503 - Instructional Design Project 3

8/2/2019 503 - Instructional Design Project 3

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Latanya Blakley EdTech 503-4173

5/11/2010

FRANCHISE ASSISTANT

TRAINING

Teaching basic to advanced levels of gradingID Project #3


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TABLE OF CONTENTS

Reflection Paper 2

Part 1: Topic 3Part 1a: Stated Learning Goal 3Part 1b: Audience Description 3Part 1c: Rationale 3

Part 2: Analysis Report 5Part 2a: Description of the Need 5Part 2b: Description of the Learning Context 9Part 2c: Description of the Learners 10

Part 3: Planning 11Part 3a: Learning Objectives 11

Part 3b: Blooms Taxonomy 12Part 3c: ARCS Table 13

Part 4: Instructor Guide 16Part 5: Learner Content 19

Part 5a: Learning Materials 19Part 5b: Summative Assessment Materials 19Part 5c: Technology Tool Justification 20

Part 6: Formative Evaluation Plan 22Part 6a: Expert Review 22Part 6b: OnetoOne Evaluation 22Part 6c: Small Group Evaluation 23

Part 6d: Field Trial 23Part 7: Formative Evaluation Report 24

Part 7a: Evaluation Survey 24Part 7b: Expert Review Results 26Part 7c: Comments on Change 26

Part 8: AECT Standards Grid 28

Appendices 34Appendix A 34


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SYNTHESIS REFLECTION PAPER

If you look up the word health in a thesaurus, you will also find terms like

fitness, soundness, form, and wellness. Each of these can be used to label the

general condition of an object or situation at a given point in time. An instructional

design project can be very similar to devising a plan for getting healthy. First ofall, an overall fitness goal should be established. Given that most people have

an easy rationale for getting healthy, the next step is typically determining the

best strategy to use. Lets say for example, one decides that joining a gym would

be best, it is common these days to receive a fitness assessment. In addition to

using this assessment to convince you that personal training is the best solution,

the gym staff will also orient you to your surroundings, equipment, services in

other words, the context. If you are to stay on track, setting small manageable

objectives are best and you may even need to motivate yourself along the way.

Should you opt not to use the personal training; you may decide create your own

materials in the form of a workout regimen. Hopefully, as part of your plan, you

have incorporated a few checkpoints to evaluate your progress so that you know

when youve met your goals.

I have increased the overall wellness of my instructional design knowledge

and execution through the experiences in this class. Although I have been doing

various forms of instructional design in my career, I did not always employ a well-

structured system. The use of the Smith and Ragan text as well as the readings

from Gustasfon and Branch provided not only concrete systems and ways to

approach instructional design, but also an assortment of tools and resources for

different instructional needs and contexts of which I was not aware. I plan toreference many of the course materials in my work until it becomes second

nature to systematically design courses. Even then, Ill continue to reinforce my

practice. Im convinced that honing the foundational philosophies is necessary

while I sharpen my new skills and keep abreast of trends and changes in

Educational Technology and instructional design.

I am proud to have an arsenal of theories and analysis techniques that will

justify and support my future design decisions. For far too long, training

departments have used anecdotal evidence and presumptions to create what

they believe the learner needs. The initial ID project for this class helped me

develop a geniune appreciation for and understanding of the importance ofanalysis prior to lifting a pen. This culminating project provided proof that having

a strategy is the best way to achieve stated instructional goals.

I am healthier in my practice because I can really walk and talk like a

sound instructional designer is expected to in the field of Educational

Technology. The valuable concepts I have learned will be used to take my

instructional designs to the next level for the benefit of the learners.


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PART 1. TOPIC

Part 1a. Stated Learning Goal

Employees of a supplemental education franchise will learn basic,

intermediate and advanced principles of grading student assignments. Uponcompletion of the instruction, employees will be able to accurately grade a full

math or reading assignment. Accuracy will be determined by no more than two

errors in a given grading packet. This project will cover the design of the

introductory grading course and the conceptual layout for intermediate and

advanced courses.

Part 1b. Audience Description

The audience for this course described in this instructional design

document are franchise owner employees, also known as the Assistants. Thelearners will be any number of the approximately 7,000+ Assistants in our North

American franchise system.

Part 1c. Rationale

In every franchise, there are key tasks that an Assistant must perform.

