Christie Rickert
EDTC 6321: Instructional Design
Scheduling Made Simple Instructional Unit
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Project Description:
The primary purpose of this project was to utilize the Dick & Carey instructional design model to create an instructional unit. The criteria for the instructional unit was that a learner must be able to complete it indepednetly without interaction with a teacher and within 30 minutes to one hour time frame. The instructional unit I designed was to meet a need at my current work place by training staff to schedule videoconferences correctly. There are 5 phases involved in the Instructional Unit including descriptions of:
- the learners, their environment and the instructional goal (IU1)
- the task analysis and instructional objectives (IU2)
- the performance objectives (IU3)
- the instructional strategies (IU4)
- the formative evaluation (IU5)
Feedback was received from classmates and members of the intended audience and revisions were made based on the suggestions.
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Responsibilities Met:
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Responsibility 2: Design. The candidate will design instruction (or human performance strategies) to meet the needs of learners. Design documents and projects must show evidence of analysis of problem situation, awareness of unique characteristics of intended audience and implications for instruction, selection and implementation instructional strategies consistent with analysis of the learning situation and intended learners, selection and justification of appropriate medias, and evidence of both formative and summative evaluation strategies.
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| Performance Indicators |
Justification |
2.1 Demonstrates ability to perform analysis and documentation of instructional need or opportunity resulting in student-centered, performance based instructional objectives based upon, and appropriate for, a specific audience.
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The IU1 report is evidence of my ability to analyze a problem and establish a need for instruction. Following the Dick & Carey instructional design model, I conducted a through analysis of the intended audience, their instructional needs, their background knowledge which may effect their participation in the unit. Based on my analysis of the learner and the learning environment, I established a measurable instructional objective which the instructional unit was based upon. |
2.2 Demonstrates ability to perform comprehensive task analysis of an instructional objective.
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Throughout IU2, a first level task analysis and in depth task analysis was conducted. The IU2 report is the result of my comprehensive task analysis of the instructional objective. A detailed flowchart sequencing the tasks involved in accomplishing the objective as well as an analysis of the learning domain of the objective is included in the report. |
2.3 Demonstrates ability to select and integrate into instruction a variety of research-based instructional strategies.
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Research based instructional strategies were selected for the Scheduling Made Simple Instructional Unit as described in the IU4 Report. Strategies such as the anticipation guide, introductory podcast, audio/visual content, screencasts, diagrams, practice questions, a simulation, and visual ques such as the utilization of an avatar were all selected to best meet the learner's needs. A thorough explanation of the instructional strategies (including pre-instructional strategies, content presentation, learner participation, assessment, and follow through activities) is included as well as a description of the delivery mode for the instructional unit. A first draft of the instructional materials is also provided which demonstrates how I will implement the selected strategies in the unit.
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2.4 Demonstrates ability to develop and select appropriate assessment instruments.
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As represented in the IU3 report, I selected three assessment instrucments which I felt were appropriate for this instructional unit. The pre-instructional assessment which was in the form of an anticipation guide, practice questions embedded within the content presentation for each performance objective, and finally a performance assessment in the form of a simulation. The selection of these comprehensive assessment instruments will measure whether the learner was able to achieve the instructional goal. |
| 2.5 Demonstrates ability to use formative evaluations for iterative assessments of components of the design process. |
Three phases of the formative evaluation are evident in the IU5 report. The report documents the process I took to evaluate the instructional unit during the formative stage and make the necessary revisions. The formative evaluation included feedback from a subject matter expert (SME), a one on one evaluation with a member of the intended audience, and finally a small group evaluation with another member of the intended audience. During each of these three phases, the feedback I reeived was document and a list of immediate revisions and long term considerations were composed. Following each phase, revisions were made before proceeding to the next evaluation. |
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Responsibility 3: Development, Utilization and Management. The candidate will develop, utilize and manage a variety of media and instructional technologies to deliver instruction to students.
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| Performance Indicators |
Justification |
3.1 Demonstrates ability to develop instruction using a minimum of three different medias.
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A variety of resources including text, graphics, and video are utilized throughout the Instructional Unit. The resulting web based training (click here) is evidence of my ability to develop instruction. This training is divided into sections to provide a clear process for the learner, and includes a flowchart for reference, graphics, screenshots, a podcast led by an avatar used throughout the training, and a screencast to demonstrate an online scheduling software. |
