

Microsoft Publisher, but they will learn chiefly through exploration. The limited experience

students have with Publisher may make this project seem more supplantive (teacher-driven).

The reason I feel strongly that it will develop generatively is because most of my students are

familiar navigating similar computer programs. I am fairly certain they will catch on quickly and

comfortably be able to develop a quality brochure.

The major instructional strategy under which my goal would be classified is Learning

Procedures. Although the preliminary research aspect demonstrates DeclarativeKnowledge, the Microsoft Publisher brochure is a separate entity. The learning of a

procedure involves the ability to apply that procedure in a variety of previously un-encountered

situations (Smith & Ragan, 2005, p.

189). The students will apply their research using the procedures I guide them through during

Publisher training. Once my students gain confidence by working through the simple

procedures, I hope to see them explore some of the more complex components of the


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Lauren Savinelli

EdTech 503

Spring, 2012

program. According to Smith and Ragan, concepts are a prerequisite to learning procedures. I

will teach my students the concepts, guide them through the procedures, and let them explore

independently and learn by doing.

Part 2: Analysis Report

Part 2a1: Description of the Need: 25 fourth grade students completed the survey (questions

below) in class using SMART Response Clickers. The questions were projected on the SMART

board so students were able to anonymously respond. I chose to make this survey anonymous

so students didnt feel social pressures to answer in a certain way. SMART Notebook software

allows me to easily collect data, organize it into tables and graphs, and then analyze it.

Part 2a.2: Analysis of Student Survey Questions: Since my target group is so young, I have

only included ten questions in their survey. I wanted to keep it simple in order to have

beneficial data.

Question 1 asked students, Do you

have a computer at home? I was

not surprised to see that 100% of my

students responded yes. I have

only had a couple students in the last

few years that did not have a home

computer. This makes the

foundation of the project easier todeliver. Although students were not

familiar with the software required

to create this project, the foundation

skills were already established.

2.

The majority of my student sample

felt self-assured with computer use. I

expected at least a few students toreport answer D but was pleased to

see their confidence level was pretty

high.


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Lauren Savinelli

EdTech 503

Spring, 2012

3.

83 % of my students have never used

Microsoft Publisher to create an

informational brochure. This means I

will have to design my instruction

paying particularly close attention to

detail without making any

assumptions.

4.

My students have a lot of exposure

to technology. I was surprised to see

one student (8%) reported that he or

she did not enjoy using technology to

create presentations. My

interpretation of this response would

be that this student enjoys using

technology for self-selected

purposes, not creating presentations.

5.

Students were given this survey after

we went through the concept map asa class. I explained to them each step

wed be taking throughout the

research, training, and creation of

their brochure. All students but one

said they felt prepared to move on

and begin. After inquiring, I found

out the student who responded no

is our new student who wont be

participating in this assignment. At

least he was carefully paying

attention to the questions!


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Lauren Savinelli

EdTech 503

Spring, 2012

6.

I was amazed to see how much

weekly computer time some students

reported. More than half the class

stated that they were on a computer

an hour a day or more. This supports

the research that curriculum and

technology need to be interwoven.

7.

I would like to further investigate this

response. I found the results

interesting that 45% of my students

had indeed used Microsoft Publisher,yet only 16% reported earlier to using

it for the purpose of creating

informational brochures.

8.

In order to create structure and

guidance for the research end of this

assignment, I have provided a

worksheet which outlines specific

information I expect the students toresearch. The internet is too broad

for students who dont feel

comfortable using it yet.

9.

I can guarantee that the same 12%

who dont feel comfortable using the

internet for research (question 8) arethe same students who reported

never using the internet before to

research. I will need to spend

additional time with these students

in order to help them research

effectively before expecting them to

create a Publisher brochure using


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Lauren Savinelli

EdTech 503

Spring, 2012

Part 2b: Description of the Learning Context: Chapter 3 of Smith and Ragan introduces threeneeds assessment models: The Problem Model, The Innovation Model, and the Discrepancy

Model. My ID project most closely fits with the discrepancy model. Designers using this model

presume that learning goals are already identified and that instruction is currently offered

related to these goals. (Smith and Ragan) This means my project will be evaluated using

summative assessment.

The goals of my instructional system:

Students will compile the findings from their research project (prior knowledge) into aMicrosoft Publisher pamphlet.