Typically, Assistants are taught the basics on how to grade student work before

any other task. This is often done through observation, job shadowing and

simple on-the-job training. Unfortunately, this informal process of training does

not result in consistent, accurate, long-term learning of grading procedures

needed for high levels of job performance. Additionally, there is no way to

formally measure what has been learned and what may need clarification in

these informal trainings unless they are revealed through errors and sporadic

questions on the job. The former can become a concerning issue because this

often means the customer (Kumon student) is impacted by these mistakes.

Finally, franchise owners are generally not afforded the time to conduct an in-

depth training for new Assistants or developmental training for Assistants wishing

to advance to higher levels. In these cases, again they turn to their most senior

staff to facilitate informal training sessions using the strategies mentioned earlier.

The overall strategy for this course is a supplantive or mathmagenic one

and this is primarily due to the nature of the learning and the business needs.

Although the tasks are simple and well-defined, there is a high demand for

Assistants to be competent in grading procedures. Other characteristics of the

content that make it more conducive to a more supplantive strategy is the limited

time and universal goals and policies that must be adhered to by such a large

audience of learners. After students learn the basics, the procedures become


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more complex, therefore a high level of scaffolding and supplied materials are

needed to reduce cognitive load and allow the working memory to focus on the

produres and conditions for performing them.

Grading worksheets will be taught to the learners using primarily

procedural strategies. Why is this the most appropriate strategy? WhenAssistants undertake grading tasks, they must refer to the standard grading

procedures and known principles that guide them to mark an answer correct or

incorrect. Once these guidelines are learned, the Assistant will also have to

analyze the exercises and engage in some decision making during the operation

of a procedure. This supports the need to use a supplantive or expository

approach as the overall strategy, as the steps are prescribed to the learners. In a

few cases, declarative and conceptual knowledge will need to be taught,

whereas a slightly different strategy will be used.


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PART 2. ANALYSIS REPORT

Part 2a. Description of the Need

Part 2a.1 Needs Analysis Survey

Prior to this portion of the project, part of the needs analysis was done

through a Vovici survey distributed to the franchise owners. This survey was

conducted by a different department and therefore did not include all of the

elements needed about the potential learners. However, it was established that

over 75% of franchise owners believed the greatest need for training resided in

the area of guiding students and grading student assignments as shown in the

graph below.

Another aspect of the needs assessment has to do with the nature of the

business with regards to the Assistant (learner) population. As with most

businesses franchise owners have two main personnel issues with which to deal,

hiring and retaining staff. Training needs arise when one of four situations

occurs: a) a new franchise opens with all new staff, b) an existing franchise hires

new staff, c) existing staff are developed or cross-trained or d) new policies or

procedures are implemented. To accommodate these situations, training

courses must take into the dynamic nature of the Assistant population and the


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business environment. From the following chart, we can see that over 80% of

franchise owners experience retention issues ranging from minor to critical.

Through anecdotal evidence, it has been discovered that many Instructors

desire a self-paced training program that doesnt require their direct involvement

all of the time and allows them to focus on other aspects of their business.

Because we are unable to interview Assistants who are not yet hired, we

must focus our assessment on current employees. It is our hope that they can

provide some insight as to the knowledge of grading that a new Assistant needs

to be successful, as well as insight into their own developmental needs. The

following questions will be presented in a survey to a sample population of

Assistants:

1. How long have you been a franchise Assistant?2. Have you ever been a franchise student (at any Center)?

3. If yes, please indicate which subject.

4. Up to what level of the worksheets did you complete?

5. How were you first trained on the grading principles? (please check all that

apply) a) on the job (you just began working), b) group training session, c)


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individual training session, d) computer based course, e) paper based course,

f) observation (you observed someone grading)

6. Have you ever taken an online course prior to this one?

7. Which worksheet subject do you have the most experience grading?

8. What is your position at the Center? a) Assistant b) Grader c) Chief

Assistant d) JK Assistant e) other

9. On a scale of 1-5, (where 1 is the least comfortable and 5 is the most) rate

how comfortable you are with grading Reading levels 2A CII.

10. On a scale of 1-5, rate how comfortable you are with grading Math levels 3A

D.

11. On a scale of 1-5, rate how comfortable you are with grading Reading levels

DI H.

