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Assignment 2 – Designing and appraising an instructional resource

ASSIGNMENT 2 – DESIGNING AND APPRAISING AN INSTRUCTIONAL

RESOURCE4143EBL – INSTRUCTIONAL DESIGN STRATEGIES

COURSE CONVENOR: DR. LEESA WHEELAHAN

SUBMITTED BY: DAVID MARTIN

STUDENT #2636349

[email protected]

DATE SUBMITTED: 23 OCTOBER 2008

David Martin Student #2636349 4143EBLInstructional Design Strategies

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TABLE OF CONTENTS

Introduction and Philisophical Orientation.....................................................................................3

Targeting Knowledge Development..............................................................................................5

Learning Goals and lesson objective.........................................................................................5

Learner characteristics...............................................................................................................6

Mode of Delivery/Session Plan..................................................................................................6

Instructional events....................................................................................................................7

The Need for the Resource........................................................................................................7

Resource design............................................................................................................................8

Information Processing..............................................................................................................8

Resource appraisal........................................................................................................................9

Alternatives to the resource.......................................................................................................9

Limitations of the resource.........................................................................................................9

Strengths of the resources.........................................................................................................9

Conclusion...................................................................................................................................10

References..................................................................................................................................11

Appendix 1: Observation Checklist..............................................................................................12

Appendix 2: Session Plan............................................................................................................13


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INTRODUCTION AND PHILISOPHICAL ORIENTATION

This report will show the detailed design and appraisal of an observation checklist used as

assessment for session one of an “Online Participation Skills” workshop. The proposed

workshop is designed to assist students who enrol, receive learning materials, submit

assessment and receive results via an online, computer based learning environment. Previous

planning has been done to identify that training is a suitable solution to a deficiency in

knowledge. It will now be shown how specific knowledge development has been targeted to

assist students to reach learning goals and the resource will be clearly presented, showing how

it is to be used, by whom and when. It will also be shown how the resource assists in achieving

the learning goals and targeted knowledge through use of information processing models.

The underlying philosophy of the instructional process used to design the resource is

empiricism, which Smith & Ragan describe (1999) as knowledge acquired through a sensory

experience. Smith & Ragan (1999) further describe empiricism as an attempt to reduce complex

items into simpler components and using associations to relate ideas that are not experienced

contiguously. The general learning theory behind the workshop and the specific resource

described here is behaviourism, but only in that evidence of successful cognitive learning is best

seen through the learners’ behaviour (Smith & Ragan, 1999, p. 19). Information processing

theory is further used to recognise that for successful learning is achieved through attention and

rehearsal information must pass through working memory, which has a limited capacity and

then transferred into long-term memory (Krause, Bochner, & Duchesne, 2006, p. 160).

The traditional instructional design process is made up of three main activities as described in

Smith & Ragan (1999); analysis, selection and evaluation. Analysis involved looking at the

learning task itself, the learners and the environment in which they will be trained. The selection

process is used to determine the way the instructional material will be presented, how it will be


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organised, and what learning activities are used. The evaluation activity involves both the

learners and the instruction. This traditional approach has been expanded to analyse, design,

develop, implement, evaluate (ADDIE) and can be used to describe the essential components

of any instructional design model (Molenda cited in Brown, Green, 2006, p.11-13).

The lesson and resource in this report is further based on nine events of instruction (Smith &

Ragan, 1999, p114) as shown below.

1. Gaining Attention

2. Informing the learner of the objective

3. Stimulating recall of prerequisite learning

4. Presenting stimulus materials

5. Providing learning guidance

6. Eliciting performance

7. Providing feedback

8. Assessing performance

9. Enhancing retention and transfer


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TARGETING KNOWLEDGE DEVELOPMENT

There are two facets of knowledge that are required to complete the lesson objectives of the

lesson. Firstly, Declarative knowledge, often described as “knowing that something is the case”

(Smith & Ragan, 1999, p. 158) and secondly, Procedural knowledge, the steps necessary to

complete a task, which can also be executive subroutines for psychomotor skills (Smith &

Ragan, 1999, p. 214). Psychomotor skills are used where there is cognitive or thinking parts to

performing a physical task (Smith & Ragan, 1999, p. 273).

LEARNING GOALS AND LESSON OBJECTIVE

By analysing the types of target knowledge, and using task analysis to break down the

procedures and tasks that students use for participating in online courses, overall workshop

goals and then individual lesson objectives were written. For the session appraised here, the

lesson objectives are that the student, unaided will be able to:

1. Describe and demonstrate the procedure used to access the online

learning system using the student’s own username and password.