Students will become proficient enough with Publisher to change their brochure'sbackground color, add text, add pictures, and add at least one bulleted list.

Determining how well identified goals are already being achieved:

We will start with a one hour, guided session which introduces MicrosoftPublisher. During this training session, students will be building a sample Publisher

brochure, step by step with the instructor (projected on SMART Board.) Every student

will have their own computer to work on. This concrete modeling will help students to

learn through experience. The second hour will be used to help students get their own Publisher document

created. They will start by deciding what information should go on each page (pre-

determined on a worksheet which was completed during the research phase.)

The third hour will be brochure construction. Students will work independently, withsupport available as needed to add required elements to their brochure.

Summative assessment will happen before and after each hour, analyzing the students'understanding of the learning goals and reevaluating instruction as needed.

their findings.

10.

After seeing 100% of students

respond yes to owning a computer,

and more than half report to daily

usage, I decided to take it a step

further. I was surprised to see 65%

of the nine and ten year old students

in this group had a personal

computer in their bedroom.


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EdTech 503

Spring, 2012

A final assessment will be done by determining if the Microsoft Publisher brochurecaptured all required elements established in the learning goals.

Some questions I may ask my target audience (keeping in mind, they are 9-10 years old) before

beginning include:

1. What does it mean to "research?" (This tells me if the students understand even themost basic foundation of this assignment)

2. Have you ever used a computer?3. Do you know how to save a document into your student network folder?4. Have you ever had the opportunity to type an assignment rather than hand write it?5. Have you heard of Microsoft Publisher?6. Have you ever created a brochure?7. Have you ever created a brochure on the computer using Microsoft Publisher?8. What would you like to accomplish from this assignment?

Part 2b.1: Learning Context: This instruction will take place in the school's computer lab. In

the lab, each student will have their own desktop with Microsoft Publisher installed. Students

will work on this project in three sessions. The sessions will span over the course of three

weeks (one per week.) The lab will be available from 10:00-11:00 during these days. Students

will also have the opportunity to receive additional support on computers in the

classroom. Since their projects will be saved to the student network, they can be accessed from

any school computer. There will be 25 fourth graders and one instructor. The instructor will

model each step of the training using a SMART board projection of her personal laptop.

Students will not move on to the next task until the previous one has been completed

successfully. The class will all build a dummy brochure first in order to practice the new skills.

Once they have concluded training, students will work independently, compiling their

researched material into a new Publisher brochure. Instructor will be available for ongoing

support.

Part 2b.2: Transfer context: Students will be able to take what they have learned through this

project and apply it in countless different ways. Microsoft Publisher allows users to create

brochures, pamphlets, flyers, even menus. Learners will be able to transfer the context of their

training to any future research assignment. This training could also be applied in a future

workforce environment, school club, or even to create advertisement.

Part 2c: Characteristics of Learners: Characteristics of learners can include vital componentssuch as intellectual ability, cognitive learning styles, psychosocial traits, gender, ethnicity and

racial groups. The nice thing about my ID project is that it accommodates all types of different

students. The children were allowed to choose ANY historical figure that positively changed the

world. By doing this, they were able to tap into their background knowledge as well as have the

freedom of choice. When given choices, students will usually feel more inclined to put in the

work to find answers. As for learning styles, a computer-based project opens up more

opportunities than a traditional written research paper. This ID assignment will be delivered to


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EdTech 503

Spring, 2012

25 fourth graders. There are 10 girls and 15 boys participating. Learners range from very low

ability level to gifted students. Around 40% of this class is considered socioeconomically

disadvantaged. Their reading levels range from 2nd

to 8th

grade.

Part 2d: Learning task analysis

Part 3: Planning

Part 3a: Learning Objectives:

1. 4th grade students will be able to conduct background research on a historical figure.2. Students will be able to look for specific information (provided by teacher) and use the

Internet (Google Safe Search) to find answers.

3. Students will be able to organize research on a teacher-created worksheet.


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EdTech 503

Spring, 2012

4. Students will attend one hour of Microsoft Publisher training and be able to performbasic tasks in Publisher required for their final product.

5. Students will be able to compile research findings into a Microsoft Publisher brochure.6. Students will receive training to include text, a graphic, background color, and a bulleted

list. Students will add each of these elements to their final product.

7. In two, one-hour computer lab sessions, students will be able to complete a MicrosoftPublisher brochure which highlights their research.

