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Instructional Design Document 1

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Instructional Design Document

Time Management for MIST Working

Professionals

7/28/2009

Author Hamid Mohammed-Ahmed,

[email protected], MIST, CSUMB 100 Campus Center, Seaside, CA 93955 - 831-582 4791

Advisors:

Dr. Nancy Lockwood. Prof. Troy, Challenger

Instructional Design Document Hamid Mohammed-Ahmed July, 28, 2009 Page 2

Tables of Contents

Section 2: Analysis

1. Introduction (p. 5- 7) 1.1 Background 2.1 Purpose and Goal 3.1 Ethical Considerations 4.1 Constraints 5.1 Resources. 6.1 Timeline and Cost

2. Need Analysis. (p. 7- 8) 3.

2.1. The Problem 2.2. Current Performance 2.3. Causes of the Problem 2.4. Desired Performance 2.5. Need for Intervention 2.6. Method of Data Collection 2.7. Method of Data Analysis 2.8. Sampling Method

3. Learner Analysis (p. 9 -10)

3.1. General Characteristics 3.2. Capabilities and Competencies 3.3. Methods of Analysis 3.4. Methods of Analysis

4. Environmental Analysis (p. 11 - 12)

4.1. Factors 4.2. Characteristics 4.3. Resources 4.4. Constraints

5. Development (p. 12 -13) 5.1. Characteristics 5.2. Resources


5.3. Constraints

6. Delivery (p. 13 – 14) 6.1. Characteristics 6.2. Resources 6.3. Constraints

7. Application (p. 14 – 14) 7.1. Characteristics 7.2. Resources 7.3. Constraints

8. Task Analysis: (p. 15 –16)

8.1. Instructional Goals 8.2. Content & Tasks (SKA) 8.3. Standards & Criteria 8.4. Prior Knowledge & Skills 8.5. Method of Analysis

Section 3: Goals and Objectives

1. Instructional need (p. 17 – 17) 2. Instructional Purpose (p. 17 – 17) 3. Learning Domain and Level (p. 17 – 17) 4. Statement of Performance objectives (p. 18 – 18) 5. Sequencing of Performance Objectives (p. 18 – 18) 6. Learning Tasks (p. 18 – 19)

6.1.1. Lead in: 6.1.2. Task Activities: 6.1.3. Personalization:

Section 4: Design, Development & Implementation

1. General Goals (p. 20 – 20) 2. Need (p. 20 – 20) 3. Target Learners and Stakeholders (p. 20 – 20) 4. learning theories and/or instructional theories (p. 20 – 20) 5. Instructional strategies (p. 21 – 21)


6. Major Deliverables (p. 21 – 21) 7. Anticipated Changes and Constraints (p. 21 – 21) 8. Mode of Instruction /Delivery (p. 22 – 22) 9. Lesson Plan /Storyboard Script (p. 22 – 25) 10. Resources (p. 25 – 25) 11. Project Timeline & Budget (p. 25 – 26)

Section 5: Evaluation & Assessment

1. Summative Assessment (p. 27 – 28) 1.1. Overview

1.1.1. The Purpose 1.1.2. The Type of Testing Item 1.1.3. Diversity Issues 1.1.4. Results Analysis

1.2. Summative Assessment Tool 1.3. Case 1 1.4. Case 2 1.5. Case 3

2. Formative Evaluation: (p. 29 – 32 )

1.6. The Purpose 1.7. The Evaluated Material 1.8. Participants/Evaluators 1.9. Implementation of the Evaluation 1.10. Finding of the Evaluation 1.11. Formative Evaluation For Learners 1.12. Formative Evaluation For Observers

Appendix

3. References, used to develop this instructional document were IST 522 Textbooks (p. 33 – 33)

1- Mastering Instructional Design Process. 2- Rapid Instructional Design 3- Telling Ain’t Training.


Section 1: Analysis

1. Introduction:

1.1. Background: Masters of Instructional Science and Technology (MIST) at California State University Monterey Bay (CSUMB) is a 14 month-accelerated program. Therefore, students enroll in MIST program need to work hard in order to carry out their course work assignments. Because the program is primary online, most students in MIST are working professionals with full-time jobs and families. MIST administration has estimated that students need to allocate an average of 16 hours per week for the program. Due to this fact, we believe that there’s need for MIST working professionals to balance and manage their time in order to successfully meet the program requirements. Accordingly, we have conducted our analysis phase for this project followed by a survey of some MIST working professionals and instructors to collect the data needed for this instructional design document.

