rarmstead 503 final id project
Post on 04-Apr-2018
221 Views
Preview:
TRANSCRIPT
-
7/29/2019 RArmstead 503 Final ID Project
1/29
TWI WORKSHOP DESIGN PROJECT
Robin Armstead
Boise State Graduate Student
Instructional Design 503 4174
April 4, 2012
-
7/29/2019 RArmstead 503 Final ID Project
2/29
Armstead Twi Design Project Page 2
TWI WORKSHOP DESIGN PROJ ECT
ContentsSynthesis/Reflection Paper ........................................................................................................................... 4
Part 1. Topic .................................................................................................................................................. 6
Part 1a. Stated learning goal......................................................................................................................... 6
Part 1b. Description of the audience ............................................................................................................ 6
Part 1c. Rationale .......................................................................................................................................... 6
Part 2. Analysis Report .................................................................................................................................. 7
Part 2a. Description of the Need Part........................................................................................................... 7
Part 2a.1 Needs Analysis Survey ................................................................................................................... 7
Part 2a.2 Needs Analysis Data Report .......................................................................................................... 7
Part 2b. Description of the Learning Context ............................................................................................... 8
Part 2b.1: Learning context........................................................................................................................... 8
Part 2b.2: Transfer context ........................................................................................................................... 9
Part 2c. Description of the Learners ............................................................................................................. 9
Part 2d. Description of the Learners............................................................................................................. 9
Part 3. Planning ........................................................................................................................................... 10
Part 3a. Learning Objectives (list) ............................................................................................................... 10
Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan.................................................. 11
Part 3c. ARCS Table ..................................................................................................................................... 12
Part 4. Instructor Guide .............................................................................................................................. 14
Part 5. Learner Content............................................................................................................................... 17
Part 5a. Learning materials ......................................................................................................................... 17
Part 5b. Formative and/or Summative Assessment materials ................................................................... 17
Part 5c. Technology Tool Justification ........................................................................................................ 19
Part 6. Formative Evaluation Plan............................................................................................................... 19
Part 6a. Expert Review................................................................................................................................ 19
Part 6b. One-to-One Evaluation.................................................................................................................. 19
Part 6c. Small Group Evaluation ................................................................................................................. 20
Part 6d. Field Trial ....................................................................................................................................... 20
Part 7. Formative Evaluation Report........................................................................................................... 20
-
7/29/2019 RArmstead 503 Final ID Project
3/29
Armstead Twi Design Project Page 3
7a Evaluation Survey or Rubric ................................................................................................................... 20
Part 7b. Report the results of the expert review........................................................................................ 23
Part 7c. Comments on Change.................................................................................................................... 23
Part 8. AECT Standards Grid........................................................................................................................ 24
-
7/29/2019 RArmstead 503 Final ID Project
4/29
Armstead Twi Design Project Page 4
Synthesis/Reflection Paper
Instructional Design is like constructing a garden. When creating a garden or outdoor
space, it is necessary for one to consider all the principals involved with accomplishing ones
goals. When one is implementing the task of instructional design, it is like designing a space inthe mind of the learner where the garden will be created, the seeds of knowledge will be grown,
and the space will be connected to other spaces and elements in the mind.
The instructional design process is the foundation of all learning. Even when teachers
create a basic lesson plan, implement drills, or give a test, there is some consideration of how this
information will be translated to the learner and how they will be able to obtain the skill. Before
this project, I looked at the design process in reverse, as in starting with the goal and working
backwards to the foundation. I am now able to see the bigger picture and all the necessary steps
in between. While it is important to consider the learning objectives, and how they will be
obtained by the learner, one of the most important steps is mapping out in a clear and considermanner what needs to happen for this to be accomplished.
I think that most people take the learning process for granted. I was not aware of all of
the processes that happen when we acquire a new skill or new information. Much like a gardener
has to consider the soil, weather, and conditions for the seeds to grow. He or she also has to
consider decorations, appealing to the homeowner, and the nutritional value of what is being
produced. A plan is implemented so that all of those things come together. We may not see may
not realize the step by step process that made the final product come together.
This is the same with instructional design. The designer has to consider how the
information will be planted in the mind of the learner and what is necessary to cultivate it so that
if grows. The designer has to know the content of the information, the condition of the mind, and
even what has been previously planted there or near, also called prior knowledge. They have to
make the garden appealing or attractive, keep the learners attention and make sure the experience
is meaningful. According to Smith and Ragan, an instructional designer works much like an
engineer designing based on principles that have worked in the past (Smith and Ragan, 2005).
All of these elements, much like designing a garden by starting with the seeds and building an
entire outdoor space, are the same process that a designer goes through when they are
considering a new plan.
An instructional designer does not always possess the knowledge that they need so they
consult with other designers or specifically subject matter experts, much like a garden embarking
on an ambitious project and need help with their project. The design process requires one to
evaluate the process and sometimes revise based on what is best for the homeowner, or learner.
The process is not full proof, but when executed according to the current and most up to date
information and process, there is a framework to construct a good solid design that will grow in
the minds of the learners.