8. Students will be able to perform self-editing, checking for accurate information as wellas grammatical errors.

9. Students will be able to peer-edit at least one other brochure and have two peers edittheir own.

10.Students will print and present their final project by reading through each part of theirbrochure, explaining their research findings to the class.

Part 3b: Matrix of Objectives, Blooms Taxonomy, and Assessments:

Learning

Objectives

(a)

Bloom's (revised)

Classification* (b)

Format of

Assessment

(c)

Description

of Test

Form (d)

Sample Items (e)

1

Understanding

(classify, describe,

discuss, explain,

identify, locate,

recognize, report,

select, translate,

paraphrase)

Paper and

pencilWorksheet

Teacher-created worksheet

which guides what

information students will be

required to locate. Using

the worksheet as a guide,

(sample questions listed

below) students will

determine what type of

figure will be appropriate to

research based upon the

information available to

complete research.


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Lauren Savinelli

EdTech 503

Spring, 2012

2

Understanding


discuss, explain,identify, locate,

recognize, report,

select, translate,

paraphrase)

Paper and

pencilWorksheet


which guides what


required to locate. (For

example: When was your

person born? When did

they die? What country was

most of their work

performed in? What are the

three most important

contributions they made to

society? etc...)

3

Applying (choose,

demonstrate,

dramatize, employ,

illustrate, interpret,operate, schedule,

sketch, solve, use,

write)

Paper and

pencil Worksheet


which guides what


required to locate. Fill-in-

the-blank style questions

(listed above).

4

Remembering

(define, duplicate,

list, memorize,

recall, repeat,

reproduce state)

Performance Checklist

The learner has successfully

been able to create each of

the basic tasks required on

the checklist.

5

Creating (assemble,

construct, create,

design, develop,

formulate, write)





the checklist.

6

Remembering

(define, duplicate,

list, memorize,

recall, repeat,

reproduce state)





the checklist.

7

Creating (assemble,

construct, create,

design, develop,

formulate, write)





the checklist.

8

Evaluating

(appraise, argue,

defend, judge,

select, support,

value, evaluate)

Paper and

pencilRubric

The learner has created a

presentation which has

apparent editing, with

accurate information, free

of grammatical errors.


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Lauren Savinelli

EdTech 503

Spring, 2012

9

Analyzing (appraise,

compare, contrast,

criticize,

differentiate,

discriminate,

distinguish,

examine,

experiment,

question, test)

Paper and

pencil

Rubric

The learner has created a

presentation which has

apparent editing, with

accurate information, free

of grammatical errors.

10

Understanding


discuss, explain,

identify, locate,

recognize, report,

select, translate,

paraphrase)

Oral

PresentationRubric

Learner will share their

findings to their peers,

showcasing the Publisher

brochure they have

created.

Part 3c: ARCs Table:

Categories &

Subcategories

Process Questions

ATTENTION

A.1. Perceptual

arousal

A.2. Inquiryarousal

A.1. What can I do to capture their interest?

In order to capture the attention of the learners, I will begin by allowing

them to choose any historical figure who has impacted history in a positive

way. I will then model a program which most have had limited exposure

to. They will complete simple steps with me to gain confidence using the

program and become increasingly eager to explore it in depth on their

own.

A.2. How can I stimulate an attitude of inquiry?Students will be able to look for specific information (provided by teacher)

and use the Internet (Google Safe Search) to find answers. They will

undergo the task of searching for facts and pictures in order to prepare a

presentation using Microsoft Publisher.


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EdTech 503

Spring, 2012

A.3. Variability A.3. How can I maintain their attention?

By assigning small pieces as a time, students will be less likely to feel

overwhelmed. Since most of the learners have not been exposed to

Publisher, I will show them one piece at a time, letting them practice with it

before moving on to the next.

RELEVANCE

R.1. Goal

orientation

R.2. Motive

matching

R.3. Familiarity

R.1. How can I best meet my learners needs (How do I know their needs?)

Learners must first undergo a survey which analyzes previous experience

with computer use, internet use, internet research abilities, and exposure to

Microsoft Publisher. Once I know what each learner has already learned, I

can use it to develop their skills further.

R.2. How and when can I provide my learners with appropriate choices,

responsibilities, and influences?

