Practicum

Report One (an example – be creative)

by

Torria Bond

OTL570 Practicum

Dr. Mary Crist

1

TABLE OF CONTENTS

CHAPTER 1 #

SECTION 1.1 #

SECTION 1.2 # SECTION 1.3 #

CHAPTER 2 #

SECTION 2.1 #

SECTION 2.2 # SECTION 2.3 #

CHAPTER 3 #

SECTION 3.1 # SECTION 3.2 #

SECTION 3.3 #

2

ANALYZING THE CONTEXT AND THE LEARNER|

CSO – 1.1

This section should include a detailed description, with

examples, of the needs assessment plan; a brief analysis

of the learning environment; information which details how

the assessment plan was enacted and analyzed; a

summary of the data collected with the needs assessment

instrument; and an explanation of what you and/or your

team learned about the learners and the learning

environment.

RESPONSE|

[Type response here]

[Be creative with the formatting of

your document. Consider using report

templates available in Microsoft Word.

As an instructional designer, the appearance of your work

will help you stand out among other professionals.

HEADING 3|THREE

Use additional heading levels as needed. Break up the text

with images or style headings.

3

ANALYZING THE LEARNING TASK(S)| CSO 1.1

This section should include a summary of the data

collected with a needs assessment instrument, a goa

statement which addresses the desired outcomes of your

instructional design project (not a listing of performance

objectives), and an outline of the knowledge, skills, and

attitudes that learners need to bring to the instructional

process.

RESPONSE|

[Type response here]

[Be creative with the formatting of

your document. Consider using report

templates available in Microsoft Word.

As an instructional designer, the appearance of your work

will help you stand out among other professionals.

HEADING 3|THREE

Use additional heading levels as needed. Break up the text

with images or style headings.

4

INTERVIEW A LEARNER | CSO 1.1

This section should include a summary of the discussion

with a member of the learner group about the goals of

instruction. Ask five questions directly related to the

instructional unit, follow-up questions to interviewee are

reflective in the summary, similarities between the

learner’s goals and the goals of the instructional unit are

evident.

RESPONSE|

[Type response here]

[Be creative with the formatting of

your document. Consider using report

templates available in Microsoft Word.

As an instructional designer, the appearance of your work

will help you stand out among other professionals.

HEADING 3|THREE

Use additional heading levels as needed. Break up the text

with images or style headings.

5

GENERAL DESCRIPTION OF LEARNERS, THE

PERFORMANCE CONTEXT, AND IMPLICATIONS |

CSO 1.1

This section should include a description of student

attitudes, motivation, background, abilities, learning

styles, and group characteristics, as well as a description

of the physical, social, and resource elements of the

learning site.

RESPONSE|

[Type response here]

[Be creative with the formatting of

your document. Consider using report

templates available in Microsoft Word.

As an instructional designer, the appearance of your work

will help you stand out among other professionals.

HEADING 3|THREE

Use additional heading levels as needed. Break up the text

with images or style headings.

6

REFERENCES

First reference. The text begins at the left margin of the

paper. Lines are double-spaced. When the entry is

longer than one line, the second line is automatically

indented.

Types of references included are similarities between peer

review literature related to the selected instructional

design approach, and between the selected approach to

instruction in the content area are evident. References are

in APA format and include in-text citations where

applicable.