Eyda Guo

Analysis Phase

Analyze target audience, content, delivery method, and assessment by asking who, what how questions.

 

I. Who is your target audience?

II. What is your content?

III. How to evaluate the success of your project?

 

Step 1: Under each question, using three methods, people item, mining the literature base and document recovery in the process of analysis. The three methods are not necessarily all included in the process of analysis (Leh, 2017).

 

People item is the method involving people, such as survey, interview, focus group or observation.

 

Mining the literature base is the method finding the related literature which supports the development of the project.

 

Document recovery is to find the related artifacts for reference, such as survey, video, website, instructional materials, etc.

 

Step 2: Then discover the findings and implication in the analysis report.

 

 

Design Phase

 

Define objectives using the format of "After the completion of the training, students should be able to ... (achieve several goals)" or "At the end of this training, students could ... (gain specific knowledge or skills)". Remember to use the action words, refer to the textbook (Piskurich, 2015).

 

List constrains and complete design document.

 

Design flowchart and storyboard. Flowchart will be different between different delivery method. Flowchart of asynchronous training is more difficult than synchronous training. 

 

 

Development Phase

 

Decide the delivery method.

Decide the content, and the sequence of the contents.

If the delivery media will be e-learning, story board and graphic description will be designed.

If the delivery method will be in class training, several development files need to be included but not limited to: Before the training: technology and performance checklist to trainee, facilitator document to facilitator; During the training: class handout and presentation; After the training: other materials which will support trainee self-learning and user satisfaction survey.

 

 

Beta Test

 

Before implementation, trainer need to conduct the beta test to check the viability (Piskurich, 2015).

 

1.    How was the beta test conducted (Survey? Observation? Interview?..... Provide instruments if applicable)?

 

2.    Who were involved in the beta test? (# of people and their roles, e.g., target audience, colleagues…) 

 

3.    List results: Results of our online survey, observations, interview...

4.   What will you do with the results?

 

 

Implementation

 

Learners' guideline and training will be provided during the implementation phase.

 

 

Evaluation

 

Finally, conduct formative and summative evaluation in the last phase. 

 

Besides the famous ADDIE Model, we also learnt several important models, such as, Gagne’s nine events, Dick and Carey -- the components of the Systems Approach Model, Keller's ARCS Motivation Model, SAM Model, Merrill’s First Principles of Instruction and Kemp’s Instructional Design Model. They all share some common points but have their special highlights.

 

 

    Dick & Carey Model

 

 

 

 

 

 

 

Photo credit: https://jigsaw.vitalsource.com/books/9780133599473/epub/OPS/images/un02_00100.png

 

1. Identify Instructional Goals

This is the first step and the most important step of the whole process. Because the instructional goal can decide whether the project be conducted or not. According to Dick, Carey & Carey (2017), the main function of identify instructional goals includes "define performance analysis, needs assessment, needs statement and instructional goals" (p. 14).

 

2. Conduct Instructional Analysis

Analysis instructional goals through four domains: intellectual skill, verbal information, Psychomotor skill and attitude. Subordinate skills, prior knowledge and entry level skill should also be analyzed during this step.

 

3. Analyze Learners and Contexts.

Analyze and define the general characteristics of target audience.

 

4. Write Performance Objectives

Performance objective should be observable and measurable, Good objectives contain three important elements, behavior, criteria and condition (Baek, 2017). We can refer to action verbs of Bloom's Taxonomy to write the performance objectives.

 

5. Develop Assessment Instruments

As summarized by Baek (2017), there are several kinds of assessment instruments could be utilized to evaluate the effect of the project, cognitive tests (quiz, recall, reflection, etc.), performance tests (product, project, portfolio,...) and Attitudinal (interview, survey, behavioral checklists...)

 

6. Develop Instructional Strategy

(1). Organize and arrange the contents.
(2). Learning Components
(3). Group students
(4). Select the proper Media and Delivery Systems (Baek, 2017)

Flowchart and storyboard should also be developed in this step.

 

7. Develop and Select Instructional Materials

Three criteria help instructional designers to develop instructional materials,

(1). Quality (If used, would the product solve the problem?)
(2). Design (Does the resource bear a resemblance to the item described in

the design document?)
(3). Appearance/Navigation (Does the resource follow common appearance

conventions and is the navigation logical and appropriate?)

