Instructional%20Design%20Evaluation,%20Assessment%20

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Instructional DesignEvaluation, Assessment
Design A Discussion (EDER 673 L.91 )From
Calgary With Asst. Professor Eugene G.
Kowchmarch 27(An Synchronous Meeting using
WebCT discussion Thread and WWW Course Home
Page Material)
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Agenda

1. Housekeeping
2. Timetable
3. Course Objectives
4. Blueprint Guidelines (online)
5. ID Model Guidelines (online)
6. Assessment and Evaluation - a Quick Overview
7. Discussion

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Timetable

• Keep an eye on the home page -)

Date (Class) Topic Readings/ Assts. Due
March 27 (Vclass) Evalution Rubrics Evaluation Review Lickona / nothing due
April 03 (WebCT) Ethics Values, Leadership Issues Optional online article / Blueprint Due
April 10 (Vclass) Student Instruction Blueprint Presentations None / Present your Instruction Blueprint per guide
April 17 (Vclass) Student ID Model Presentations None / Present your ID Model per guide
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Update EDER 673
History of ID
ID Terminology
Instructional Design Philosophies
SMCR/Feedback Communication Model
Learners and Learning Theories
Context based designs
ID Models A peek
Ethics/ Ldrship
Needs Analysis
Media Selection
Task Analysis
Ordering Content (elaboration)
Evaluation
Motivation
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Course Objectives A Review

• 1. Explore theories of learning and
  instruction, exploring implications and possible
  applications for their own practice,
• 2. Explore, develop and articulate their own
  instructional design models, to see how theory
  and practice can be articulated,
• 3. Design and present efficient, effective
  and appealing instructional interventions
  informed and referenced to theory,
• 4. Participate and present in a collaborative
  learning community to exchange and consider
  developing design ideas as instructional
  designers,
• 5. Examine the potential and limitations of
  media and technology use
• 6. Analyze some models critically and
  instructional interventions associated with the
  selection and sequencing of content across the
  instructional spectrum and
• 7. Explore and analyze the matching of
  instructional strategies to characteristics of
  learners and content.

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Blueprint Guidelines

• I. Approach ism
• II. Introduction State the purpose of this
  instruction.
• III. Audience State the intended audience for
  your report
• IV. The Performance Problem Explain the gap you
  will fill by your designed instruction.
• V. Learners Provide a description of the
  learners for whom this instruction is intended.
• VI. Objectives State the learning outcomes that
  you desire from this 30 minute instructional
  module.
• VII. Scope and Sequence Describe the decision
  making process you went through
• VIII. Indicate optimal and minimal requirements
  for media and technology
• IX. Indicate the instructional flow / process
• X. Conclusion

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Blueprint Guidelines

• Grading Method for this project
• Format did the student follow the requested
  blueprint format? 10
• Content
• ID Model Application did the student include
  and explain how
• the instructional blueprint uses the student's
  personal ID model? 30
• Is the peformance problem clearly identified?
  10
• Clarity Coherence is the report clear and
  legible/logical? 20
• Scholarly / Theoretical basis Are key models and
  theories cited? 10
• Conclusion Does the conclusion explain the
  blueprint to someone who
• might contract the designer for exactly this
  instruction? 20
• total 100

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Blueprint Presentation Guidelines 6 elements
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Blueprint Presentation Guidelines 6 elements
Elements Does not meet requirements (B-) Meets Partial Requirements (B to B) Meets Full Requirements (A- to A)
1. Model application Does not present model or presentation is incomplete. Presentation and explanation of the model are satisfactory or adequate. Presentation and explanation of the model are superior.
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Blueprint Presentation Guidelines 6 elements
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Blueprint Presentation Guidelines 6 elements
Integration Presentation does not include integration of model, instruction, and/or theories. Presentation includes integration of model, and instructional unit Presentation includes integration of model, instructional unit, and theories.
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Blueprint Presentation Guidelines 6 elements
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Blueprint Presentation Guidelines 6 elements
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Blueprint Presentation Guidelines 6 elements
See the bottom of the home page for guidelines
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ID Model Guidelines

1. Informed Do theories underpin the model?
2. Referenced Are theorists referenced/understood?
   (APA not needed)
3. Relationships Between Elements are
   indicated/explained
4. Granularity Visual Model addresses most elements
   of models covered in EDER 673
5. Missing Elements A rationale is provided for
   element exclusion in your model
6. Limitations of the ID Model Are defined
7. Generalizability Evidence or explanation of use
   of this model in
8. 2 different content areas
9. Scalability Can I understand the lesson and the
   program design via your model?
10. Innovation Uniqueness - do you explain a new
    approach?

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ID Model Guidelines
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ID Model Guidelines
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ID Model Guidelines
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ID Model Guidelines
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ID Model Guidelines
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ID Model Guidelines
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ID Model Guidelines
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ID Model Guidelines
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ID Model Guidelines
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ID model Presentation (April 17)Guidelines.
Elements Does not meet requirements (B-) Meets Partial Requirements (B to B) Meets Full Requirements (A- to A)
Model Does not present model in Power Point or presentation is incomplete for VClass Presentation and explanation of the model are satisfactory or adequate, Powerpoints are clear and file is smaller than 300 KB Presentation and explanation of the model are superior, and meets Vclass
Time Management Is over 5 minutes 5 minutes in length but file upload is not ready/prepared 5 minutes in length
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ID model Presentation (April 17)Guidelines.
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ID model Presentation (April 17)Guidelines.
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For Next Week (January 30) A Guideline for the
Verbal Assignment A guide for Vclass Discussion
next week inour Synchronous Class
Assignment

• Please refer to the lists on the following pages
  of students assigned to see whether you will
  present an excerpt from either Educational
  Technology Issues or Trends from the Anglin Book.
  Youll present us with a snapshot of your short
  reading from Anglin. Have some fun with this -))
• These short student assignments will be presented
  verbally (Gene will use the whiteboard to type up
  the issues and examples as you speak). Below is a
  guide to help you. Please provide to the class,
  when called, to share, the following -)
• 1. Please state a brief summary of your topic
• - Share the main message in the section that
  you were assigned.
• 2. Please state an example of your topic as you
  find it in your practice.
• - state the context of your practice (where I
  saw or do this)
• - state the example (the following is a concrete
  example of my topic, from my setting)
• 3. Please state Your opinion on the topic In
  your mind, has this topic changed since 1995? How
  so?
• 4. Ask someone a question that checks us to see
  if we understand the main point of your message.