3.2 Applies research-based rationale for the selection and utilization of technologies for learning.
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As documented in IU4, in the analysis fo the instructional strategies selected, the technologies utilized were selected based on the learners needs. For example, the training was created in a web based environment to allow for anytime, anywhere access for the learner, and a familiar learning environment. A screencast was created to clearly demonstrate a web based scheduling process which is new to the learner. Finally, the pre-instructional strategy of including a "blabberize" led by the avatar, Bridget, was utilized to engage the learner and get them motivated to learn the content. |
3.3 Demonstrates ability to manage projects and evaluate progress and improvement.
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The instructional unit I designed, Scheduling Made Simple, was developed in 5 phases (IU1, IU2, IU3, IU4, and IU5). The whole unit, based on the Dick & Carey instructional design model, was managed appropriately given the time constraints and criteria provided by the professor. In a timely manner, feedback was received and provided by a classmate during each phase of the design. After reflecting on the feedback received, revisions were made to improve the overall project. |
| 3.4 Uses the results of evaluation methods to revise and update instructional materials. |
The feedback received from a feedback partner was documented and linked to the project website. (click here). I also conducted a peer review in IU2 which provided an evaluation of the instructional materials to that point from the learner's perspective. A member of the intended audience evaluated the instructional materials and provided valuable feedback on the task analysis. Based on that, revisions were made before proceeding to IU3. Finally, the formative evalution was conducted. The evaluation methods, including a subject matter expert interview, a one on one interview, and a small group evaluation were all utilized to revise and update the instructional materials. Immediate revisions and long term considerations are documetned in IU5.
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Responsibility 4: Evaluation. The candidate uses incisive and relevant assessment and evaluation techniques (e.g., product or project which uses formative and/or summative evaluations). Candidate demonstrates the ability to evaluate quality of instructional materials and instructional systems using appropriate methodologies. Candidate also demonstrates the ability to use formative and summative assessment methodologies to ascertain the effectiveness of instruction in meeting instructional goals.
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| Performance Indicators |
Justification |
4.1 Demonstrates ability to use formative evaluation strategies to evaluate the quality of instruction.
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As noted in IU5, a formative evaluation was conducted for the Scheduling Made Simple instructional unit. Three formative evaluation methods were utilized to collect feedback on the rough draft instructional materials. For each evaluation method, I prioritized revisions into two lists: immediate revisions, and long term considerations. The first evaluation was with a subject matter expert. Before proceeding to the second evaluation phases, revisions were made based on our conversation. The second evaluation was a one on one exchange with a member of the intended audeicne. This phase was particularly helpful because it helped to identify potential areas where a learner may fail in the instruction. Based on observations in this phase, revisions were again made. One of the biggest changes is that the mode of delivery was altered to a web based environment rather than print. Finally, the revised draft of the instructional materials were given to a member of the intended audience to complete independently. A synopsis of each method is included in IU5. |
4.2 Demonstrates ability to use summative strategies to evaluate the quality of instruction.
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4.3 Demonstrates ability to select a variety of appropriate assessment instruments and use those instruments to assess effectiveness of instruction in meeting instructional objectives.
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The report found in IU3 includes the rational for selecting the assessment instruments for the instructional unit. There were three different types of assessment instruments included in this instruction to meet the instructional objective. A pre-instructional assessment instrument in the form of an anticiption guide was used to ignite prior knowledge and to introduce the technologist to the goals for the training. The anticipation guide is completed again at the end of the unit so that the learner can document personal growth resulting from the training. The application questions placed throughout each section of the content were chosen to provide provide an opportunity to practice the content just presented and provide instant feedback to the learner. Finally, all of the skills learned in the training will be demonstrated by the learner in a performance assessment. The learner will complete a scheduling simulation and will be evaluated using the rubric I developed. |
| 4.4 Documents results from formative evaluations and uses those results to revise instructional materials, and/or instructional development process. |
To document the results from the formative evaluation conducted in IU5, I created a table for each of the three evaluation methods. The table included the overall task, the evaluator's observations and comments, and my remarks. I also created a synopsis for each evaluation which included a reflection on the evaluation, and a list of immediate revisions and long term considerations. The immediate revisions were made before moving on to the next evaluation in IU5. |
Modifications Made
In all, the 1 hour training resulting from this instructional unit consisted of about 60 hours of work. This is due to the amount of reflection that occured at each phase, evaluation, and revisions . Modifications were made during each phase (IU1, IU2, IU3, IU4 and IU5) based on the information received from the professor and my feedback partners. Additionally, at strategic places throughout the instructional design, feedback was collected from members of the intended audience. One of the biggest changes resulting from this evaluation process was the decision to deliver the content via the web instead of in a .pdf version. Utilizing the web as a delivery mode allowed me to present the information in sections, making the content less intimidating than the 15 page .pdf that was originally created in the rough draft. The project page includes documentations of the modifications made throughout this projct. Contextual and design changes are evident in the first draft and revised draft resulting from the feedback documentation.
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