1.2. Purpose and Goal.

The purpose of this instructional design document (IDD) is to help MIST working professionals bridge the gap between the time needed for MIST and the actual time they devote or have for MIST. A lack of time has resulted in a performance gap. The data collected from MIST instructors showed that some MIST working professionals were wrestling with deadlines. The goal of this IDD is to solve the causes of time management problem. The major causes of time management problem were identified as job and family obligations based on the data collected from the survey of MIST working professionals.

1.3. Ethical Considerations:

In preparing this instructional design, we have taken into account the culture, norms and values of MIST program. We found that MIST cultures value time management, progress, performance, and commitment to the task. Therefore, we concluded that the culture of MIST supports and helps our instruction.


We have also considered beliefs and values of MIST working professionals. We found that family and job obligations influence their commitment to time management. We thought about what family obligations mean to individuals and what links and ties to friends and relatives mean to some individuals. We concluded that ties to family and relatives would affect the outcome of our instruction unfavorably. To address this part, we will ensure that our instructional design meets the needs of every individual and helps every one strike a balance between MIST and family obligations.

1.4. Constraints:

Some limitations we have for this instructional design would be: (1) We have very limited time for the instruction so that we would not be able to cover as many tasks as needed. Therefore we have selected and prioritized three tasks to be taught. (2) Students would not have sufficient time to apply what they learn during the instruction. Hence, most of the application part will be done and evaluated after the instruction (3) We might not have enough experts (instructors), and students (MIST working professionals) to administer beta test and pilot test. (4) Data collected for this instructional design was limited due to unavailability of MIST students and instructors who were supposed to take the survey.

1.5. Resources: Sources that needed for this instructional design document are: (1) Materials to be produced which include instructional module or presentation with narration and handouts for trainees and ADDIE documents for MIST administration (2) Software for producing the material includes MS-word, PowerPoint, movie maker, Photoshop, and video editor. (3) Hardware includes computer for material production (4) Equipment for delivery includes computer, smartborad, and overhead projector. (5) A Training room that accommodates 30 students.

1.6. Timeline and Cost: Time for development, delivery, and evaluation would be approximately three weeks (80 hours) as follows: (1) One week (40 hours) for development of the instructional materials. (2) One week (40 hours) for running beta test, pilot test and instituting necessary revising and modifications.

(3) One week (40 hours) for instruction and evaluation.


Delivery dates will be: July 28, 2009. The completion of Development of Instructional

Document. August 29, 2009: The delivery of instruction and evaluation.

The cost of this project will mainly be the number of hours spent for the development, implementation, and evaluation of our proposed instruction. The cost will be 70 dollar per hour depending on the actual hours that will be spent after completion of the instruction. Material cost will be calculated based on the actual materials that will be purchased and used. No expensive materials will be used. The available computers, software, and equipment will be utilized.

2. Need Analysis:

2.1. Problem: Our analysis showed that there’s a problem of time management for MIST working professionals. Our survey for MIST instructors showed that assignments submitted by some MIST working professionals are impacted by time management. This impact is reflected in unsatisfactory performance such as poor quality of the assignment submitted or untimely submission of the assignment. Therefore, there is a performance gap between what is expected from the students to succeed and what they are actually doing. This performance gap is serious and need to be addressed, because unsatisfactory assignments result in low grades or failure.

2.2. Current Performance: The data collected from the survey, particularly from MIST instructors indicated that there’s low performance among some MIST working professionals. A number of working professionals miss some assignments, few of them miss the deadlines, and some of them turn in their assignments rushed or incomplete.

2.3. Causes of the Problem: Our survey analysis for MIST working professionals indicated that jobs and family obligations are the major obstacles for time management. Other secondary factors intervene with time management that indicated by our subjects are ties and obligations with relatives and friends,


entertainment activities including television, movies, and internet, as well as time spent talking on telephones.

2.4. Desired Performance: The desired performance anticipated by MIST administration is that all working professionals should manage their time perfectly and allocate at least 16 years per week in order to meet their MIST obligations satisfactory and efficiently. That means complete their readings and researches thoroughly, participate in their groups fully and effectively, finish and turn in all their assignments completely and satisfactorily.

