Instructional Design Plan Assignment

Grading Rubric 3.1

Grading Rubric 3.2

Grading Rubric 3.3

After many long hours, you have finally finished your instructional analysis. Although this may have been a tedious process for some of you, its importance will become evident as you begin the next phases of the systematic instructional process, which include writing performance objectives and related assessment instruments and selecting the instructional strategies, the instructional media, and the delivery systems. At the completion of this assignment, you will have created a plan for delivering the instruction.

The deliverable for this assignment is a report with three sections:

3.1 Performance Objectives and Assessment Instruments
3.2 Instructional Strategy
3.3 Media Selections and Delivery System

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3.1 Performance Objectives and Assessment Instruments

The goal of this part of the assignment is to select a cluster of skills and knowledge from your instructional map and convert them into specific, concrete learning objectives. The first step is to convert your instructional goal into a terminal objective. Remember that the context for the instructional goal is the 'real world', while the context for the terminal objective is the learning environment. Then, convert the subordinate skills into subordinate objectives (often called enabling objectives). See Table 6.1 and 6.2 for potential format options. If you choose this format option, you may be able to add a third column that contains a parallel test item for each objective. Here is a link to a useful template that will help you organize the learning skills, related objectives, and assessment instruments.

Each objective should contain three parts:

• behavior or skill to be demonstrated
• conditions under which the objective is demonstrated
• criteria for judging acceptable performance

Use the following procedure to help you write the objectives:

1. Edit the goal to reflect eventual performance context.
2. Write terminal objective to reflect context of learning environment.
3. Write objectives for each step in goal analysis for which there are no substeps shown.
4. Write an objective for each grouping of substeps under a major step of the goal analysis, or write objectives for each substep.
5. Write objectives for all subordinate skills.
6. Write objectives for entry behaviors if some students are likely not to possess them.
7. Place your report in Google drive.

Dick and Carey, p. 120     

Systematic instructional design includes two types of assessment: (1) how successful were the students in learning, and (2) how effective was the instruction. In this part of the assignment, you will generate criterion-referenced assessment instruments for each of the learning objectives. In assignment 4, you will develop plans for formative and summative evaluation plans.

Use the conditions, behavior, and criteria in each objective to determine the best format for the assessment instrument. Then, write one instrument for each objective. In addition to the guidelines in your Dick and Carey text, you may want to consult Guidelines for Constructing Assessment Items, by Smith and Ragan.

Peer review/grading rubric for 3.1

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3.2 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 assignment, I recommend you use the suggested approach in your text book on p. 199-202. Consider using the format presented in Table 8.4 (p. 200) for presenting the sequence and cluster size of the learning objectives. Figure 8.3 (p. 201) gives a good example of how to present information about preinstructional activites, assessment, and follow-through. Consider using the format shown in Figure 8.4 (p. 202) for content presentation and student participation. I think this is the most creative and most enjoyable part of the instructional design process. Two caveats: first, remember to keep the ARCS model in mind during this process and second, you are only describing the strategies for teaching the material, not developing the instructional materials yet, so don't get carried away!

Peer review/grading rubric for 3.2

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3.3 Delivery System and Media Selections

Ideally, the selection of a delivery system is independent of the development of an instructional strategy. As your text book correctly points out, however, very often instructional designers must work within a predetermined delivery system. In this section of your report, describe the delivery system for your instructional unit and how and why it was selected, including any corporate restraints. Take a look at Figure 8.1 on p. 169. If you are working with an assumed or assigned delivery system, explain those prescriptions. If not, explain your rationale for selecting a delivery system. Then, explain your rationale for media selection(s).

Peer review/grading rubric for 3.3

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Procedure:

1. Read Dick and Carey, Chapters 6 through 8.
2. Write a three-part learning objective for the instructional goal, steps, and substeps (or clusters) identified in your instructional map.
3. Write one congruent assessment instrument for each objective.
4. Create an instructional strategy for your instructional unit.
5. Select the delivery system and media.
6. Place the file into Google drive.

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