12. On a scale of 1-5, rate how comfortable you are with grading Math levels E

H.

13. On a scale of 1-5, rate how comfortable you are with grading Reading levels I L.

14. On a scale of 1-5, rate how comfortable you are with grading Math levels I

L.

15. On a scale of 1-5, rate how comfortable you are with grading Math levels M

O.

Part 2a.2 Survey Results

The survey was deployed to 30 Assistants in the companys designated

Central Region with 28 returned surveys. Of those surveyed, more than half

have been employed for less than 6 months. This would indicate that although

those Assistants may have some familiarity with the process of grading and the

context of how things work at the franchise, they have not been employed long

enough to be considered experts. About 21% of the Assistants were once

students at a Center and most worked past level G, this may provide evidence

that a small percentage of our audience will have a significant level of experience

doing the curriculum which may help them be more proficient at grading. When

asked how they were first trained, Assistants were asked to indicate all methods

that applied. Here is how they responded:

Method of Training Number of RespondentsOn the job (you did the grading) 12Group training session 6Individual training session 19Computer based course 1Paper based course 5Observation (you watched someone grading) 22


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Less than 40% of Assistants indicated that they had taken an online

course prior to this one, yet I suspect more than that have experience with

computers and the Internet. All but 2 of the Assistants believed they had themost experience grading Math worksheets. This is typical, because due to the

more complex nature of the Reading program, most Assistants start off grading

in the Math program until they have a high level of competency. Question 8 was

changed to include the general Assistant position in the categories. Most

respondents considered their position Assistant, with only 7 indicating Grader

and no other categories were selected. The franchise owner is likely to have

affected this by selecting the employees who held these two positions if they

thought that the training had more relevance to their jobs. The following graph

shows the averages of the responses for questions 10 15, regarding the

ranking of Assistant comfort with grading certain worksheet levels. The moredifficult the levels are, the less comfort Assistants have with grading them. This

may mean that more practice will be needed in the subsequent Intermediate and

Advanced grading courses.


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Part 2b. Description of the Learning Context

Part 2b.1 Learning Context

The learning context description is a challenging aspect of this project,

because of the variations in our over 1600 franchises in North America.

However, we are able to make certain generalizations relevant to the Center

environment and Assistant experience. The learners will be trained via the

companys Onling Learning Center (OLC). However, access to the online

courses will be determined by the franchise business setup. While franchisees

must have a computer, not all are required to have internet access in their

Center. It is surmised that a large percentage of them have internet access,

though it is difficult to know the exact number without 100% survey compliance or

an audit of all 1600+ business locations. If we consider the typical Center with

internet access, on average there is just one computer connected. Therefore,

much of the prior training Assistants receive in the subject area is using penciland paper. This does not preclude the fact that many Assistants use the

computer in the Center for other tasks and because of their age ranges, are

generally very knowledgable about computers and the internet. Depending on

the practices of the Centers, Assistant motivation to take the courses will vary.

Some franchise owners offer compensation for training, while others ask

employees to study on their own time. It is our assumption that the latter is not a

prevalent as the former and is becoming less popular as a practice. A franchise

Center could be either in a commercial space, such as a strip mall or office

building, or a shared public space, like a church or school. Over 70% of

businesses are in commericial spaces, but this range of options means differentsquare footage and availability of a quiet place to participate in training. The

franchise owner and the Assistant will need to work together to ensure an

environment conducive to learning is accessible for learners.

Part 2b.2 Transfer Context

Learners will use the knoweldge and skills they acquire about grading

student worksheets immediately in the franchise environment. Because of the

unique nature of the business, this is the primary context for knowledge transfer

and exhibition. Some secondary concepts such as grading accuracy, properdocumentation, student observation and guiding learners may be used outside

the class. Other aspects of the training that are transferable to different contexts

would include navigating online courses, completing interactivities, problems

solving and completing online assessments. These residual skills could be

useful in future development efforts at other places of employment or even in

educational settings where online courses are offered.


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Part 2c. Description of the Learners

The majority of Assistants are female and between the ages of 16 19.