2.5. Need for Intervention: This instructional design serves as a framework for devising instructional tasks for solving the performance problem indicated above. Our intervention will help MIST working professionals balance between study and family obligations, balance between study and work, manage, prioritize, and allocate their time for different MIST assignments. In our intervention, we will apply cost effective solution by giving the learners strategies of time management. Therefore, no cost will be involved in the application of our instruction.

2.6. Method of Data Collection:

Our data for this instructional design documents were collected by surveying MIST students and instructors. Our survey of MIST students involved working professionals only. We also looked into data from previous MIST students. Most importantly, we consulted textbooks, and visited different internet sources; where we viewed presentations and instructional modules on time management.

2.7. Method of Data Analysis: We have used descriptive method to analyze and describe the results of the interviews that were conducted with MIST working professionals and MIST professors. Descriptive method suited our purpose because our data was collected primarily from interviews and observations of our subjects.

2.8. Sampling Method:

Due to time limitation and unavailability of our subjects, we have used judgmental sampling method because it’s easy and fast and also inexpensive. We have published surveys on ilearn which were taken by a selected group of MIST working professionals and MIST professors.


3. Learner Analysis:

3.1. General Characteristics: Our learners are MIST working professionals with different cultural backgrounds, mostly Asians, Hispanics, whites, and Africans. They are adults, educated, and have basic computer and internet skills needed for MIST. Most of them are full time employees and some of them have families. Some characteristics that we found are the following: (1) Individualism: Some of our learners came from cultures that valued

groups over individualism. These learners might have more need for time management than others.

(2) Age: Our target learners from different age groups. Older learners might have more consideration for time than younger learners. Also older learners might have more obligations than younger ones.

(3) Education and Experience: Some learners came from cultures that value education. Sacrifice for time is likely to happen for these learners.

(4) Gender: Some of our target learners came from cultures where males and females have different responsibilities and obligations. Different responsibilities and obligations create variation in time management among our target learners.

(5) Attitude: Most of our target learners are adults and have commitment to success in the program as indicated by our survey of MIST instructors. Therefore, we assumed that they would have favorable attitude for time management and instruction in general.

(6) Involvement: Our observation of MIST team work indicated that our learners have shown commitment, collaboration, and involvement with their groups.

(7) Learning style: Since MIST program has a lot of individual assignments; most of our learners are accustomed to work independently. This will help our instruction, because time management requires independent learners who would be able to plan out for themselves.

3.2. Capabilities and Competencies: (1) Knowledge: All our learners are educated with undergraduate degrees

or higher. Their prior academic experience will give them the willingness to overcome time management problem and work for success. Also knowledge and experience will facilitate our instruction.

(2) Skills: Most of our learners are computer literate and have basic skills of computer software that needed for success in MIST program. Such


computer skills will help some of them increase their productivity per hour and make up for lack of time. We also believe that our learners have cognitive skills needed for this instruction.

(3) Aptitude: Because MIST is a competitive graduate program and students are selected from highly qualified applicants, we concluded that our target learners posses the aptitude for success in this instruction.

3.3. Methods of Collection: Our data collection method for learner analysis was based on: (1) Observations, communications, interaction, and performance of

MIST working professionals in ilearn and during face to face workshop.

(2) Survey of MIST working professionals and instructors. (3) Face to face individual meetings with some MIST working

professionals. (4) Reading about cultures and education of our ideal learner.

3.4. Methods of Analysis:

We have used normative profile to analyze and established our learner profile. Therefore, we have listed the characteristics of our ideal learner based on our interaction, knowledge, and experience with MIST learners and supervisors.


4. Work Place /Environmental Analysis:

4.1. Factors: Work place factors that would affect our instruction are: MIST structure, mission, goals, and philosophy. Our assumption is that all these MIST components will help the development and delivery of our instruction because MIST is concerned with the success of its working students and time-management is important to MIST administration as well as the working professionals.

4.2. Characteristics: Characteristics related to the environment that affect our instruction are: (1) Participants’ involvement. Since we are discussing time

management, our working professionals (learners) did not have the same problem of time management. This requires us to tailor our instruction to meet every learner’s need.

(2) Delivery environment characteristics such as learners-affiliations to their MIST groups, learners’ organization and order, as well as their task orientation and commitment. We found that these are helpful factors to our instruction.