-
7/29/2019 RArmstead 503 Final ID Project
5/29
Armstead Twi Design Project Page 5
When reflecting on the things that I have accomplished this semester I feel proud. I could
not imagine that I could create something from nothing having little or no knowledge of the
subject matter. The biggest challenge for me has been thinking about the process that a student
would use to acquire the information, such as the sequence of events illustrate in the Instruction
Guide, instead of the actual content that is being taught. I realized that a very generic model or
process could be used and then molded and shaped according to the information. I did not have
to reinvent the wheel; just find the right size one.
I am very excited to have been given this opportunity to work on such an ambitious
project. I can now see instructional design everywhere and am not afraid to design for subjects
that I have very little knowledge. In my future professional career, I hope to continue working
with instructional design to create courses and learning materials. Shortly, I would like to pursue
my doctorate degree in this filed or a related field of study.
Reference
Smith, P. and Ragan, T. (2005). Instructional Design (3rd). Hoboken, NJ: John Wiley & Sons.
-
7/29/2019 RArmstead 503 Final ID Project
6/29
Armstead Twi Design Project Page 6
Part 1. Topic
Part 1a. Stated learning goal
Students will be able to use basic vocabulary to verbally give an introduction in the Ashanti
Dialect of Twi using appropriate vocabulary, pronunciation, and syntax.
Part 1b. Description of the audience
The learners will be adults 18 and over. They will have little to no knowledge of the Ashanti
Dialect of Twi.
Part 1c. Rationale
The Metro Atlanta area is filled with many people who immigrated to this country, including
Ghana. Unfortunately, many parents and educators wrongly assumed that when a young childneeds to acquire English quickly, they should cease learning their own language. Many children
lose their first language as the push for English only is established. As a result, many adults are
direct descendants of immigrants are desperately seeking a linguistic connection to their roots.
As adults, many wish to reclaim their culture through language, but do not have a systematic way
of doing it. There are very few learning materials available in the form of books, classes, or
online learning materials. In order to address the gaps as a result of very little learning materials
or instruction, the workshops priority will be teaching the students the basics of the Twi
language. This will allow learners to obtain enough information that they feel confident not only
speaking to other students, but also in the Ghanaian community where it is spoken freely.
The instruction will use an overall supplantive approach. According to Smith and Ragan (2005)
this approach is most effective when it is necessary to explain information to students using an
explicit approach (p. 142). Twi is a language that has some stark contrasts to English. It is
necessary that the learners are provided with scaffolding, immediate feedback and correction,
and more than enough information to complete learning tasks and acquire the learning goal.
The major instructional strategy will be declarative knowledge. This is the most appropriatestrategy as it serves as the substance of much of our thinking and is a critical part to of what
we learn throughout life (Smith and Ragan, 2005, p. 142). Students will be learning the facts orbasics of the language. The level of retention and recall necessary to meet the learning goals ofthe workshop do not require higher levels of thinking and process, but instead is primarilyproduction through organized mental lists. While it does require some synthesis, it is not intenseand based using recall to put the sentences together using the proper vocabulary.
-
7/29/2019 RArmstead 503 Final ID Project
7/29
Armstead Twi Design Project Page 7
Part 2. Analysis Report
Part 2a. Description of the Need Part
Part 2a.1 Needs Analysis Survey
The following survey was conducted via phone. The pool of learners was generated from my
subject matter expert who is Ghanaian and speaks Twi. The survey consists of 20 questions
regarding their knowledge of Twi, motivation, and possible challenges.
Twi Needs Assessment
Please rate the following statements based on a scale of 1 to 5, with 1 being not true, 2 being
mostly untrue, 3 possible, 4 being mostly true, and 5 being absolutely true
1. I am familiar with some Twi vocabulary2. I am familiar with Twi grammar3. I am familiar with Twi sentence structure4. I am aware the Twi is a tonal language5. I am familiar with the sounds of letters and words used in Twi6. I am able to identify when Twi is being spoken7. I am able to identify dialects that are mutually intelligible with Twi8. I am able to identify places where Twi is spoken9. I am comfortable in settings where Twi is spoken10.I am interested in learning to speak Twi11.I am interested in learning how to write Twi12.I am interested in learning how to read Twi13.I want to learn Twi in order to enhance my relationship with my Ghanaian roots14.I have a native speaker(s) to serve as a support system and practice15.I would be comfortable speaking Twi in front of a large group of same level learners16.I would be comfortable speaking Twi in small groups of same level learners17.I am comfortable using video equipment such as a web cam for a presentation18.I am comfortable in fast paced learning environments19.I am have an intense desire to learn Twi20.I am highly motivated to learn Twi
Part 2a.2 Needs Analysis Data Report
The needs assessment yield similar answers for some and mixed for others. In the questions
referring to their desire and motivation, the answers were primarily 5s or absolutely true. Most
students also had a native speaker to practice. Additionally, in the areas of skill development,
-
7/29/2019 RArmstead 503 Final ID Project
8/29
Armstead Twi Design Project Page 8
30%
10%
10%20%
30%
Vocabulary
5
4
3
2
1
20%
20%
10%
30%
20%
Phonetics
5
4
3
2
1
most potential learners were only interested in speaking Twi but were not interested in reading or
writing it. There were other questions that identification of places it is spoken and mutually
intelligible dialects received the lowest score, mostly 1s.
