ID Project

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ID Project

• Mervine, Mina, Arthur, Meghann, and Robin

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Scenario
Samantha is a very good student. She routinely
receives As and Bs on her assignments and in
her courses as well. Samanthas final average in
Honors Chemistry was 87 and her final average in
College Prep Physics was 96. Upon
further examination, Samanthas scores show that
she did very well on the scientific process and
life sciences questions, but score more poorly
on the physical sciences questions. Sam scores
a 498 on the Georgia High School Graduation Test
(GHSGT) where the cut score of 500 indicates a
passing score. Therefore, she must retake the
exam in order to be eligible for a high school
diploma.
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Learning Theory
Model of Component Display Theory
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Identify the Problem(s)

• Was material on the test covered by the
  instruction?
• Did Samantha have a problem with application
  questions on the physical science portion of the
  test?
• Are the course assessments representative of
  requisite knowledge for the GHSGT?

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Rationale

• These are problems that can be corrected with
  instruction.
• The CDT model is content-specific, and so should
  address these content-based instructional
  problems.
• It allows for periodic evaluation

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Instructor

• Ensures that the learners achieve the required
  knowledge.
• Brings knowledge of the learner to the table
• Brings knowledge of the requirement of the
  program
• Develops materials to meet this purpose
• Implements the plan developed

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Instructors Role in Scenario

• Identify Samantha needs additional instruction in
  order to pass the GHSGT
• Coordinate with SME to provide relevant
  information concerning the learner.
• Develop tools and instruction for remediation
  based on the established curriculum (QCC).

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Designer

• How instruction will be delivered.
• What content is to be remediated.
• In what order will the remediation be
  implemented.
• Which model best meets the needs of the learner.
• Manages the process.

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Role of Designer in the Scenario

• Coordinate with instructor and the SME to
  establish what content needs to be reinforced
  (physical sciences).
• Maps curriculum using the CDT model because it is
  content-specific and allows for assessment at
  each phase of the design.
• Consults with the evaluator to determine if the
  design appropriately addresses the learning need.

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SME

• Provides expert knowledge of the subject matter
• Checks for accuracy of the design activities
• Contributes information about the learner (when
  the SME is the instructor)

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The Role of the SME in this Scenario

• Determines the content to be included in the
  lessons, (gadoe, 2005)
• For example, Samantha might need remediation in
• matter
• atomic structure
• chemical and physical changes
• energy
• Gravity
• Looks at activities generated by the ID to ensure
  content validity

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Evaluator

• Develops materials for evaluation
• Gathers data
• Determines effectiveness and quality of program
• Uses formative and summative assessment to
  determine success of design

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Role of Evaluator in this Scenario

• At the end of each phase of the design a
  formative assessment will be given
• Based on formative assessment changes can be made
  to the design
• The GHSGT scores taken at the end of the
  remediation will be used as the summative
  assessment

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Bibliography
Kearsley, G., (2004) Explorations in Learning
Instruction Theory into Practice Database.
http//tip.psychology.org/ Retrieved June 15,
2005 Georgia Department of Education Test
Content Description for Science,
http//doe.k12.ga.us Retrieved June 15,
2005 Instructional Design, 1998 Summer Workshop
Series, Learning Technologies Service.
http//lts.ncsu.edu/guides/instructional_design//s
electing_models2.htm Retrieved June 14,
2005 Anderson Parry, Twitchell (1990).
Retrieved on June 15, 2005. Websitehttp//www2.gs
u.edu/mstswh/courses/it7000/papers/componen.htm