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By January 14, 2019Academic Papers

Instructional Design Project Based on Dick and Carey Instructional Design Model

Direction: Your instructional design project is based on the Dick and Carey Model of instructional design. You need to identify one real problem/concept/topic to teach in your content area. You will complete different portions of the instructional design during the semester. A final copy of the project will be submitted in Week 1 of Module 8.

INTRODUCTION

Briefly describe your instructional design project
This portion should be completed by Week 1 of Module 8.
1. IDENTIFYING INSTRUCTIONAL GOALS

1.1. Instructional Needs

Your first step in the instructional design process is to determine if instruction is really needed to solve a performance problem. You should choose a real problem in your classroom instruction in your content area. In this section, describe your needs assessment activities and how you determined if instruction is the most appropriate solution to the performance problem.

1.2. Instructional Goals

once you have identified an instructional need, write a complete goal statement that includes:

  • the learners

  • what the learners will be able to do in the performance context

  • the performance context in which the skills will be applied the tools that will be

    available to the learners in the performance context. 1

You need to identify at least ONE instructional goal.

2. INSTRUCTIONAL ANALYSIS

Instructional analysis, which is also referred to as information processing analysis, goal analysis, or task analysis is probably the most crucial step in the instructional design process. The result of your analysis should be a diagram that indicates the relationship among the subordinate skills and knowledge required to complete the goal. It shows step- by-step what students are doing when they perform the goal. Your diagram should look like the following:

The rubric is attached in the session. You need to use the rubric closely when you complete this portion of the instructional design.

You need to post the this portion by Sunday, 11:59 pm, EST Week 2 of Module 3.

The assignment is worth 10 points.

3: ENTRY BEHAVIORS AND LEARNER CHARACTERISTICS
3.1: Learner Analysis
Once you have identified why new or additional instruction is needed, you must now analyze the target audience. In instructional design, audience analysis is critical, for it shapes the rest of the design process. This section should include the following information about the learners.

  • Who is the intended audience for the instruction?

  • What common traits do members of the learning group possess?

  • What are the differences among learners within the group?

  • What is the range of ability among the learners?

  • What is the motivation for participating in the instructional event?

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  • What will make the instruction effective, efficient, and appealing for the target audience?

  • What are the necessary accommodation of culturally and physically diverse learners?

    3.2 Context Analysis

    Context is also important because it contains factors that can inhibit or enhance the learning experience. You need to evaluate the environment in which the instruction occurs. For example, will the students be in a classroom or online? What about other factors that will affect their learning? Context analysis will help you identify factors that affect the design and delivery of your instruction.

    Context analysis includes two major areas: analysis of the performance setting and the analysis of the learning environment. This section of your design should describe the following:

performance setting
o physical and organization environment where the skills will be used
o special factors that may facilitate or interfere with the learners’ use of the

new skills
learning environment

o description of the extent to which the site can be used to deliver instruction

The rubric is attached in the session. You need to use the rubric closely when you complete this portion of the instructional design.

You need to post the this portion by Sunday, 11:59 pm, EST Week 3 of Module 3.

The assignment is worth 6 points.

4: PERFORMANCE OBJECTIVES

The goal of this part of the instructional design is to select a cluster of skills and knowledge to convert into specific, concrete learning objectives. The first step is to convert your instructional goal into a terminal objective.

Each objective should contain three parts

  • behavior or skill to be demonstrated

  • conditions under which the objective is demonstrated

  • criteria for judging acceptable performance.

    Based on the nature and content of your instruction, you need to have AT LEAST TWO OBJECTIVES for the project.

    The rubric is attached in the session. You need to use the rubric closely when you complete this portion of the instructional design.

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You need to post the this portion by Sunday, 11:59 pm, EST Week 1 of Module 4.

The assignment is worth 5 points.

5: CRITERION-REFERENCED TEST ITEMS

Systematic instructional design includes two types of assessments

  • how successful were the students in learning and

  • how effective was the instruction.

    In this part of the assignment, you will generate criterion-referenced assessment instruments for EACH of the learning objectives. You need to develop enough criterion referenced test items for each performance objective to create the different tests needed for the instruction including:

  • One entry behaviors test that addresses both objectives

  • One pretest that addresses both objectives

  • One practice test that addresses both objectives

  • One posttest that addresses both objectives

    Use the conditions, behavior, and criteria in each objective to determine the best format for the assessment instrument.

    The rubric is attached in the session. You need to use the rubric closely when you complete this portion of the instructional design.

    You need to post the this portion by Sunday, 11:59 pm, EST Week 2 of Module 5. The assignment is worth 10 points.

    6: DEVELOP INSTRUCTIONAL STRATEGIES

    Instructional strategies are used to prescribe the sequence and methods of instruction used to achieve a learning objective. For this part of the project, you need to list at least 4 instructional strategies. For each instructional strategy, you need to elaborate:

  • for what activity you will use this instructional strategy,

  • why do you think this strategy will be effective,

  • what learning theory is behind the use of this strategy.

    The rubric is attached in the session. You need to use the rubric closely when you complete this portion of the instructional design.

    You need to post the this portion by Sunday, 11:59 pm, EST Week 1 of Module 6.

    The assignment is worth 10 points.

    7: DEVELOP AND SELECT INSTRUCTIONAL MATERIALS

    For this assignment, you will use your instructional strategy to produce the instruction. This typically includes a learner’s manual, instructional materials, and tests.

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All appropriate instructional materials includes but not limited to the following formats:

  • instructor’s manual

  • student’s manual

  • student instruction

  • projection (e.g. PowerPoint)

  • video

  • web-based instruction

    For this assignment, you need to list all instructional materials you will use for the instruction. For each materials, you need to elaborate:

  • if this is an existing material or material made by you?

  • why do you think this material is appropriate for the instructional activity?

  • can there be a different kind of material for the same instructional activity?

    The rubric is attached in the session. You need to use the rubric closely when you complete this portion of the instructional design.

    You need to post the this portion by Sunday, 11:59 pm, EST Week 2 of Module 6.

    The assignment is worth 10 points.

    8. CONDUCT FORMATIVE ASSESSMENT

    Formative assessment, including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. Since you have not done the instruction, you need to project three kinds of formative assessments. For each formative assessments, elaborate on the following:

  • When is it appropriate to use it?

  • What information about teaching and learning you wish to gather?

  • What is the implication of the information on the revision of the instruction?

    The rubric is attached in the session. You need to use the rubric closely when you complete this portion of the instructional design.

    You need to post the this portion by Sunday, 11:59 pm, EST Week 1 of Module 7.

    The assignment is worth 5 points.

    9. PROJECTED PLAN FOR CONDUCTING SUMMATIVE ASSESSMENT

    You need to briefly describe your plan for a summative assessment after the instruction is completed.

    This portion should be completed by Week 1 of Module 8. This portion of the project is worth 5 points.

Originally posted 2017-11-13 03:42:09.

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