The greatest variation occurred in the categories of content knowledge about the language. These
questions referenced sentence structure, phonetics, and being able to identify when the languageis spoken. Another mixed result came from the questions about learning, with some people being
comfortable in speaking Twi in a large group of same level learners while others were more
comfortable in a large setting.
Part 2b. Description of the Learning Context
Part 2b.1: Learning context
The learning environment of the students will be a large room in a community center. There willbe short four person tables available for use along with a computer that has a projection screen.The class size will be approximately 12-18 students. The tables that the students work at will
serve as their small group areas. At the table, the students will be able to face the front of theclassroom comfortably for instruction and work in small groups.
The teacher will be a native speaker of Twi who prefers the use of videos and collaborativelearning models. She will have access to a computer with a projection screen so students are ableto see what one is her screen to take notes, view videos, and play online Twi games. In general,the classroom atmosphere will be relaxed and informal, used to make the students feelcomfortable and avoid the pressure to perform perfectly.
-
7/29/2019 RArmstead 503 Final ID Project
9/29
Armstead Twi Design Project Page 9
60%20%
20%
0% 0%
Interested In Speaking
5
4
3
21
Part 2b.2: Transfer context
The students will be able to use what they learned in a variety of settings to interact with other
native speakers. The context will be for personal use in setting such as the home where they are
exchanging greetings in person and on the phone. Another setting is at social events such as
informal outings, church, and meals. The information can also be used when meeting strangersor making new friends as an ice breaker. With more familiar people, it can be used to create a
learning opportunity through continued learning or practice.
Part 2c. Description of the Learners
The students will mostly consist of adult learners over the age of 18 who are Ghanaian and Ghanaian
Americans. Each person will have a strong desire and are highly motivated to learn Twi. The prior
knowledge of the students will vary, however no student has more than rudimentary knowledge of
phonetics, the use of tones, or sentence structure. Most students have some level of discomfort when it
comes to using a webcam. The students main focus will be on learning to speak the language. The
learners are challenged by general anxiety that is natural with learning a new language, along with
added pressure because of its significance to their personal life.
Part 2d. Description of the Learners
-
7/29/2019 RArmstead 503 Final ID Project
10/29
Armstead Twi Design Project Page 10
Part 3. Planning
Part 3a. Learning Objectives (list)
1. Learners can describe Twi syntax.
1.1 Learners can put words in the proper order.1.2 Learners can identify parts of a sentence.
2. Learners can raise and lower their voice to emit tones.
2.1 Learners can demonstrate a high tone.
2.2 Learners can demonstrate a low tone.
3. Learners can recognize differences in tone using listening skills to distinguish vocabulary.
3.1 Learners can hear the low tone.
3.2 Learners can hear the high tone.
4. Learners can exchange proper greetings.
4.1 Learners can state opening phrases.4.2 Learners can ask how someone is doing.
4.3 Learners can respond when asked how he or she is doing.
5. Learners can speak simple sentences.
5.1 Learners can use vocabulary to describe themselves.
5.2 Learners can use vocabulary to describe another person.
6. Learners can use introductory vocabulary correctly.
6.1 Learners can translate introductory vocabulary from Twi to English.
6.2 Students can reply to phrases correctly.
7. Learners can recognize incorrect sentence structure and make corrections.
7.1 Learners can identify correct a sentence that is incorrect.7.2 Learners can identify when a sentence is out of order.
8. Learners can properly reply to simple phrases spoken by native speakers.
8.1 Students can repeat statements made by native speakers.
8.2 Students can translate the meaning of a phrase for the gist.
9. Learners can properly use the present verb tense.
9.1 Learners can use introductory verbs in a sentence.
9.2 Learners can use a negation with a present tense verb.
10. Learners can describe basic culturally characteristics of Twi.
10.1 Learners can identify the names of people and regions where the language is spoken.
10.2 Learners can name mutually intelligible dialects.
-
7/29/2019 RArmstead 503 Final ID Project
11/29
Armstead Twi Design Project Page 11
Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan.
Learning
Objective
Bloom Taxonomy
Classification Format of Assessment
Description of
Test Form Sample Items
1.1 Knowledge Paper and Pencil Short AnswerUsing the following words, put
them in proper sentence order
1.2 Knowledge Paper and Pencil Labeling Label each part of the sentence
2.1 Synthesize Performance OralGenerate nonsense words using
the high tone.
2.2 Knowledge Performance OralSpeak a word that uses the low
tone
3.1 Evaluate Paper and Pencil True or False The tone uttered was high.
3.2 Synthesize Paper and Pencil ListOrganize the words according
to tone beginning with low.
4.1 Apply Performance Oral Demonstrate two ways to sayGood Morning.
4.2 Apply Performance OralAsk partner how he or she is
doing
4.3 Apply Performance OralRespond appropriately to the a
person asking who one is doing
5.1 Synthesize Performance OralConstruct a descriptive
sentence about yourself.