They tend to be high school and college students, with the next largest

population being individuals with a teaching background. About 10% of all

Assistants have taken some portion of Kumon curriculum before being hired. Asone considers hiring, there are common characteristics that franchise owners

look for in their Assistants, some of which include:

A strong aptitude for math and/or reading

Enjoys working with children

Good attention to detail and/or organization

Typical length of employment is 12 24 months, depending on numerous

factors for example, where Assistants are in their education or job. For example,

a franchise owner would have better success at retaining a sophomore in high

school versus a senior and of course, there are exceptions. While most would

work about 6 8 hours per week, some Assistants may average 10 15 hours,

depending on the duties they perform; with some working all the way up to 20

hours if they are classified as a chief Assistant. Additional information about the

learners will be obtained through a direct survey of the population. The results of

the survey are found in section 2a.2.


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PART 3. PLANNING

Part 3a. Learning Objectives

1. After being presented with an overview, learners will be able select from a list

the purpose of grading student worksheets.2. Learners will demonstrate knowledge of grading principles & guidelines.

2.1. Given a list, learners will identify the proper tools for conducting grading

tasks.

2.2. Given a list, learners will identify the procedure for using the answer book.

3. Given a worksheet, learners will correctly use the grading scale on the a-side.

4. Given images of grading symbols, learners will be able to correctly label each.

4.1. Learners will identify the symbol for a worksheet that has no errors.

4.2. Learners will identify the symbol for a full or partial error on an exercise.

4.3. Learners will identify the symbol for a corrected error on an exercise.

5. Given a worksheet with incorrect answers, learners will be able to determinethe errors and mark them incorrect.

6. Learners will be able to recognize from a list of examples and non-examples,

the instances where using a triangle in the Math or Reading program is

necessary.

7. Given the formula, learners will be able to accurately calculate the percentage

score for a graded worksheet.

8. Given a graded packet, learners will be able to summarize the scores for

recording.

9. Given the guidelines, learners will be able to discriminate exercises that need

an asterisk for follow up.

10. Given a specific scenario, learners will correctly recognize when to ask for

help in interpretting an answer.


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Part 3b. Matrix of Objectives, Blooms Taxonomy and Types of Learning

Objective

Number(1)

Blooms Taxonomy

Classification(2)

Strategy to be

employed to teach the

objective(3)

Type of Learning(4)

1.0 Comprehension Supplantive Declarative

2.0 Comprehension Supplantive Conceptual

2.1 Knowledge Supplantive Declarative

2.2 Knowledge Supplantive Procedural

3.0 Application Supplantive Procedural






6.0 Analysis Supplantive Conceptual


8.0 Comprehension Supplantive Procedural

9.0 Analysis Supplantive Conceptual

10.0 Analysis Supplantive Procedural


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Part 3c. ARCS Table

Project Goal Statement: Employees of a supplemental education franchise will

learn basic, intermediate and advanced principles of grading student

assignments. Upon completion of the instruction, employees will be able to

accurately grade a full math or reading assignment. Accuracy will be determinedby no more than two errors in a given grading packet. This project will cover the

design of the introductory grading course and the conceptual layout for

intermediate and advanced courses.

ATTENTION

A.1 Perceptual Arousal

>The introduction of the course will include an overview video that shows howstudents enter the franchise and begin to work. It then begins to incorporate the

responsibilities of the Assistant in a narrative story. This will help create relevance

to the Assistants job.

A2. Inquiry Arousal

>The video will continue to tell the story up until the point when the Assistant

begins to grade the students work. At this point, we will cut the video and begin to

ask a series of questions about what procedures are involved in grading student

work. This will also stimulate the learners previous knowledge and hopefully get

them thinking about what theyve learned about grading thus far.

A3. Variability

>To maintain the learners attention, we will continue to follow the narrative to

answer some of the questions posed. The learner will also encounter additional

scenarios via video, interactivities, informational slides and quizzes.

RELEVANCE

R1. Goal orientation

>First of all, by engaging students in a different format of learning than the on-the-

job and hands on approach, we hope to provide a more consistent message of

learning. We will ask students to think of a time when they were asked to do

something, but didnt quite understand the procedure. We will revisit the Assistant

responsibilities provided in the Introductory course, and then help them understand


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the main goal of this training is to increase their level of grading competency so they

can be successful on the job.

R2. Motive matching

>Using actual Assistants in our video footage will also create links between the

learners and the material. These Assistants will provide the modeling and

influences needed to provide the learners with a vision for what success looks like.