(3) Characteristics of the application environment such supervisor support, leader behavior, strictness, clarity and equipment design would positively impact our instructional design because our project is supported and initiated by MIST program.

(4) Innovation, worker responsibility, autonomy would also be helpful characteristics to our instruction.

(5) On the other hand, Characteristics like work pressure, work problems, and external (family) influence, personal problems are some application factors that we found unfavorable to our instruction.

4.3. Resources: Resources used in this part of instructional design document were:

(1) MIST data base (materials available at ilearn). (2) Textbooks and external reading resources. (3) Internet sources such as YouTube (4) Computers, video, camera, webcam and software of window vista.

To make this instruction cost-effective, we:


(1) Eliminated the use of any expensive software that needs purchased.

(2) We ruled out the use of any additional personnel or outside technical experts.

4.4. Constraints:

The limitation in this instructional design was the difficulty of obtaining a reliable sampling from our survey that could represent the population of MIST working professionals. Our target learners do not have the same circumstances as some of them are full time working professionals while others are part-time. Also some of these working professionals have families and some do not. This is in addition to time limitation and unavailability of people for surveys and interviews. To overcome these constraints we: (1) We have used Judgmental Sampling Method for data collection

because it allows us to survey a selected group of our target learners.

(2) We have used normative profile because it permits us to establish our ideal learner profile based available information.

5. Development:

5.1. Characteristics: Characteristics that would affect the Development are:

(1) The nature of change desired: We found that the change desired by MIST is that all working professionals should adequately manage their time and meet their requirements satisfactorily.

(2) Mission and goals: MIST goal is to have the program conducted online successfully with participation of all students including working professionals.

We found that the above characteristics helpful to the development of this instruction.

5.2. Resources:

Resources used in for the development of this instruction are: (1) Window movie maker, (2) PowerPoint. (3) Sound Recorder. (4) Photoshop editor.


(5) Images and music from the internet. (6) MIST materials available at ilearn. (7) Textbooks and external reading resources. (8) Internet sources such as YouTube

This development would be carried out by the available resources. We believe that the available equipment, software, and materials would be utilized for the development. No expensive materials will be used, no additional personnel will be needed, and no high expenses will be incurred by the client for the development of this project.

5.3. Constraints:

The limitation in the development phase was the lack of technical expertise and advanced technology. To overcome this limitation, we decided to develop our project with available technology such as movie maker and PowerPoint.

6. Delivery:

6.1. Characteristics:

Characteristics that would affect our delivery are:

(1) We believe our learners might show a great deal of participation and involvement during the delivery of this instruction.

(2) We believe that learners’ obligations might not affect their involvement in the delivery of this instruction.

(3) We found that learners-affiliations to their MIST groups will be a helpful factor to our delivery.

(4) We found that the level of order and organization of our learners will facilitate the delivery.

(5) We think that most of our learners have orientation and commitment to the task. It’s also a positive factor for our delivery.

6.2. Resources:

Resources used in for the delivery of this instruction are: (1) Computer desk top or lap top with window vista. (2) Overhead projector (3) Smartboard tools and software.

6.3. Constraints: Constraints that would impact this delivery are:


(1) Time limitation: The time allocated for this delivery would not allow us to teach all tasks. Therefore we have prioritized and selected the most important tasks.

(2) Participation: Learners’ participation will impacted by time limitation.

7. Application:

7.1. Characteristics:

Characteristics that would affect the application of this instruction are:

(1) We found that supervisor/MIST support will facilitate the application. (2) We think that MIST leadership behavior will help our application. (3) Level of clarity applied in MIST environment is a favorable factor (4) MIST has equipment design needed for application. (5) Work pressure on our learners would not be helpful factor for our

application. (6) Some learners have external and family influences that would not help

the application. (7) We could not find any personal problems with the learners.

7.2. Resources:

Resources needed for the application are: (1) Learners will use paper and pencils to brainstorm ideas. (2) Learners will use their personal computers/ laptops to set up their

time management plans.

7.3. Constraints: Constraints that would impact this application are: (3) Time limitation: Due to time limitation, some application tasks

would be carried by the learners after class. (4) Group discussions will be impacted by lack of time.


8. Task Analysis:

8.1. Instructional Goals: Our purpose of this instructional design is to help MIST working professionals to:

(1) Balance between study and work. (2) Balance between study and family obligations. (3) Manage and prioritize their time between different MIST assignments. (4) Complete and turn in their MIST assignments on time.