5.2 Synthesize Performance OralConstruct a descriptive
sentence about yourself
6.1 Knowledge Paper and PencilRecognition
Items
Match the Twi word with its
English equivalent.6.2 Evaluate Performance Oral Choose the best reply.
7.1 Evaluate Pencil and Paper Short Answer
Revise the sentence and
rewrite using the correct order
of words
7.2 Analysis Performance OralExamine the sentence and
identify the mistakes
8.1 Comprehension Performance OralRestate the sentence in Twi and
respond
8.1 Comprehension Paper and PencilMultiple
Choice
Translate the sentence and
choose the best answer
9.1 Application Performance Oral Construct a sentence statingwhere you live
9.2 Knowledge Paper and PencilMultiple
Choice
Choose the correct use of
negation
10.1 Knowledge Paper and Pencil LabelingIdentify the places on the map
where Twi is spoken.
10.2 Knowledge Paper and Pencil Short AnswerRecall mutually intelligible
dialects
-
7/29/2019 RArmstead 503 Final ID Project
12/29
Armstead Twi Design Project Page 12
Part 3c. ARCS Table
Categories & Subcategories Process Questions
ATTENTION
A.1. Perceptual arousal
A.2. Inquiry arousal
A.3. Variability
Tell little known facts about Twi Share words that sound alike in both languages but mean
totally different thing
Allow students to freely make mistakes without feelingintimidated
Ask the students what is the best way to learn a new language Ask the students how they can use social media to facilitate
their learning.
Use stories of past learning experiences of learners to illustratesuccess and warn of failures
Vary activities by small group and large group participation Use videos and audio clips to supplement materials
RELEVANCE
R.1. Goal orientation
R.2. Motive matching
R.3. Familiarity
Give the students the syllabus and ask which parts they wouldlike to focus on
Agree at the beginning of class which sections are mostimportant by coming to a group consensus
Spend a majority of the class period on those words or topics Give students resources they can use outside of class for
further information
Allow the students to share why they want to take thisworkshop and how it will help them
Ask students at each juncture f they are familiar with thematerial being learned
Ask students to share their experiences
CONFIDENCE
-
7/29/2019 RArmstead 503 Final ID Project
13/29
Armstead Twi Design Project Page 13
C.1. Learning requirements
C.2. Success opportunities
C.3. Personal control
Based on the student survey, let students know whatproficiency means for each section using a preset rubric
Show students as they progress how much they have learnedusing a goal sheet
Model what the students should be doing Provide feedback and encouragement
Allow students to determine what areas they need furtherstudy
At the completion of each section, allow students to reviewwhat they know and understand compared to before they
started
Allow students to discuss who they are most likely to speak toand practice with
SATISFACTION
S.1. Natural consequences
S.2. Positive consequences
S.3. Equity
After viewing the videos students will be given constructivecriticism by their peers.
Students will use the videos to practice at home.
Allow the students to view each others video and givefeedback.
Seeing themselves on video displaying what they have learnedcreates internal pride and generates encouragement from
others
-
7/29/2019 RArmstead 503 Final ID Project
14/29
Armstead Twi Design Project Page 14
Part 4. Instructor Guide
OUTLINE FOR Instructor Guide
Introduction
Instructor introduces his or herself to the class Instructor gives general information about the class Icebreaker activity students to introduce each other Students are given a survey Class decides what areas to focus and the time is divided up accordingly Teacher reviews the basic structure of each section
o Instructor led activityo Small group activityo Large group activityo Recap of information
Body
Section 1 Introduction to Twi
Teacher Led Activity
PowerPoint Presentation
Origin of the language Mutual intelligible dialects Locations where it is spoken Briefly overview of the phonetic and written structure Briefly overview of the sentence structure
Small Group Activity
Learners discuss what they found most interesting. Learners share new information that they learned Learners share information they know that was not presented
Large Group Activity
Teacher asks if anyone would like to share from what they learned or discussed in theirgroups
-
7/29/2019 RArmstead 503 Final ID Project
15/29
Armstead Twi Design Project Page 15
Section 2 Phonetics & Phonology
Section 2A
Teacher Led Activity
Present a video of Twi speakers saying the alphabet with the written letters Ask the students if they are able to identify words they already know with the sounds
Small Group Activity
Students work together in groups to practice saying the alphabet sounds and reading wordsLarge Group Activity
Instructor asks the students to practice reading words in front of the classSection 2B
Teacher Led Activity
Explain the meaning of tones Identify 3 tones and how they are noted in spellings Demonstrate words in Twi that use tonal variations Play recordings of commonly used words with the tones
Small Group Activity
Give students time to practice identify tones in each word Give students time to practice making the tones
Large Group Activity
Students are given tones to identity Students are asked to state a word with a hi low or mid tone
Section 3 Vocabulary Greetings
Teacher Led Activity
Students are given a list of basic greetings for the morning, afternoon, and evening alongwith the basic responses.