As the courses are continued, learners will be able to work with their franchise

owner to determine a development plan towards various certifications.

R3. Familiarity

>We will tie instruction to the learners experiences, using authentic scenarios,

current procedures and lower level worksheets that each Assistant would have

experienced grading within their first few days of working in the franchise.

CONFIDENCE

C1. Learning requirements

> The course is subdivided into three levels of learning. In this course, we will

inform the learner that they will gradually gain the knowledge and expertise needed

to be successful. The learning expectations will be communicated early on in the

course as well as suggestions for off-line development.

C2. Success opportunities

> Learners will be provided with demonstrations of the tasks and opportunities to

practice. The quizzes and interactivities are truly meant to be practice and are not

included in the calculation of the final course assessment. Learners are given

multiple opportunities to take the course and the assessment. It is iterated that

they can take the course again before attempting the assessment if necessary.

C3. Personal control

>The course is completely self-paced. Learners can redo the quizzes andinteractivities if more practice is desired. During these learning interactivities,

learners will receive immediate feedback and therefore will clearly know their

success is based on their efforts and abilities.


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SATISFACTION

S1. Natural consequences

>Because this is job training, the meaningful opportunities to use these newly

acquired skills are inherent in their position. However, as the course steps up to thenext level, we will revisit some of these skills in the form of review activities.

S2. Positive consequences

>Much of the reinforcement will come in the form of accomplishments on the job,

recognition through the certification and the chance to continue professional

development and possibly job advancement.

S3. Equity

>Learners will be provided with a printable certificate for each course completed.

They will also be given professional development credits and opportunities for

further development.


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PART 4. INSTRUCTOR GUIDE

The materials will be produced as an asynchronous elearning course,

therefore the software will be the instructor. The following is a flow chart of how

the learner will proceed through the course from beginning to end. Key elements

of the Introduction, Body and Conclusion are highlighted. The accompanyingmaterials that show this progression are provided in Appendix A. This flowchart

will be revised upon the revision of materials described in the expert review.


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PART 5. LEARNER CONTENT

Part 5a. Learning Materials

The learning materials are presented in Appendix A. Because the

asynchronous elearning course will be created in Articulate Presenter, thematerials are provided in storyboard format using PowerPoint slides. Videos,

interactivities and quizzes that will be used are indicated in the proposed flow of

the course.

Part 5b. Summative Assessment Materials

The following questions will be a part of the summative assessment for

this course. While some of the questions will be presented in multiple choice or

true/false format, there are questions that involve using images of the

worksheets. The format for these types of questions is listed below.

1. What is the purpose of grading worksheets? (Select all that apply)a) Students need to know their mistakes so they can learn from themb) To share with the parents all the errors their child has madec) Instructors need this information to plan the students upcoming

work and to support themd) We need to be able to acknowledge students effortse) To check it off because it is on the top of our common

responsibilities list

2. Which of these tools are used for grading worksheets?

a) Blue pen and an answer bookb) Red pen and an answer bookc) Blue pen only, answer book is not yet usedd) Red pen only, answer book is not yet used

3. True or False. You should always start from the front of the assignment tograding the worksheets with the answer book.

4. Which symbol means that the entire page of work is correct?a) Triangleb) Circle

c) Xd) Triangle w/ a Circle around it

5. True or False. A triangle counts as a full error in the Math Program.

6. Select all the instances where a triangle would be used in the Math Program:a) When a students answers are illegible


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b) When a student leaves an exercise blank or does not complete aproblem

c) When a student does not follow the directionsd) When word problems are incompletee) When the student gets the answer correct

f) When, in Level C and higher, the student forgets to write theremainder beside the quotientg) When the student needs assistance with his or her work

7. The scores for a five page worksheet assignment are three 100%s, 70% and80%. Please indicate how the scores should be summarized:

a) 1 1 1 7 8b) 10 10 10 7 8c) - - - 7 8d) 1 1 1 70 80

Questions 8 11. Using an interactive, the learners will be presented withworksheets on the screen. They will be asked to determine if the worksheet is allcorrect or has errors. If they indicate that the worksheet has errors, they mustindicate which exercises are incorrect via radio buttons.