8.2. Content & Tasks (SKA):

The following tasks were selected for instruction based on our need analysis:

(1) Divide your daily hours between work and study. (2) Divide your off work time between study and family obligations. (3) Divide your study hours between different assignments. (4) Make weekly schedule for your assignments. (5) Limit the number of hours for each assignment. (6) Make extra hours for unexpected occurrence or emergencies. (7) List your necessary obligations and eliminate everything else from

your schedule. The following three tasks were given priority of the instruction because our survey analysis for MIST working professionals indicated that jobs and family obligations are the major obstacles for time management. Also our survey for MIST instructors showed that assignments submitted by MIST working professionals are impacted by time management. For example some working professionals miss the deadline, miss some assignments, or turn in some assignments rushed or incomplete.

(1) Divide your daily hours between work, study, and family obligations (2) Divide your study hours between different assignments. (3) Make weekly schedule for your assignments.

8.3. Standards & Criteria:

(1) Allocate maximum of 10 hours for work per day. (2) Commit at least 2 hours per day for MIST. (3) Use the remaining 12 hours for yourself and family.


(4) Write and implement a weekly schedule for MIST provided that you commit 2 to 4 hours for each assignment.

8.4. Prior Knowledge & Skills: In this part of our work analysis, we examined the individual competencies of our learners with regard to time management. We found that their individual knowledge, skill, and attitude of time management differ in accordance with their cultural backgrounds, values, and community affiliations. We also examined their level of motivation, and we found that there’s a general desire for improving time management among our learners and MIST administration. From the analysis of learner’ characteristics, we also found that our target learners:

(1) Have some knowledge of time management or have experienced some type of occasional time management.

(2) Have cognitive skills that help them to make decisions about time management.

(3) Have computer skills that help them to accomplish more in limited time.

(4) Have cognitive skills that facilitate their comprehension and application of tasks that will be taught.

8.5. Method of Analysis: WE consider content analysis as method for our instruction design. We thought that using content analysis would help us isolate any topic that irrelevant to our instruction. It would also provide us with guidance to sequence our tasks.

Content Definition example Fact Hours 10 hours for work per day

2 hours for MIST per day Concept Time management Divide your time between work, study,

and family Process Work on managing

your time Weekly schedule for your assignments

Procedure Steps to manage your time

2 – 4 hours for each assignments

Principle Make a commitment Stick to your scheduled plan Table 7.2. MIDP (p.149)


Section 3: Goals and Objectives

7. Instructional need: Masters of Instructional Science and Technology (MIST) is an accelerated online program. Many students enrolled in MIST are working professionals. The program has to be completed in 14 months, and therefore; the students are required to perform an enormous amount of assignments per-week, in addition to researches and projects for different classes. MIST administration expects that each student should devote at least 16 hours per week for the program in order to successfully meet the program requirements. Our analysis showed that there’s a problem of time management for MIST working professionals. Our survey for MIST instructors showed that assignments submitted by some MIST working professionals are impacted by time management. This impact is reflected in unsatisfactory performance such as poor quality of the assignment submitted or untimely submission of the assignments. Therefore, there is a performance gap between what is expected from the students to do and what they are actually doing. This performance gap is serious and need to be addressed, because unsatisfactory assignments result in low grades or failure.

8. Instructional Purpose: The goal of this instruction is to help MIST working professionals balance between work and study on one hand, and family and study on the other hand. Therefore, these working professionals could have enough adequate time required for MIST study. To achieve this goal, we have identified a set of performance objectives that will be addressed by this instruction and carried out by the learners.

9. Learning Domain and Level: The learning domain for this instruction will be cognitive, because time management is cognitive skill that a learner need to know, acquire, and apply. Therefore the level of instruction would: (1) Knowledge: Learners will be introduced to the concept of time

management. (2) Comprehension: Learners will recognize and understand how

someone could manage his/her time. (3) Application: Learners will apply what they learn about time

management to manage their own time.


10. Statement of Performance objective: By the completion of this instruction, learners should be able to: (1) Prepare and implement weekly schedule that distribute their time

between different obligations given that the time allocated for MIST is not less than 16 hours per week.

(2) Manage their time ever day so that they can have adequate time for MIST assignments given that they assign at least 2 hours for MIST per working day and 6 -8 hours on weekends.