Teacher goes through the class asking each student to take a turn pronouncing the wordsSmall Group Activity
Students role play concentrating on pronunciationLarge Group Activity
Students practice role play greetings in front of the class
-
7/29/2019 RArmstead 503 Final ID Project
16/29
Armstead Twi Design Project Page 16
Section 4 Syntax
Teacher Led Activity
Teacher explains the differences in Twi Syntax from English using the greetings statements Teacher explains how negation is used
Small Group Activity
Students practice constructing sentence given a small set of vocabulary words extendedpass the greetings
Large Group Activity
Students provide one example of negation and one example of a sentence that is formeddifferently than it would appear in English
Section 5 Vocabulary Subject Verbs Objects
Teacher Led Activity
Teacher gives students basic vocabulary list with definitions Teacher shows video of speakers using the vocabulary on the list
Small Group Activity
Students are given time to practice the vocabulary with their groupsLarge Group Activity
One student makes a sentence and the class translatesSection 6 Preparing for the Video
Teacher presents introduction videos done by Twi speakers Gives advice about what to include in the video such as name, occupation, city, family, one
interesting thing
Students construct short individual script in English and then translates using the list Teacher approves the translation, providing additional words if necessary Students are placed in small groups to practice When ready, students are able to go to the media center to record their video using
headphones, mic, and webcam.
Section 7 Video Feedback
All the videos are viewed in front of the class Each person is given verbal feedback from their peers and written feedback from the
instructor
Conclusion
Summarize what has been taught in the workshop
-
7/29/2019 RArmstead 503 Final ID Project
17/29
Armstead Twi Design Project Page 17
Give positive feedback to the students about their success Ask for student to evaluate the course
o Instructoro Pace of the classo Structureo Amount learnedo Chances of continued learning
Part 5. Learner Content
Part 5a. Learning materials
Books
Evangelische Missionsgesellschaft in Basel (2011). English-Tshi (Asante): A Dictionary.
University of California Libraries
Kotey, P. (2000). Lets Learn Twi-Ma Yensua Twi. Trenton, NJ: Africa World Press
Handouts
Alphabet- includes all of the letters, phonetic sound, a word, and picture
Sentences-example sentences using a combination of common words with and without negation
Greetings-commonly used greetings and closing words, phrases, and sample interactions
Tones-examples of high and low tones including common words and translations
PowerPoint- a detailed introduction to the Twi language including its origin, locations where it is
spoken, phonetic and written structure, tones, and sentence structure
Videos- Alphabet, Greetings, Common Interactions, Sample Introductions
Part 5b. Formative and/or Summative Assessment materials
Paper and Pencil Tests
Alphabet Sounds Recognition
Tonal Recognition
Sentence Structure Correction
Video Introduction Script
-
7/29/2019 RArmstead 503 Final ID Project
18/29
Armstead Twi Design Project Page 18
Twi Video Presentation Rubric
Student Name: ________________________________________
CATEGORY 4 3 2 1
Vocabulary Uses vocabularyappropriate forthe audience.Extends audiencevocabulary bydefining wordsthat might benew to most ofthe audience.
Uses vocabularyappropriate forthe audience.Includes 1-2words that mightbe new to mostof the audience,but does notdefine them.
Uses vocabularyappropriate forthe audience.Does not includeany vocabularythat might benew to theaudience.
Uses several (5or more) wordsor phrases thatare notunderstood bythe audience.
Comprehension Student is able toaccuratelyanswer almost allquestions posedby classmatesabout the topic.
Student is able toaccuratelyanswer mostquestions posedby classmatesabout the topic.
Student is able toaccuratelyanswer a fewquestions posedby classmatesabout the topic.
Student is unableto accuratelyanswer questionsposed byclassmates aboutthe topic.
Content Shows a fullunderstanding ofthe topic.
Shows a goodunderstanding ofthe topic.
Shows a goodunderstanding ofparts of the topic.
Does not seem tounderstand thetopic very well.
Uses CompleteSentences
Always (99-100% of time)speaks incompletesentences.
Mostly (80-98%)speaks incompletesentences.
Sometimes (70-80%) speaks incompletesentences.
Rarely speaks incompletesentences.
Speaks Clearly Speaks clearlyand distinctly all(100-95%) thetime, and
mispronouncesno words.
Speaks clearlyand distinctly all(100-95%) thetime, but
mispronouncesone word.
Speaks clearlyand distinctlymost ( 94-85%)of the time.
Mispronouncesno more than oneword.
Often mumblesor can not beunderstood ORmispronounces
more than oneword.
-
7/29/2019 RArmstead 503 Final ID Project
19/29
Armstead Twi Design Project Page 19
Part 5c. Technology Tool JustificationPowerPoint
The purpose of the PowerPoint is to provide a general introduction to the Twi language. It will be bright
and colorful, having interactive portions. This technology is used to generate interest and get the
attention of the learners. It prepares them to consider the information that they already know andintroduces them to the topics that will be explored.
Video
The videos are used so that the learners can hear and see native speakers. It is essential that they are
introduced to a variety of speakers so they can learn by hearing, seeing, and mimicking. The videos can
be replayed multiple times to increase learning.