Two things must happen before I am able to provide learners with

appropriate choices. First, I must review the background research each

student completed. Providing the information is accurate, I will analyze thecomputer use survey. Students will then attend one hour of Microsoft

Publisher training and be able to perform basic tasks in Publisher required

for their final product.

R.3. How can I tie the instruction to the learners experiences?

The learner was able to select the historical figure to research. Students will

choose a figure whom has some relevance to their educational exposure.

CONFIDENCE

C.1. Learning

requirements

C.1. How can I assist in building a positive expectation for success?

Instructor modeling is key. By introducing the project piece by piece,

learners are accountable for each step along the way. Students will be able

to compile research findings into a Microsoft Publisher brochure through

repetitive exposure and instructor modeling.


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EdTech 503

Spring, 2012

C.2. Success

opportunities

C.3. Personal

control

C.2. How will the learning experience support or enhance the students

beliefs in their competence?

As learners progress through the two, one-hour training sessions, they will

gain confidence in their abilities with Microsoft Publisher. Instructor will beavailable for guidance and peer editing has been built into the training

sessions. Through peer editing, students are able to view the work of others

which often enhances creativity and overall product quality.

C.3. How will the learners clearly know their success is based on their efforts

and abilities?

The learners will have a rubric to follow. If they are able to successfully

implement text, a graphic, background color, and a bulleted list, they will

feel success from the training. Students will add each of these elements to

their final product and be graded according to the rubric provided at the

beginning of the assignment.

SATISFACTION

S.1. Natural

consequences

S.2. Positive

consequences

S.3. Equity

S.1. How can I provide meaningful opportunities for learners to use their

newly acquired knowledge/skill?

Once learners have attended the two, one hour training sessions, they will

be able to compile research findings into a Microsoft Publisher

brochure. Creating an electronic brochure is a skill which can be used for

future assignments and career tasks.

S.2. What will provide reinforcement to the learners successes?

The learner will be able to assess their own product using the rubric given

before turning it in. They will also have the opportunity to work with peers

for editing and verification of completion. Once they have had the

opportunity to practice their new skills using Microsoft Publisher, students

will feel successful and ready to use this program for future assignments.

S.3. How can I assist the students in anchoring a positive feeling about their

accomplishments?By providing positive reinforcement, I can point out strength areas for each

learners finished product. I can also provide constructive criticism to help

students understand if the completed brochure could be enhanced in some

areas.


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EdTech 503

Spring, 2012

Part 4: Instructor Guide:

Introduction:

Activate Attention or Gain Attention: Begin by polling learners to identify familiarity of

Microsoft Publisher. Instructor can show sample brochures to allow learners to preview what

their final product will be. Inform learners that the research which was previously done will

now be applied to a digital presentation.

Establish Purpose or Inform Learners of Purpose: Have learners brainstorm historical figures

which hold significance to them. It is up to the instructor to decide what types of restrictions

need to be places on the learners selection. For this outline, learners must choose someone

whopositivelyimpacted history. Explain to learners how Microsoft Publisher will be a useful

tool to use for future presentations.

Arouse Interest and Motivation or Stimulate Learners Attention/Motivation: Model for

learners some of the skills they will acquire using Publisher. Instructor needs to clearly identify

the goal, to use technology to demonstrate proficiency in regards to their research.

Preview the Learning Activity or Provide Overview: Instructor will use the concept map

(previously created) to preview the training schedule and expectation for this assignment. At

this time, learners can ask the instructor questions which may arise.

Body:

Recall Relevant Prior Knowledge or Stimulate Recall of Prior Knowledge: During the first (of

two) training session, instructor will remind students of the overview which was given during

the introductory session. The instructor will pass out the (previously completed and checked)

graphic organizer which holds the research elements of this project. The instructor will remind

learners that this material will be used to create a Microsoft Publisher brochure.

Process Information and Examples or Present Information and Examples: Learners will first

spend the first hands-on training hour working with the instructor on a sample document. The

purpose of this is to practice with form before focusing on content. It is at this step that

learners will be trained to include text, pictures, background color, and at least one bulleted list

with Publisher.


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EdTech 503

Spring, 2012

Focus Attention or Gain & Direct Attention: Learners will experiment without risk using the

initial Publisher document. Once learners feel confident implementing the requirements listed

above, they will move on to the actual presentation piece. Learners will use the research

previously completed to create a historically accurate brochure which will be presented to

others upon completion.