Questions 12 15. Using an interactive, the learners will be provided withReading grading scales on the screen. They will be asked to select thepercentage associated with the type and amount of errors.


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Part 5c. Technology Tool Justification

Technology Tools Rationale for Use

Laptop or Desktop Computer Large scale deployment has made it necessary

for this course to be created as computer-based instruction. Learners will need toaccess the materials via the computer tocomplete an asynchronous computer course.This was also necessary to allow learners towork individually and at their own pace, trackusage statistics and performance data forfuture use in a possible Assistant certificationprogram.

Internet Access The Internet is used as a tool only to accessthe course materials. Learners must use a

browser to navigate to the URL.Online Learning Center (OLC) This tool is used to house or host the course.

Its primary function is to act as the currentonline learning management interface whichstores each online course created for learners.

Moodle This is the tool behind the OLC and isnecessary to store the collective course data,login data and assessments.

PowerPoint The storyboard for the course is created usingthis tool. Learners will not need to directlyinterface with this tool.

Articulate Presenter The course is created by vendors using thistool. Learners will interface with this tool andwill need to understand navigation instructions.There are several interactive elements thatlearners will access in the course through thisinterface.


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PART 6. FORMATIVE EVALUATION PLAN

Part 6a. Expert Review

The subject matter expert who will review this Instructional Design is Kerry

Underwood, an associate in the Instruction Department. Her contact [email protected]. Kerry is considered an expert because she has

been employed at the company for more than 10 years and has actually

managed one of our company-owned sites. A survey was submitted to Kerry via

Google Docs for a formative review of the materials. The results of the survey

are included in the next section.

Part 6b. One to One Evaluation

In this stage of evaluation, two Assistants who have been employed for

more than 1 month, but less than 1 year would be asked to participate. In fact,

they will likely be chosen from both ends of that time continuum, giving us a very

new Assistant, and an Assistant who is close to a year of employment. This way,

a broad range of experience can be represented. The learners will be asked to

use two techniques, the read-think aloud technique and an interview of the

overall experience at the conclusion of the course.

The first technique will be employed because the instruction is done through a

self-paced, computer-based course. Learners must be given intial instructions

for navigation of the course and will be asked whether those instructions are

ample. As the course continues, we will observe each learner interfacing with

the materials and note his or her input into interactivities, quizzes and

assessments. At the conclusion of the evaluation, we will have two perspectives

on a variety of questions, such as:

Are the navigation instructions clear? Are the interactivity instructions

easily understood?

Did learners know what to do during the various interactive and quiz

elements?

Are there any terms or jargon that need to be defined or replaced?

Did learners possess the entry level skills or declarative knowledge

needed to be successful?

Are the illustrations, videos, graphical elements helpful to the instruction

objectives?

Where did the learners encounter difficulties? What can be done to

improve the overall instruction in this course?
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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Part 6c. Small Group Evaluation

Once revisions are ascertained and incorporated into the course, the next

step of evaluation would be with a small group. Here we would choose

approximately ten participants to take the revised course. The learners will likely

be selected from different regions of the country and still represent a variation ofemployment experience with the franchise. Although the group will be hand-

selected for this part of the evaluation, a learner analysis questionnaire will help

us learn more about the audience.

This group will be asked to complete the instruction from beginning to end

without any assistance or supplemental study materials. We will also use this

time to include a comprehensive assessment instrument to understand a

complete view of the effectiveness of the instruction. Typically, the course itself

would take learners no more than two hours, therefore sufficient time should be

available for the detailed assessment. This assessment will include the criterionfor mastery of each objective that will later be refined to include the best

questions for the final learner assessment. The data from the assessments will

be used to determine how well the learners understood the materials, if the

learning objectives were mastered and if certain parts of the instruction would

need further revisions. Additionally, interviews of the participants will be done via

phone to gain more insight into their attitudes, motivation, opinions, and

experiences with the course materials.

Part 6d. Field Trial

The field trials will occur after the small group revisions have been

incorporated into the materials. In our company, field trials involve both the

learners and the support staff. We will invite 30 participants to take the course,

which will include the ten Assistants from the small group evaluation. Their input

will be valuable in determining if the revisions made in the last stage of

evaluations were effective. We will work to ascertain the following in this

evaluation:

How much time does it actually take to complete the course and

assessment? Do the questions in the assessment reflect the material presented?