Computer and Webcam
This technology is used for the final project. It is a way for them to bring together everything that theylearned. The videos can be used over and over again for the learners.
Part 6. Formative Evaluation Plan
Part 6a. Expert Review
The SME I have chosen for my project is a friend of mine who is Ghanaian. She is actuallytrilingual, knowing English, Twi, and Fon. I will present these materials to her on April 25 and
asked that they be returned on April 27 for her evaluation. The main questions I am looking forher to answer are about the presentation of the information. Is the information accurate andpresented in a manner that best prepares students for real world interactions. Is there valuableinformation missing that should have been included. Most importantly, I would ask for inputabout the feasibility of the workshop and should any information be excluded.
Part 6b. One-to-One Evaluation
One to one evaluation will occur with a small group of people that have some familiarity withthe language. As they work through the learning materials, they can get an idea of the
expectations of the students and consider if they were learning the information for the first time.I will have to conduct a survey after the sections. It may better if I focus on a few sections andthen ask for a general overview.
Critical questions
Is the information presented in a way that clear and understandable?
-
7/29/2019 RArmstead 503 Final ID Project
20/29
Armstead Twi Design Project Page 20
Is the time frame allotted for the activities enough for the students to practice and retainthe material?
Are the students presented with multiple opportunities to learn? Is the instruction engaging?
Part 6c. Small Group Evaluation
I will make modifications as I see fit according to the one-on-one evaluations. The evaluationwill take place with two groups of 8 students. I will use this time to examine small groupactivities. This will take place in the form of observation and analysis of the studentsdiscussions and conclusions about the material. For example, are the students in all, most, someor none of the groups processing the information in a meaningful way?
Critical questions
Is small group activities an effective way for the students to practice the material?
Should students have the same groups or different groups? Should the groups be arranged according to strengths and weaknesses or random
assignment? What is the best way to construct the materials so students maximize the learning?
Part 6d. Field TrialStudents will be given a survey to fill out about the class. The questions will relate to how theyfeel about each topic, the way it was presented, and its relevance to meeting the objectives. Pre-tests and post-tests will also be given to the students as an assessment tool to determine howmuch they have learned.
Critical questions
What are the general feelings about the material? Was enough motivation and support provided? What are ways the materials and arrangement be revised to meet the objectives and needs
of the learners?
Part 7. Formative Evaluation Report
7a Evaluation Survey or Rubric
StatementStronglyAgree
Agree Neutral DisagreeStronglyDisagree
Learning Objectives
The learning objectives adequately meet the
demands of the course.
-
7/29/2019 RArmstead 503 Final ID Project
21/29
Armstead Twi Design Project Page 21
The learning objectives adequately reflect skills
that learners can obtain in 3 hours.The learning objectives are relevant to what
introductory speakers should learn.The learning objectives are clear.The learning objectives are meaningful.The learning objectives adequately assess
learning.Overall, the learning are appropriate for the
workshop.Additional Comments:
Course Topics
The course topics are important to introductory
speakers.
The course topics are relevant to the workshop.All of the course topics are necessary as a part
of the workshop.The course topics can be covered in the allotted
time period.The course topics and objectives are
harmonious.
Additional Comments:
Course Design
The course design is easy to understand.The course design can be followed easily by any
instructor.The course design flows in a way that makes
logical sense.The structure of the course allows students
multiple opportunities to practice.
The course design is comprehensive.The activities can be realistically completed in
-
7/29/2019 RArmstead 503 Final ID Project
22/29
Armstead Twi Design Project Page 22
the allotted time frame.Additional Comments:
Materials
The course materials are relevant to the
learners.The course materials are accurate.The course materials are free from grammatical
error.The course materials adequately support the
objectives.The course materials adequately support thecourse topics.
Additional Comments:
Overall
The workshop will facilitate its learning goals.The workshop can be done in the time allotted.The workshop will be beneficial for students
and instructors.The workshop provides support for real world
interactions.
Overall, I am satisfied with the workshop.Please provide any additional comments for the instructional designer
-
7/29/2019 RArmstead 503 Final ID Project
23/29
Armstead Twi Design Project Page 23
Part 7b. Report the results of the expert review
The overall results of the survey were positive. She did an excellent job being fair on the entire
project and suggested changes for the project to improve its effectiveness and meet theexpectations of the individuals. She stated that sometimes people may think they want a
comprehensive understanding of the language, but really most just want to be able to have a
decent conversation. She also stated that my project was very ambitious for 3 hours; however she
thought that it could be accomplished with some modifications and some dedicated learners.
The sections for Course Design and Overall received the highest ratings. She strongly agreed
with all of the statements with the exception of the activities being completed in the allotted time
frame, which she rated an agree. For the overall section I was rated strongly in all of the
categories. The Materials section was, the ratings scaled from strongly agree to neutral. The
neutrals were for accuracy and grammatically error free; this is because most of the materialshave not been created and are still in theory or developmental form.