Employ Learning Strategies or Guide or Prompt Use of Learning Strategies: Using the concept

map, learners will go through a series of training steps before completing the final product. If

a learner does not feel comfortable moving on to the next step, they will have the opportunity

to receive additional training. Encourage learners to consider how the skills they are acquiring

may be useful for future research presentations.

Practice or Provide for and Guide Practice: The next hour will be self-paced practice. Learners

will be encouraged to try several of the Publisher templates to determine which will fit theirproject best. They may also experiment with layout and content. All of these things will help

the learners gain familiarity with the program. Instructor needs to be available for ongoing

troubleshooting, support and guidance.

Evaluate Feedback or Provide Feedback: Instructor must provide continuous

feedback. Learners must be guided each step of the way during a project with

software learners (likely) have never seen. As stated on the concept map, learners will go

through a series of self, peer, and instructor edits. All of these stages provide opportunities for

evaluation and feedback.

Conclusion:

Summarize and Review or Provide Summary and Review: Instructor will summarize the lesson

with each learner during the editing process. It is important for the instructor to provide

feedback and critique if a learner is not proficiently using the program. This final review allows

the learner time to make revisions.

Transfer Learning or Enhance Transfer: Encourage students to think of other places/times

where creating a brochure may be useful. Learners will likely suggest future class

assignments. Encourage learners to think about how a program like this could be used for

businesses, schools, hospitals, etc.

Re-motivate and Close or Provide Remediation and Closure: Learners should print their final


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brochure only after all editing has been done. A rubric has been created to show learners

exactly what is expected on their final project. This is a good time for learners to reflect on the

process.

Assess Learning or Conduct Assessment Evaluation: Using a previewed rubric, instructor andlearner can determine how to evaluate the final product. This is also when the instructor will

resurvey learners to see how comfort levels have changed with Microsoft Publisher.

Feedback and Seek Remediation or Provide Feedback and Remediation: Instructor will

provide detailed feedback of the final product. Learner will come to the instructor with any

assessment questions or discrepancies. Learners will then present a final, polished product to

their peers.

Part 5: Learner Content:

5a: Learning Materials 5b: Assessment Materials Technology Tool Rationale

Internet Research guide (teacher-

created worksheet) to ensure

learner is searching for the

correct information.

Internet research is

something that many learners

in this age group have little

experience with. The internet

has boundless information

which students need to be

able to effectively use.Microsoft Publisher Software Rubric: Formative and

summative assessment for

each of the requirements

listed in objective.

Software training which can

be applied to future

coursework. Microsoft

Publisher can be used to

organize data into a wide

variety of formats for

different educational needs.

Part 6: Formative Evaluation Plan:

Part 6a: Expert Review Plan:

The Education Technology Specialist at my school is my subject matter expert. I submitted my

final plan to her and we reviewed it together. We discussed the following questions:

Does this lesson look appropriate for fourth grade?


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Is this the type of experience you feel learners will have long-term use for? Do you foresee any particular areas where the instructor or learners will struggle? Do you feel this project contains all essential elements to be used by an inexperienced

instructor?

Do you have any suggestions for improvement?She had positive feedback for all of the questions. As for suggestions, they will be discussed in

part 7.

Part 6b: One-to-one Review Plan:

Instructor will evaluate the quality of the design using two learners from another class. The two

students may have different levels of computer proficiency. There will be one boy and one

girl. They will both be fourth graders. All materials will be provided including the concept map

and instructor guide. Instructor will provide a sample of a completed Microsoft Publisher

brochure as well as an outline for the background research. The instructor will be providedwith the learning goal as well as the grading rubric. The students will also have the opportunity

to review the goals and rubric.

The instructor will be asked the following questions:

Did you feel prepared to teach this lesson with the materials provided? What can beimproved?

Were there any parts where you felt you had to improvise the lesson? If so, whichparts?

Did you feel comfortable teaching this lesson to fourth grade students?The learners will be asked the following questions:

Which parts of the instructions seemed difficult to follow, if any? How comfortable would you feel to complete a Microsoft Publisher brochure after

seeing the sample and being guided through the steps provided?

What do you think you will learn from this project? Is there a part of the project that seems too difficult for you? Which parts of the project are you are really excited to do?