(3) Allocate adequate time for each MIST assignment based on the actual time needed for its completion, provided that each assignment is completed and turned in on time with 90% or better of satisfactory criteria set by class instructors.

11. Sequencing of Performance Objectives:

We have used Whole-to-Part sequencing by introducing the instructional objectives as follows:

First: Learners will be introduced to the problem of time management in general.

Second: Learners will be introduced to time management with family.

Third: Learners will be introduced to time management with jobs.

Fourth: Learners will be introduced to time management with class assignments.

12. Learning Tasks:

The learning tasks in this instruction will include three parts:

6.2. Lead in: This part will briefly introduce the learners to:

The topic of time management. Factors affecting time management such as family, jobs,

entertainment etc...

6.3. Task Activities: This part will introduce tasks that address time management issues:


Task 1: Family time management: Learners will be exposed to some techniques on how to manage and save time with family obligations.

Task 2: Job time management: Learners will be exposed to some techniques on how to manage and save time with job obligations.

Task 3: Study time management: Learners will be introduced to techniques on how to divide their time between different MIST assignments.

6.4. Personalization: In this part each learner will:

Think about how he/she used to mange his/her time before this instruction.

Revise his/her time management plan based on this instruction. Make personalized weekly schedule that allocate at 2 hours for MIST

per week and 6 – 8 hours on weekends. Prioritize and divide the MIST 16 hours between different assignments.


Section 4: Design, Development & Implementation

1. General Goals The goal of this part of the instructional document is design, develop, and implement an instructional module to help MIST working professionals manage their time in order meet the program requirements. This document has been developed after collecting data and analyzing the need of the target audience. 2. Need: Most of the students enrolled in MIST are working professionals who have other obligations such families and jobs. Some of these working professionals are having difficulty in making balance between MIST, work, and family obligations. This need has been identified by data collected from the survey of MIST working professionals and MIST instructors. The need for this instruction is to help these working professionals manage their time in order to successfully meet the requirements of MIST study. 3. Target Learners and Stakeholders:

The primary audiences for this proposed instruction are:

(1) Current MIST working professionals. (2) Non working MIST students who have families. (3) Any MIST student who faces challenge with time management. (4) MIST professors and MIST management.

This proposed instruction could also be used with future MIST working professionals, or other CSUMB students who need help on time management.

4. learning theories and/or instructional theories: The learning theories that will be used in this instruction are: (1) Constructive model: Learner will be required to use what they

already know about time management to construct new understanding of time management.

(2) Cognitive Model: Learner will be asked to do cognitive tasks such as comprehending information about time management, thinking about their time management, and creating their own time management plans.


5. Instructional strategies:

Our teaching strategy will be as follows:

(1) Causing learners to think about the topic by posing questions that capture their attention and activate their background knowledge about the subject of the instruction.

(2) Having learners reflect on their own time management experience and formulate an idea

(3) Having learners apply what they learn by creating their individual time management plans.

6. Major Deliverables:

The major deliverables in this document will be instructional module which includes the following tasks: (1) The first activities will be an introduction about the concept of

time management. (2) The second activity will introduce the learners to the major

factors that impact our ability of time management such work, family, television, movies, talking on phone or visiting friends and relatives.

(3) The Third activity will give learners some techniques and methods used to overcome time management problems.

(4) The fourth activity will require the learner to apply what they learn and make time management plans for their school assignments, and other obligations.

7. Anticipated Changes and Constraints: At the time of video production, some changes that might occur to these tasks could be:

(1) The time assigned for each activity or every part of the activity might be increased or decreased based on the actual production time.

(2) Some activities might be modified based on availability and integration of the production materials.

(3) Addition or deletion might occur to some part/parts of activities based on the availability of time and production materials.

The whole or part of this teaching plan might be revised and altered based on the result of beta test and/or pilot test.


8. Mode of Instruction /Delivery: The delivery mode will be instructional module composed of the following techniques:

(1) PowerPoint slides with narration, animation, graphs, and music. (2) Short video clips imported and edited by movie maker. (3) Computer with blackboard system and overhead projector for video

presentation.

We decide to use the above delivery mode because:

(1) It is cost-effective: We are using the available window software such as PowerPoint and Window Movie Makers. Therefore, the delivery mode does not add additional cost for the Client.

(2) It’s friendly and easy to use. We do not need technical expert to produce this video.

