ED TECH 503 Project 1

8/13/2019 ED TECH 503 Project 1

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INSTRUCTIONALDESIGNPROJECT#1

EDTECH503

INTRODUCTION

Thisproject helpsmeet objectivesoutlinedfor the followingchaptersof theSmith & Ragan (2005) text,

InstructionalDesign(3rdEd.)

Ch. 3 Analyzingthelearningcontext

Ch.4 Analyzingthelearners

Ch.5 Analyzingthelearningtask

Ch. 6 Assesslearningfrominstruction

CONNECTIONTOCOURSEOBJECTIVES* (aslistedonsyllabus)

11. Build aninstructional design product that integrates majoraspects of thesystematicprocessand

makethisavailable ontheweb.

a.Describetherationalefor and processesassociatedwith needs,learner, context, goal, and

taskanalyses

i. Create andconduct various aspectsof afront endanalysis

b. Describetherationalefor and processes associatedwithcreatingdesign documents

(objectives, motivation, etc.)

i. Construct clearinstructional goalsandobjectives

iii. Developassessmentsthat accuratelymeasure performanceobjectives

* Designobjectivesnot listedherewill becoveredinthesecondIDProject.

PRODUCT

Workingbyyourself, youwill create afour part instructional designproject for aselectededucational

technologytopic. It isveryimportant to remember that youarenot creatingmaterialsfor actualinstruction. This project onlyconcentratesonthepreliminarydesign aspectsof instructional design.To

keep thisproject focusedandmanageable, youwill choosefromalistof topicscreatedbytheinstructor.

You created this PDF from an application that is not licensed to print to novaPDF printer (http://www.novapdf.com)
http://www.novapdf.com/http://www.novapdf.com/


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PART1.A.CHOOSEATOPIC

"Dr. EvangelinaTorres, superintendent of theWashingtonCounty, SCschool district, has

approached theinstructional design & development firmfor whichyouwork(SCIDInc.) andcontractedwithyour companyto design anin serviceworkshopfor the160teachersin her district.

Basedoninput she receivedfromvariouseducational technologyexperts in her district, and based

onpresentationsshesaw after havingattendedNECC(theISTEconference), she hasdecidedthat

thetrainingshouldbe onthefollowingtopic____________(thisiswhereyouchooseone).

1) Integrationof aninteractive whiteboard(e.g., SmartBoard)in lessonplans

2) Use of alearningmanagement system(e.g., Moodleor BlackBoard)

3) Educational usesof social networkingtools (e.g., Ning)

4) Podcastingfor education

5) Usingoneparticular featureGoogleApps(e.g., Gadgetswithspreadsheets)6) Installinganew hardware(e.g., hard drive,RAM, video card, etc.)

7) Uniquefunctionsof MSOfficeproducts

8) Use of blogsorwikisfor education

9) Use of desktop creativitysoftware (e.g., Picasa, theGIMP, etc.)

10)Use of digital camera(still or video)

Otheraspectsthat youshouldknow:

1) Thisin service trainingworkshop will bedelivered face to face

2) Thesuperintendent expectsfollow upactivities

3) The workshophasalower timelimit of onehour and upper time limit of three hours; it

shouldincludetimefor hands on activitiesand practice

4) Teachersskillswithcomputersrange fromcompletenoviceto expert, as onemight expect

5) All teachersspeakEnglish fluently, evenif it isnot theirfirst language

6) The district hasatrainingfacilitythat allowsupto 40teachersto use computersat anygiven

time;thecomputers arenewer andhave broadbandaccess. (forthepurposeof thisproject,

youcan assume thedistrictownsthehardwareand/or softwarethat isthefocusof your

training).

7) Youandyour companydo not deliver thetrainingitself, just the planandmaterials

PART1.B.PROVIDERATIONALEFORANIDMODEL

Please describewhichmodelof instructional design youwouldselect in orderto complete this

designtask. Providearationaleasto WHYyouwould usethe particular model youselect. Be sureto

provide acorrect APA citationforthe modelyouselect.



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PART2:ANALYSISOFTHELEARNINGCONTEXT

You must describeaPLAN toanalyze thelearningcontext and provide aRATIONALEfor doingthe

thingsdetailed inthe plan. Youdo not haveto create aninstrument (likean online survey) forthis

part, but youshouldwriteout questions that youwould ask, to whomyou wouldaskthem, etc.

You must addresswhat youknow about the context andhow that might impact other instructional

designdecisions. You can useyourownbackground/experienceto informyourdescriptionof how

thecontext likelycomesintoplay(your experienceneednot onlyhavebeenin aschool settingto be

useful).

Theexpectationisthat thissection will be at least one page, double spaced.

PART3:ANALYSISOFTHELEARNERS

Part 3hasthreesub parts: A)Planand rationale, B) Survey, and C) Report

A) PLAN:Your task istodescribe aPLAN to analyze the learnersand provide aRATIONALEfordoing

thethingsyoudescribein theplan.