Part 6c: Small Group Evaluation Plan:

Small Group Evaluation

Before evaluating a small group, the instructional designer must make revisions based upon the

feedback from the previous evaluation. Under the supervision of the designer, the instructor

will work through the lesson with a small group of students, five to ten. The students who were

previously evaluated will not be part of this trial. The learners will begin to work with Microsoft


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Publisher using the concept map provided. The instructional designer will make note of any

areas where the instructor guide is not clear. The instructor will be responsible to evaluate

students based upon rubrics and checklists. The learners and instructor will then be asked

questions similar to those above before moving on to the full field trial.

Part 6d: Field Trial Plan:

Field Trial

After reviewing the One to One and the Small Group evaluations, the full field trial will take

place. There will be approximately 25 fourth graders who will participate in this trial. All

components of the instructional design project will be used to deliver the lesson. The

instructional designer will observe the project from start to finish before evaluating the

following:

Were the instructions complete?

How was the difficulty level? Did the instructor struggle to follow the lesson design? Did the learners enjoy the project? Are the learners able to explain the value of a project like this? Was there enough time allocated to deliver quality instruction? Did the instructor work towards the learning goal?

Part 7a: Evaluation Rubric:

Outstanding Good Needs

Improvement

Comments

Does this lesson lookappropriate for fourth

grade?

Is this the type ofexperience you feel

learners will have long-

term use for?

Do you foresee anyparticular areas where

the instructor or

learners will struggle?


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Do you feel this projectcontains all essential

elements to be used by

an inexperienced

instructor?

Do you have anysuggestions for

improvement?

Students may

require more time

for mastery than

allocated.

Consider

scheduling

additional time to

allow students to

play with thesoftware.

Part 7b: Report the Results of the Expert Review:

The SME for this project was very pleased with the completeness of each piece. As the

facilitator of teacher technology instruction at our school, she is familiar with giving adults

instructions for curriculum implementation. She felt my instructor guide was well written and

would be easy for any instructor to follow, experienced or not. As for the lesson itself, she felt

the requirements were well within the parameters of a fourth graders abilities.

Part 7c: Comments on Change:

The SME who did my evaluation saw very few things which would require adjustment. The only

major thing she noticed as a potential problem was the amount of time I had allocated for the

entire project from instruction to presentation. She felt the learners would benefit from

additional play time with Microsoft Publisher in order to gain confidence and familiarity. This

is something that can easily be adjusted for any class, depending on age, experience, computer

exposure, etc.


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EdTech 503

Spring, 2012

Part 8: AECT Standards Grid:

Professional Standards Addressed (AECT)

The following standards, developed by the Association for Educational Communications and

Technology (AECT), and used in the accreditation process established by the National Council

for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course.

The numbers of the standards correspond to the numbers next to the course tasks show on the

list of assignments. Not all standards are addressed explicitly through student work.

Standard 1: DESIGN

1.1 Instructional Systems Design (ISD) X ID Project

1.1.1 Analyzing X ID Project

1.1.2 Designing X ID Project

1.1.3 Developing X ID Project1.1.4 Implementing X ID Project

1.1.5 Evaluating X Selected Discussion Forums; ID Project

1.2 Message Design

1.3 Instructional Strategies X ID Project

1.4 Learner Characteristics X ID Project

Standard 2: DEVELOPMENT

2.0 (includes 2.0.1 to 2.0.8) X ID Project

2.1 Print Technologies X Reading Quiz; ID Projects

2.2 Audiovisual Technologies2.3 Computer-Based Technologies X (all assignments)

2.4 Integrated Technologies

Standard 3: UTILIZATION

3.0 (includes 3.0.1 & 3.0.2)

3.1 Media Utilization X (all assignments)

3.2 Diffusion of Innovations

3.3 Implementation and

Institutionalization X

ID Project

3.4 Policies and Regulations

Standard 4: MANAGEMENT

4.0 (includes 4.0.1 & 4.0.3)

4.1 Project Management

4.2 Resource Management

4.3 Delivery System Management

4.4 Information Management


20/20

Lauren Savinelli

EdTech 503

Spring, 2012

Standard 5: EVALUATION

5.1 Problem Analysis X

5.2 Criterion-Referenced

Measurement X

ID Project

5.3 Formative and Summative

Evaluation X

ID Project

5.4 Long-Range Planning

Final Instructional Design Project.pdf

Documents

Transcript of Final Instructional Design Project.pdf