(3) It will provide interactive instructional tasks that will be interesting for the learners to watch. .

9. Lesson Plan /Storyboard Script The following is a two column script lesson plan for producing the instructional module.

Visual Audio

Introducing the Topic:

Total time: 15 seconds

text on the screen

Animation: “fade in and out”

Font 16 for the text, 18 for the headlines

Background color contrasts with font color

Music followed by pause and Narration:

Have you ever made a long term plan for

managing your time? If so, Have you

made it to end? If not, why?

Remember, it’s easy to plan, but it’s

difficult to carry over.


Brainstorming and transition to the subject:


text on the screen

Text in smart shapes or pictures





Think about causes that intervene with

our time management? Let’s think

together: Which of the following

intervenes most with our time

management?

Family, relatives, friends, entertainment

(TV, movies, internet), talking on phones,

work or something else; what’s it?

Which of the above factors is easy to

overcome

Introducing the task


text on the screen

pictures or images on the screen




These people say Job and family are most

difficult factor to overcome. But they work it

out

Let’s see: How they made it.

Task 1: Job time management Music followed by pause and Narration:


Total time: 60 second

text on the screen

text in smart shape/ chart or pictures




Speaker talks about a master-plan for

balancing family and work. Speaker

elaborates on how one can make out time and

balance between work and study.

Task 2: Family time management


text on the screen







managing family time. Speaker elaborates on

how one can make out time and balance

between family and study.

Task 3: Assignments time management


text on the screen




managing and dividing study time between

your classes. Speaker elaborates on how you





can prioritize your assignments.

Task 4

Wrap Up, Application & Evaluation

Total time: 60 second in class to be completed after class

text on the screen






Speaker refers to a model on the screen and

asks each learner to make his/her own

master-plan for managing time between job,

family and MIST as well as prioritizing and

dividing time between MIST classes and

assignments.

10. Resources: Resources, used design development and implementation of this instruction are: (1) Textbooks: Mastering Instructional Design and Process (MIDP)

for developing and sequencing of tasks and Trend and Issues for Instructional Design and Technology for instructional theories and strategies.

(2) Materials: Different internet sources for images and video clips. (3) Software: Widow Vista such as PowerPoint and movie maker,

and MSWord for production of the materials.


11. Project Timeline & Budget:

The timeline for the design, development, and implementation of this instruction would be: (1) The Development of Instructional Document will be completed on June

2008. (2) The instructional module will be produced, evaluated by first week of

August, 2009. (3) The delivery of the instruction will be on August 29, 2009. (4) Evaluation of the instruction will on August 29, 2009

The cost of this project will mainly be the number of hours spent for the development, implementation, and evaluation of our proposed instruction. No expensive materials will be used. The available computers, software, and equipment will be utilized. The approximate total number of hours, spent on the production of design, development, and implementation of this project will be:

(1) 40 hours for the analysis. (2) 40 for hours for material development and design. (3) 30 for video production, testing, evaluation, and modification. (4) 2 hours for delivery and evaluation of the delivery.


Section 4: Evaluation

4. Summative Assessment: 1.13. Overview:

1.13.1. The Purpose: For the purpose of this performance measurement, we have chosen “participant learning”. Because of the following: (1) It will provide objective data on effectiveness of the instruction. (2) It will measure how much the participants learn about time

management during this instruction. (3) It gives us the tool to assess knowledge, skill, and evaluate the

objectives as well as an option to obtain qualitative data.

1.13.2. The Type of Testing Item: For the testing item we decided to use “project” because it gives us an opportunity to see how the learners demonstrate their knowledge, skill, and ability by performing real time management tasks. 1.13.3. Diversity Issues: The evaluation will consider issues of diversity such as race, gender, religion, and cultural backgrounds by making sure that the testing items are objective and neutral and do not give advantage to any particular group over others.

1.1.4 Results Analysis: The results will be analyzed by looking to the percentage of performance. To extent each test-taker demonstrates his ability to perform on a given tasks (project). The rating standards will be: (1) 95 % and above excellent. (2) 90- 95% very good. (3) 80 - 90 % good. (4) Below 80% adequate.

The result will be used to assess the effectiveness of the instruction. If 90% of students achieve very good and excellent (90% or above), we will certain that the instruction has met its objectives. If not, the instruction will be revised.