There were mixed ratings in the Learning Objectives and Course Topics section. The ratings
were agree and strongly agree for the Course Topics. She disagreed that all of the topics
were necessary as a part of the workshop. Specifically, she stated that so much emphasis should
not be placed on the tonal section of the language. For the Learning Objectives section, she
agreed or strongly agreed with all of them, but offered most of her advice in this section for some
of the objectives.
She cautioned that the translation of Twi to English and vice versa was not literal. She stated thatthe learning material would have to reflect this in a way that did not frustrate the beginning
learners. She also stated that the language is rich with proverbs and should be considered when
teaching people about sentence structure and meaning. She also stated that there are 3 tones in
Twi and sometimes they are very hard to distinguish, especially for beginners. The tones
changed according to the adjacent letters and this skill is usually acquired naturally or through
mimicking. Her suggestion was to focus less on structure and tones and more on rote
memorization.
Part 7c. Comments on ChangeThere are several recommendations I would make to my project based on her recommendations.The first thing I would do change my objectives. Instead of focusing on the tonal aspect of the
language I would change this objective to focus more on the alphabet. Within the instructional
body, I would include a section on tones so the students could have some exposure instead of
including it as an objective. I would take out the section 2B with the teacher led activity for
tones. I would replace it with a section where students were exposed to proverbs, basic sayings,
-
7/29/2019 RArmstead 503 Final ID Project
24/29
Armstead Twi Design Project Page 24
and their translation. This would give them a chance to work with the language and see how it is
different in translation before getting exposed to large groups of phrases.
The overall gist that I got from her comments was to make the workshop simpler. She said that it
would be better if the overall workshop practiced on rote memorization with a basic introduction
to form. In revising the instructor guide and I would give the students more time to practice theirverbal and listening skills.
Part 8. AECT Standards Grid
Professional Standards Addressed (AECT)
The following standards, developed by the Association for Educational Communications and
Technology (AECT), and used in the accreditation process established by the National Council
for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course.The numbers of the standards correspond to the numbers next to the course tasks show on the list
of assignments. Not all standards are addressed explicitly through student work.
Assignments meeting standard in whole or partStandard 1: DESIGN1.1 Instructional Systems Design(ISD) X
ID Project
1.1.1 Analyzing X ID Project1.1.2 Designing X ID Project1.1.3 Developing X ID Project
1.1.4 Implementing X ID Project1.1.5 Evaluating X Selected Discussion Forums; ID Project1.2 Message Design1.3 Instructional Strategies X ID Project1.4 Learner Characteristics X ID Project
Standard 2: DEVELOPMENT2.0 (includes 2.0.1 to 2.0.8) X ID Project2.1 Print Technologies X Reading Quiz; ID Projects2.2 Audiovisual Technologies2.3 Computer-Based Technologies X (all assignments)
2.4 Integrated Technologies
Standard 3: UTILIZATION3.0 (includes 3.0.1 & 3.0.2)3.1 Media Utilization X (all assignments)3.2 Diffusion of Innovations3.3 Implementation andInstitutionalization X
ID Project
-
7/29/2019 RArmstead 503 Final ID Project
25/29
Armstead Twi Design Project Page 25
3.4 Policies and Regulations
Standard 4: MANAGEMENT4.0 (includes 4.0.1 & 4.0.3)4.1 Project Management
4.2 Resource Management4.3 Delivery System Management4.4 Information Management
Standard 5: EVALUATION5.1 Problem Analysis X5.2 Criterion-ReferencedMeasurement X
ID Project
5.3 Formative and SummativeEvaluation X
ID Project
5.4 Long-Range Planning
COURSE GOALS & OBJ ECTIVESThe overall goal for the course is for each student to consider and use the systematic process ofinstructional design to create an instructional product. To achieve this goal, students will engagein activities that promote reflective practice, emphasize realistic contexts, and employ a numberof communications technologies. Following the course, students will be able to:
1. Discuss the historical development of the practice of instructional design with regard tofactors that led to its development and the rationale for its use
2. Describe at least two reasons why instructional design models are useful3. Identify at least six instructional design models and classify them according to their use4. Compare and contrast the major elements of three theories of learning as they relate to
instructional design
5. Define instructional design.6. Define the word systematic as it relates to instructional design7. Define learning and synthesize its definition with the practice of instructional design
8. Relate the design of instruction to the term educational (or instructional) technology9. Describe the major components of the instructional design process and the functions of
models in the design process
-
7/29/2019 RArmstead 503 Final ID Project
26/29
Armstead Twi Design Project Page 26
10. Provide a succinct summary of various learning contexts (declarative knowledge,conceptual, declarative, principle, problem-solving, cognitive, attitudinal, andpsychomotor)
11.Build an instructional design product that integrates major aspects of the systematicprocess and make this available on the web.
a. Describe the rationale for and processes associated with needs, learner, context,goal, and task analyses
i. Create and conduct various aspects of a front-end analysisii. Identify methods and materials for communicating subject matter that are
contextually relevant
b.