 

8. Design and Conduct Formative Evaluation of Instruction

Types of formative evaluation: expert review, one-to-one, small group and field test.

 

9. Revise Instruction

Revisions need to be done base on the result of formative evaluation.

 

10. Design and Conduct Summative Evaluation

The last step of Dick & Carey Model is summative evaluation. It is conducted by the completion of the project, aiming to test the impact of the project, whether the project fulfilled the original expectation of instructor.

 

 

Reflection of ETEC 544

 

In ETEC 544 we learnt the different models of instructional design, the learning theories, motivation concept, and the most important is we get the full picture of standard and procedure of design a project. This class opened a new door of design to me. When I conducted the interviews, recorded videos and audios, produced animation videos, combined them together and edited them, I felt like a movie director, despite a very junior one, that's really a fantastic experience! 

 

As a prospective instructional designer, it is very important to bear the learning theories in mind, combine your target audiences' learning styles, utilize one of the ID models, design and develop the project following the standard and procedures.

 

The video below named introduction of Instructional Technology is our group project. Done by Eyda Qi Guo (myself), Tarfah and Jin.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Please refer to the group presentation for further information of the project

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reflection of ETEC 644

 

In ETEC 644 we put emphasize on the Analysis Phase. There are three steps of analysis. As a new student last quarter, I always ignore the analysis of the project, this course made me realized how critical analysis really is in a project. I also learnt how to use action verbs to write qualified performance objectives. How to incorporate instructional strategy in develop my project. Have clearer sense of designing flowchart and storyboard. The most important is I learnt how to conduct formative evaluation from this course. What instructional designer really do when conducting formative and summative evaluation. There are two lessons I learnt from this course, first, instructional designer should not put all their effort on design and development phase, analysis and evaluation should be equally aware of. Second, implement an course/instructional material is not simply put all materials, elements together, it should be guided with learning theories such as Gagne's nine event and logical navigation.

 

I designed an online Chinese language learning course as the artifact of 644. This course was delivered through Haiku class. Since it requires users register, it limited the users' participation. I will transfer it from Haiku to Black Board during this summer vocation.

 

Please click below buttons to attend the online class, and review the formative evaluation report.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

 

Baek, E. (2017, April 25). Module 4 Design (Performance Objectives and Assessment). Message posted

       https://csusb.blackboard.com/bbcswebdav/pid-1545713-dt-content-rid-2650538_1/courses/154ETEC64447

       /Design%20Document%20I.pdf

Baek, E. (2017, May 2). Module 5 Design (Instructional Strategies/Activities and Media Selection). Message posted

       https://csusb.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_89595_1&

       content_id=_1545708_1&mode=reset

Baek, E. (2017, May 16). Module 7 Development II. Message posted https://csusb.blackboard.com/bbcswebdav

       /pid-1545716-dt-content-rid-2672288_1/courses/154ETEC64447/LectureNoteDevelopment.pdf

Baek, E. (2017, May 23). Module 8 Implementation & Formative evaluation. Message posted       

        https://csusb.blackboard.com/bbcswebdav/pid-1545717-dt-content-rid- 

        2680331_1/courses/154ETEC64447/Formative%20Evaluation.pdf

Dick, W., Carey, L., & Caray, J. O. (2015). The Systematic Design of Instruction (8th ed.). Upper Saddle River, NJ:     

        Pearson Education, Inc.,

Leh, A. (2017, Jan). Week 3 Analysis. Message posted

       https://csusb.blackboard.com/webapps/blackboard/execute/content/file?  

       cmd=view&content_id=_1477419_1&course_id=_84925_1&framesetWrapped=true

Piskurich, G. M., (2015). Get it where it does the most good: Implementation. Rapid

       Instructional Design Learning ID Fast and Right (3rd ed., pp. 283). Hoboken, NJ: John Wiley & Sons, Inc.

Piskurich, G. M., (2015). How to do it: Design. Rapid Instructional Design Learning ID Fast and Right (3rd ed.,

       pp. 154). Hoboken, NJ: John Wiley & Sons, Inc.