Are there any final issues with the course that need addressing: grammar,

images, quizzes, interactivities, navigation, instructions, etc.

Is the course flow conducive to learning and meeting the course

objectives?

How do the participants feel about the course?


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PART 7. FORMATIVE EVALUATION REPORT

Part 7a. Evaluation Survey


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Part 7b. Expert Review Results

The expert was familiar with the project and the overall concept of the

Basic, Intermediate and Advanced course plan. She received the storyboards,

video concepts, interactivities and was asked to evaluate them. The following

are the results of the survey.

Q1: The materials received a rating of 4.

Q2: The content of the existing materials were deemed accurate.

Q3: The expert believed the instructions were clear although several

demonstrations may be needed in the section regarding using the grading

scale and the reading grading.

Q4: We need to ensure that the term summarizing is clearly defined.

Q5: The quizzes were still in progress, therefore a complete evaluation

could note be provided. However, she agreed with the placement of

quizzes and the concepts of using video and flash interactivities forvariety.

Q6: The expert believes the interactivity concepts will contribute to the

goals and learning objectives. However, the math grading scale needs to

be included.

Q7: The expert believes the video concepts will contribute to the goals

and learning objectives. This was one of her favorite aspect of the

materials because it provides a real world feel to the materials to which

learners can relate.

Q8: The appropriateness of materials received a rating of 5.

Q9: The expert suggested having a workbook of some sort to accompany

the training course. We then discussed the details and how it would

support the instruction.

Part 7c. Comments on Change

After reviewing the survey results, I spoke with the expert about her

feedback. She mentioned that the course materials received the rating of 4

because it lacked the necessary tangible practice materials. Her suggestion is to

add a printable workbook to the course that will allow new Assistants to get more

hands on practice without using actual student work. She also noted that anexplanation of the math grading scale should be included, even though it seems

self-explanatory. I have already added more grading scale practice exercises for

the reading section. I have decided to incorporate her other suggestions into the

materials as well. In addition, I plan to include a few job aids that can be printed

as well as a section of FAQs that can be accessed online or printed as a job aid.

Lastly, I will add a slide that recaps the learning objectives and explains how they


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were met. It was beneficial to have someone else review the materials with the

learning goals in mind. I have co-designed courses with this expert and she has

run a company-owned franchise site. Therefore, she has a great deal of

experience with Assistants and credibility with respect to the content and support

needed for them to be successful.


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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 processestablished 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 Assignments meeting standard in whole or part

1.1 Instructional Systems Design

(ISD) X ID Projects 1 & 2

1.1.1 Analyzing X ID Projects 1

1.1.2 Designing X ID Projects 1 & 2

1.1.3 Developing X ID Projects 1 & 2

1.1.4 Implementing X ID Project 2

1.1.5 Evaluating X Selected Discussion Forums;

ID Project 2

1.2 Message Design

1.3 Instructional Strategies X ID Project 2

1.4 Learner Characteristics X ID Project 1

Standard 2: DEVELOPMENT

2.0 (includes 2.0.1 to 2.0.8) X ID Project 02

2.1 Print Technologies X Reading Quiz; ID Projects 1 & 2

2.2 Audiovisual Technologies

2.3 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 2

3.4 Policies and Regulations

Standard 4: MANAGEMENT


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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

Standard 5: EVALUATION

5.1 Problem Analysis X

5.2 Criterion-Referenced Measurement X ID Project 2

5.3 Formative and Summative Evaluation X ID Project 2

5.4 Long-Range Planning

COURSE GOALS & OBJECTIVES

The overall goal for the course is for each student to consider and use the

systematic process of instructional design to create an instructional product. Toachieve this goal, students will engage in activities that promote reflective

practice, emphasize realistic contexts, and employ a number of communications

technologies. Following the course, students will be able to:

1. Discuss the historical development of the practice of instructional designwith regard to factors that led to its development and the rationale for itsuse

2. Describe at least two reasons why instructional design models are useful

3. Identify at least six instructional design models and classify themaccording to their use

4. Compare and contrast the major elements of three theories of learning asthey relate to instructional design

5. Define instructional design.

6. Define the word systematic as it relates to instructional design

7. Define learning and synthesize its definition with the practice of

instructional design

8. Relate the design of instruction to the term educational (or instructional)technology

9. Describe the major components of the instructional design process andthe functions of models in the design process


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10. Provide a succinct summary of various learning contexts (declarativeknowledge, conceptual, declarative, principle, problem-solving, cognitive,attitudinal, and psychomotor)