1.14. Summative Assessment Tool:

Test Time: 2 hours.

Instructions:

Read the following three cases of MIST students and generate a weekly schedule for each one. The time management plan for each student should: (1) Divide the student’s time between work, family, and MIST. (2) Cover the five working days and the weekend. (3) Include time allocations for 6 MIST assignments per week.

1.15. Case 1:

A MIST student works full time, single, and has no kids.

1.16. Case 2 A MIST student works full time, married has wife and no kids.

1.17. Case 3 1.18. A MIST student works full time, married, has wife and three kids


2. Formative Evaluation:

2.1. The Purpose: The purpose of this formative evaluation tools is to assess the effectiveness of the instruction and the instructional materials before it is delivered to the target learners or trainees.

2.2. The Evaluated Material: These formative evaluation tools are used to assess the following: (1) The performance objectives. (2) The tasks and activities. (3) The content of the instructional materials. (4) The Delivery of the instructional materials.

2.3. Participants/Evaluators:

The participants in this evaluation will be: (1) A selected group form MIST 4 working professionals who will be

real representatives of our target learners (MIST 5 working professionals)

(2) Observers: A group of experts from MIST instructional designers and MIST former graduates.

2.4. Implementation of the Evaluation: The evaluation will be implemented by having the participants do the following: (1) The participant learners will watch the instructional module and

fill out evaluation Form (Assessment tool for Learners) (2) The experts will review the lesson plan and teaching materials,

watch the instructional module, and fill out the evaluation form (Assessment tool for Observers)

The evaluation will be conducted in the first week of August at Building 18, (MIST facility), CSUMB. The participant will be notified by the exact date and time.

The approximate time for learners will be 20 -30 minutes to watch the video and fill out the evaluation tool

The approximate time for experts will be 2 – 4 hours to review the instructional materials and video and make their evaluation.

2.5. Findings of the Evaluation:


Based on the result of the evaluation the instructional materials and instructional module will be revised, or modified. Such modifications might include: (1) Addition or deletion of an activity or a part of an activity. (2) Rewriting the performance objectives. (3) Increase or decrease the time of an activity. (4) Remove or change an activity. (5) Rewriting the lesson plan. (6) Change the sequence of the activities /tasks.


2.6. Formative Evaluation For Learners:

For participating learners:

After watching the instructional module, please take this evaluation tool.

Rate the this instructional module from 1 to 6 with 6 being the best

The instructional module is:

1 Well organized 1 2 3 4 5 6

2 Easy to understand 1 2 3 4 5 6

3 Was very interesting 1 2 3 4 5 6

4 Was very effective 1 2 3 4 5 6

5 I learned from it 1 2 3 4 5 6

6 Had value for me 1 2 3 4 5 6

7 Gave me the skills I needed 1 2 3 4 5 6

8 I can apply what I learned 1 2 3 4 5 6

9 Met my needs 1 2 3 4 5 6

10 Met my its objectives 1 2 3 4 5 6

Comment/suggestions:

Adapted from Rapid Instructional Design (p. 275)


2.7. Formative Evaluation For Observers: For MIST instructional designers (MIST professors and former graduates). After reviewing instructional materials and watching the instructional module, please respond to the following evaluation tool: Please make your suggestions for improvement. Please choose one 1- Mist professor 2- MIST former graduate Yes No Comments /suggestions

1 Were the objectives of lesson clear and measureable?

2 Did the lesson plan meet the objectives?

3 Did the instructional materials match the learners’ characteristics

4 Was the task sequencing appropriate?

5 Was the time given to each task and activity is adequate?

6 Did the tasks and activities cover the subject?

7 Was the LEAD-IN introduces the subject clearly?

8 Did the TASK ACTIVITIES part provide enough details about the subject?

9 Did the PERSONALIZATION help learners to apply what they learn?

10 Was the visual part of the video appealing, clear and understandable?

11 Was the audio part of the video clear interesting and comprehensible?

12 Additional Comment /overall evaluation


Appendix

References, used to develop this instructional document were IST 522 Textbooks:

4- Mastering Instructional Design Process. 5- Rapid Instructional Design 6- Telling Ain’t Training.

Documents

Instructional Design Document - My portfoliohamidportfolio.weebly.com/uploads/8/9/2/0/8920396/instructional_d… · 2- Rapid Instructional Design 3- Telling Ain’t Training. Instructional