B) SURVEY:Thesurveymust becreatedusinganonlinetool that theinstructor andGA can access.

Oneveryconvenient wayof doingthisisusingtheForms featureof GoogleDocsthrough Boise

State.Thisallowsyouto createasimplesurveytool, publish it, andsharetheentrypageURL

withothers. However,if youhave accessto other toolslikeSurveyMonkey, Qualtrics, or others,

youarefree to useoneof those.

C) Becauseyoudonot haveachanceto actuallycollectdataabout learners, youwill need tofictionalizetheresponses. Essentially, youwill makeupdatathat might havebeencollectedhad

youactuallysent the surveyto all of thedistricts teachers. Thereportsshouldmakeuseof

graphsandchartswhere appropriate.

Theexpectationisthat the plan/rationalewill not be longer than one page, double spaced. The

surveymust be10 20questionsinlength. Thereport ofresults shouldbebetweenone andtwo

pagesin length.

PART4:ANALYSISOFTHELEARNINGTASK

Part 4hasthreesub parts: A)LearningGoal, B) Task Analysis, C) LearningObjectives

A) LEARNINGGOAL: Create aclear, concise learninggoal for thetopic youhaveselected. Thegoal

shouldshow averyobviousoutcome.Thegoal shouldnot belongerthan one or twosentences.

B) TASKANALYSIS: To create thetask analysis,youcanusemywebspiration.com todraw a

diagramthat liststheLEARNINGSTEPSinvolvedin learningthetaskORyoucanuse theonline



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tool at Gliffy.com(notquiteaseasytouseinmyopinion). Youshouldusethesame general

guidelinesasshownin thecoursetext, but your actual flowchartsshouldbeMUCHmore

detailed, asshownin theexamplesprovidedfor youthemodulethat covered TaskAnalysis.

Asyoucreate your flowchart, payattentionto consistencyof color andshapes. Thepoint isto

maketheprocessVERY clear so that youunderstandwhat needsto betaught.

Since mywebspiration doesnotpublishhigh quality, zoomable images, theninsteadof

publishingthedocument aswedid inthe practicerun,youinsteadneedto PUBLISHITonthe

web (orin somemanner)that ensuresthat all itspartscan beclearlyseen.

You need to insert thegraphicof your flowchart (horizontally) intoyour project document.Do

not worryif text onit isnot legible(will not bepossiblefor larger flowchartsin anycase). The

ideaistogiveabig picture representationof theflowchart.

C) LEARNINGOBJECTIVES: Youmust createanappropriatelydetailedlist of learningobjectivesforthetrainingtopic. Be absolutelycertainthat your objectivesare written in awaythat shows

CLEARoutcomesandthat arerelatedto theoverall goal (identifiedin Part 4.A). Thereisan

expectationthat youwill writeat least tenobjectives(includingsub objectives). Youshouldnot

writemorethan 25total objectives.

Theexpectationisthat thispartof theproject will be aslongasit needsto be, and not anyshorter!

PART5:ASSESSMENTTHELEARNING

Providedetailsabout theassessment activity(ies) that would measurethewhatparticipantslearned

inthe courseof thetraining. If theassessment isatest, then youneed tocreatethe test. If theassessment isaproject, then youmust describe theproject in detail andcreate arubricthat could

be used to evaluate it.

In thissection, be*certain* to justifyWHY youhaveselectedtheassessment(s) youhavedescribed

or created. Youwouldanswer, for instance,whytheassessment appropriatefor thecontext,

content, and learners.

Theexpectationisthat thispartof theproject will be at least onepage in length, double spaced.



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RUBRIC

EXCEEDSEXPECTATION MEETSEXPECTATION FALLSBELOW EXPECTATIONPart 1A n/a Topicisclearly

presentedasone of

choicesonthelist.

Topic isnot present orunclear

Part 1B Clear indicationof whichmodelof IDmight beused; includesasuccinctdescriptionof themodel,andstudent providesdetailed, logicalexplanation of whys/hechose it. APA citationofmodel is correct.

Clear indicationof whichmodelof IDmightbeused; student providessufficient rationaleforitsusebasedoncharacteristicsof themodel and theproposedinstructional project.APA citationof model iscorrect.

Model of IDisnot clearlydescribedand/or rationalefor usingit isdescribed inminimal fashion. A rationalebasedonillogical choices(Ilike the shape!) will also bediscounted. APAcitation ofmodel is incorrect.

Part2 Providesaclear,logicalplanandrationale toaccount for context. Goesbeyondalistof questionsandexplainswhythequestionsareimportant.Includesanelaboration ofthecontext given previousexperienceor whatmightbecommonlyconsidered.

At least one page, double

spaced; nomorethan twopages.

Providesaclear,logicalplanandrationale toaccountfor context.Providesaclear list ofquestionsthat wouldbeimportant to ask.Includesanelaborationof thecontext givenpreviousexperienceorwhat might becommonlyconsidered.