11. Build an instructional design product that integrates major aspects of the

systematic process and make this available on the web.

a. Describe the rationale for and processes associated with needs,learner, context, goal, and task analyses

i. Create and conduct various aspects of a front-end analysisii. Identify methods and materials for communicating subject

matter that are contextually relevant

b. Describe the rationale for and processes associated with creatingdesign documents (objectives, motivation, etc.)

i. Construct clear instructional goals and objectivesii. Develop a motivational design for a specific instructional taskiii. Develop assessments that accurately measure performance

objectives

c. Select and implement instructional strategies for selected learningtasks

i. Select appropriate media tools that support instructional designdecisions

d. Describe the rationale and processes associated with the formativeevaluation of instructional products

i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learnerswith diverse backgrounds, characteristics, and abilities.

13. Apply state and national content standards to the development ofinstructional products

14. Meet selected professional standards developed by the Association forEducational Communications and Technology

15. Use various technological tools for instructional and professionalcommunication


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AECT STANDARDS (Applicable to EDTECH 503)

1.0 Design

1.1 Instructional Systems Design

1.1.a Utilize and implement design principles which specify optimal

conditions for learning.

1.1.b Identify a variety of instructional systems design models and apply at

least one model.

1.1.1 Analyzing

1.1.1.a Write appropriate objectives for specific content and outcome

levels.

1.1.1.b Analyze instructional tasks, content, and context.

1.1.2 Designing

1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a

text chapter, an interdisciplinary unit) to demonstrate application of theprinciples of macro-level design.

1.1.2.b Create instructional plans (micro-level design) that address the

needs of all learners, including appropriate accommodations for learners

with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in

the development of interactive lessons that promote student learning.

1.1.3 Developing

1.1.3.a Produce instructional materials which require the use of multiple

media (e.g., computers, video, projection).

1.1.3.b Demonstrate personal skill development with at least one:computer authoring application, video tool, or electronic communication

application.

1.1.4 Implementing

1.1.4.a Use instructional plans and materials which they have produced in

contextualized instructional settings (e.g., practica, field experiences,

training) that address the needs of all learners, including appropriate

accommodations for learners with special needs.

1.1.5 Evaluating

1.1.5.a Utilize a variety of assessment measures to determine the

adequacy of learning and instruction.

1.1.5.b Demonstrate the use of formative and summative evaluation within

practice and contextualized field experiences.

1.1.5.c Demonstrate congruency among goals/objectives, instructional

strategies, and assessment measures.


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2.1 Print Technologies

2.1.3 Use presentation application software to produce presentations and

supplementary materials for instructional and professional purposes.

2.1.4 Produce instructional and professional products using various

aspects of integrated application programs.

2.3 Computer-Based Technologies

2.3.2 Design, produce, and use digital information with computer-based

technologies.

3.0 Utilization

3.1 Media Utilization

3.1.1 Identify key factors in selecting and using technologies appropriate

for learning situations specified in the instructional design process.

3.1.2 Use educational communications and instructional technology(SMETS) resources in a variety of learning contexts.

3.3 Implementation and Institutionalization

3.3.1 Use appropriate instructional materials and strategies in various

learning contexts.

3.3.2 Identify and apply techniques for integrating SMETS innovations in

various learning contexts.

3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management (none specifically addressed in 503)

5.0 Evaluation5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school

media and educational technology (SMET) contexts (e.g., conduct needs

assessments, identify and define problems, identify constraints, identify

resources, define learner characteristics, define goals and objectives in

instructional systems design, media development and utilization, program

management, and evaluation).

5.2 Criterion-referenced Measurement

5.2.1 Develop and apply criterion-referenced measures in a variety of

SMET contexts.

5.3 Formative and Summative Evaluation

5.3.1 Develop and apply formative and summative evaluation strategies in

a variety of SMET contexts.

SMET = School Media & Educational Technologies


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APPENDIX A: LEARNING MATERIALS


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503 - Instructional Design Project 3

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