Describe the rationale for and processes associated with creating designdocuments (objectives, motivation, etc.)
i. Construct clear instructional goals and objectivesii. Develop a motivational design for a specific instructional taskiii. Develop assessments that accurately measure performance objectives
c. Select and implement instructional strategies for selected learning tasksi. Select appropriate media tools that support instructional design decisions
d. Describe the rationale and processes associated with the formative evaluation ofinstructional products
i. Create a plan for formative evaluation12. Identify and use technology resources to enable and empower learners with diverse
backgrounds, characteristics, and abilities.
13. Apply state and national content standards to the development of instructional products14. Meet selected professional standards developed by the Association for Educational
Communications and Technology
15. Use various technological tools for instructional and professional communication
-
7/29/2019 RArmstead 503 Final ID Project
27/29
Armstead Twi Design Project Page 27
AECT STANDARDS (Applicable to EDTECH 503)
1.0 Design
1.1 Instructional Systems Design
1.1.a Utilize and implement design principles which specify optimal conditions forlearning.
1.1.b Identify a variety of instructional systems design models and apply at least onemodel.
1.1.1 Analyzing
1.1.1.a Write appropriate objectives for specific content and outcome levels.
1.1.1.b Analyze instructional tasks, content, and context.
1.1.2 Designing
1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an
interdisciplinary unit) to demonstrate application of the principles of macro-level design.
1.1.2.b Create instructional plans (micro-level design) that address the needs of alllearners, including appropriate accommodations for learners with special needs.
1.1.2.d Incorporate contemporary instructional technology processes in the developmentof interactive lessons that promote student learning.
1.1.3 Developing
1.1.3.a Produce instructional materials which require the use of multiple media (e.g.,computers, video, projection).
1.1.3.b Demonstrate personal skill development with at least one: computer authoring
application, video tool, or electronic communication application.
1.1.4 Implementing
1.1.4.a Use instructional plans and materials which they have produced in contextualizedinstructional settings (e.g., practica, field experiences, training) that address the needs ofall learners, including appropriate accommodations for learners with special needs.
1.1.5 Evaluating
1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learningand instruction.
1.1.5.b Demonstrate the use of formative and summative evaluation within practice and
contextualized field experiences.
1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, andassessment measures.
1.3 Instructional Strategies
1.3.a Select instructional strategies appropriate for a variety of learner characteristics andlearning situations.
-
7/29/2019 RArmstead 503 Final ID Project
28/29
Armstead Twi Design Project Page 28
1.3.b Identify at least one instructional model and demonstrate appropriatecontextualized application within practice and field experiences.
1.3.c Analyze their selection of instructional strategies and/or models as influenced by thelearning situation, nature of the specific content, and type of learner objective.
1.3.d Select motivational strategies appropriate for the target learners, task, and learningsituation.
1.4 Learner Characteristics
1.4.a Identify a broad range of observed and hypothetical learner characteristics for theirparticular area(s) of preparation.
1.4.b Describe and/or document specific learner characteristics which influence theselection of instructional strategies.
1.4.c Describe and/or document specific learner characteristics which influence theimplementation of instructional strategies.
2.0 Development2.0.1 Select appropriate media to produce effective learning environments usingtechnology resources.
2.0.2 Use appropriate analog and digital productivity tools to develop instructional andprofessional products.
2.0.3 Apply instructional design principles to select appropriate technological tools forthe development of instructional and professional products.
2.0.4 Apply appropriate learning and psychological theories to the selection ofappropriate technological tools and to the development of instructional and professionalproducts.
2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectivenessof instructional and professional products.
2.0.6 Use the results of evaluation methods and techniques to revise and updateinstructional and professional products.
2.0.7 Contribute to a professional portfolio by developing and selecting a variety ofproductions for inclusion in the portfolio.
2.1 Print Technologies
2.1.3 Use presentation application software to produce presentations and supplementarymaterials for instructional and professional purposes.
2.1.4 Produce instructional and professional products using various aspects of integratedapplication programs.
2.3 Computer-Based Technologies
2.3.2 Design, produce, and use digital information with computer-based technologies.
-
7/29/2019 RArmstead 503 Final ID Project
29/29
3.0 Utilization
3.1 Media Utilization
3.1.1 Identify key factors in selecting and using technologies appropriate for learningsituations specified in the instructional design process.
3.1.2 Use educational communications and instructional technology (SMETS) resourcesin a variety of learning contexts.
3.3 Implementation and I nstitutionalization
3.3.1 Use appropriate instructional materials and strategies in various learning contexts.
3.3.2 Identify and apply techniques for integrating SMETS innovations in variouslearning contexts.
3.3.3 Identify strategies to maintain use after initial adoption.
4.0 Management
(none specifically addressed in 503)
5.0 Evaluation
5.1 Problem Analysis
5.1.1 Identify and apply problem analysis skills in appropriate school media andeducational technology (SMET) contexts (e.g., conduct needs assessments, identify anddefine problems, identify constraints, identify resources, define learner characteristics,define goals and objectives in instructional systems design, media development and
utilization, program management, and evaluation).5.2 Criterion-referenced Measurement
5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts.
5.3 Formative and Summative Evaluation
5.3.1 Develop and apply formative and summative evaluation strategies in a variety ofSMET contexts.
SMET = School Media & Educational Technologies
top related