At least onepage,double spaced; no morethan twopages.

Plan provideddoesnot seemlogical or systematic.Questionsposedarevagueorinconsequential. Descriptionof context ismissingor scantin information.

Lessthan one full page,ornot spacedcorrectly.

Part 3A Providesaclear,logicalplanandrationale toaccount for context.Includesimportantquestionsto ask, andgoesbeyondalist to explainwhythequestionsare

important. Extendeddescription of

Providesaclear,logicalplanandrationale toaccountfor context.Providesaclear list ofquestionsthat wouldbeimportant to ask.

Plan provideddoesnot seemlogical or systematic.Questionsposedarevagueorinconsequential.

Part3B Surveyhasat least15questions; surveyis veryeasilyaccessed onfirst trybyreviewers; questionsmakesense withregardtolearner analysis;survey

Surveyhasat least 10questions; surveyis veryeasilyaccessedonfirsttrybyreviewers;questionsaregoodoverall makesense

Surveynot longenough ortoo long; takesreviewersmorethan onetryto accessthelink.



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design showsdepthofthought

Part 3C Areasonable, believablereport ofresults,presented ina waythat is

easyto understandandeasyto follow. Includesagreat deal of detail, andhasat least onegraphicthat showsdata.

A reasonable, believablereport ofresults,presentedin awaythat

is easyto understandandeasyto follow.

Doesnotmake areasonableattempt to report data,showsresultsthat arenot

entirelycredible. Presentedinawaythat isdifficult toreador understand.

Part 4A n/a A clearlywrittenlearninggoal that showsaclear outcome.Noambiguouslanguageused. Goalis expressedin one or twosentences.

Goal statement isnot clear;showsambiguouslanguage.Expressionof goal isnotconcise.

Part 4B Verydetailedflowchart ;

flow oftasksisuptowardtheoverall goal. Flowislogical andeasytounderstand. Each part oftheflowchart isanobservabletask. Excellentuseof space& color. Linkcanbeaccessedfirst timebyreviewers.A bigpicture viewisincludedin document.

Flowcharthas good

detail; flowof tasksislogical. Overall, theflowchartliststasksthatcan beobserved(notverbslikeunderstandor know). Gooduse ofspace& color. Linkcanbeaccessedfirst timebyreviewers.A bigpicture view isincludedin document.

Flowchart lacksdetail; flow of

tasksisnot logical. Tasksareambiguous(use of verbslikeunderstand or know).Space and/or colorleaves alot to bedesired. Reviewerscannot accesstheflowchartfor whatever reason. Doesnot contain big picture shotof flowchart in document.

Part 4C Objectivesclearlyshowthelearningoutcomes,withuseof actionverbsthat leavenoroomforambiguity. Showsgoodbreakdown of objectivesandsub objectives.

Objectivesshow thelearningoutcomes, withuse of actionverbsthatleave littleroomforambiguity. At least 10objectivesarelisted,andnot morethan 25.

Containsobjectivesthat arepoorlywrittenfor anynumber of reasons(especially use of ambiguousverbs). Lacksdetail; too manyor toofewobjectiveslisted.Objectivesarenot connectedto goal, or expressirrelevantaspects of instruction.

Part 5 Providesanexcellent levelof detail that describes

howlearningwill beassessed, and alsoprovidesalogicalrationale asto whywhat issuggestedis used.Alignswell withlearner analysisreport.

Providesagoodlevelofdetail that describes

howlearningwill beassessed. Includesrationaleabout whytheselected assessment(s)wouldmakesense.Alignswithlearneranalysisreport.

Explanation of assessment islowindetail or superficial

overall. Either doesnotexplain,or doesso poorly,therationale for thechoiceof theassessment(s).



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Organization andpresentation

Each section is clearlylabeledandwhitespace isusedappropriately.Followstheorderof theparts aspresented. Nondocument elements(survey/flowchart) areclear, use of colorappropriately, etc.Pagesarenumbered.

Document is formattedwell overall; sectionsarelabeled andwhite spaceallowsfor easyreading.Non documentelements(survey/flowchart) alsomakegooduseof space,etc. Web basedelements areeasilyaccessed.

Document submittedhastoomuch or not enough whitespace. Sectionsarenotclearlylabeledor do not usebold/increasedfont size toset themapart. Overall,document isdifficult to readand looksthrown together.Non document elements(survey/flowchart) areincoherent, hard to read,inaccessible byreviewers,etc.

Grammar/Usage Few, if any, obviousgrammar mistakes. Anysmall errorsarenotrepeated. Doesnotuse

clichs or idiomaticlanguage. Consistent,academic tone.

Usageor grammarmistakesarepresent,but not distracting. Anysmall errorsarenot

consistently repeated.Doesnot use clichsoridiomatic language.Consistent, academictone.

Numerous grammaticalerrorsor consistentlyrepeatederrors(likepronoun antecedent

agreement). Usesclichsoridioms. Lacksanacademictone.

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ED TECH 503 Project 1