2. Explain and demonstrate the methods used to navigate through an

online course unaided, using hyperlinks to access course materials,

assessment details and communication pages.

The resource is used to provide clear evidence that the lesson objectives have been reached.

In this way the resource and learning goals are directly linked.


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LEARNER CHARACTERISTICS

This workshop could be offered to a very wide demographic of students. It is aimed at assisting

anyone who is enrolled in a course that uses the online learning system as the primary method

of instructional delivery and assessment. Some students will know more than others and it is

necessary to choose where to start instruction (Gagné, Briggs, & Wager, 1988, p. 25). Students

could generally be expected to have some basic computer operation knowledge, how to use the

keyboard, mouse, operating system and web browser. However, the teacher should be

prepared for some of this knowledge to be limited and be able to explain underlying concepts

and operational procedures if necessary.

MODE OF DELIVERY/SESSION PLAN

The course will be delivered in a face to face classroom with each student having access to a

computer that is connected to the online learning system. The teacher will also use a computer,

connected to both the online system and a data projector that allows demonstration of the

procedures and operations. The lesson will be predominantly supplantive in nature, i.e. the

instruction will supply the majority of stimulus and information. A complete session plan is

shown in Appendix 2.


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INSTRUCTIONAL EVENTS

When this workshop was planned a draft delivery plan was written for the session. Appendix 2

shows the delivery plan alongside a description of the instructional event and the resources.

During the session students will be given time to practice during the eliciting performance

instructional event. This resource is used during this at the same time as the teacher is

performing the assessing performance event. The results from which assist in providing the

feedback instructional event. In this workshop the eliciting performance and assessing

Performance events generally coincide.

Assessing performance is used to “determine how successful the instruction has been” (Gagné,

Briggs, & Wager, 1988, p. 240), and determines the students progress at the end of the lesson.

THE NEED FOR THE RESOURCE

Instructional delivery requires a planned and deliberate approach to achieving the learning goals

and session objectives. There is a close relationship between the well designed assessment

and a successful instructional process (Gronlund, 2006, p. 3). Providing students with reliable

feedback and teachers with a written record of student performance allows a measurement of

success to be taken, both of the student’s performance and of the courses ability to deliver the

stated learning objectives.

This resource will provide formative evaluation, which “provides data for revising and improving

instructional materials” (Gagné, Briggs, & Wager, 1988, p. 30) as well as summative

assessment that shows that the student has attained all the learning goals.


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RESOURCE DESIGN

All training needs to be evaluated, both in terms of student achievement and a measure of the

actual delivery of training. Appendix 1 contains the observation checklist for session one, which

assists the teacher in identifying the behavioural conditions necessary for a student to meet the

lesson objectives.

The resource is a form that allows the recording of the students name, assessors name, date of

assessment as well as a checklist of behavioural objectives. Performance assessment can be

done through observation and judgement by using a checklist (Gronlund, 2006, p. 51) and it

would be used during the lesson, while the student completes set tasks using a real online

learning system. There is room allowed for comments and feedback, allowing for more than just

a tick and flick.

INFORMATION PROCESSING

The resource itself does not contribute to the information processing model, except in that it

occurs at the same time as the rehearsal process. It does not attempt to examine declarative

knowledge but addresses the procedural knowledge that the students need to store to

effectively use the online learning system. In the case of the student not meeting the

behavioural objectives, the resource then provides a means of feedback to students, allowing

further displacement of incorrect procedures.


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RESOURCE APPRAISAL

ALTERNATIVES TO THE RESOURCE

A rubric assessment matrix could be developed to appraise students’ ability to attain the

learning objectives. However, the workshop is not aligned to a national competency and is not

designed to be graded but to provide students with knowledge and skills to participate in further

learning. Computerised assessment could also be used, where a simulation is used to test

students’ procedural knowledge and psychomotor skills.

LIMITATIONS OF THE RESOURCE

This type of assessment tool is quite simplistic and is only able to assess procedural learning

objectives. In terms of use of paper and filing systems it is also slightly inefficient, only allowing

one student to be assessed at one time. A matrix allowing student names vertically and

observations horizontally would be more efficient.

STRENGTHS OF THE RESOURCES

The assessment checklist is easy to use and understand and because the outcomes have been

defined behaviourally, they can be easily observed. Further, the outcomes assessed are

directly related to the overall learning objectives. The simplicity of the resource allows teachers

to provide quick and accurate feedback to students.


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CONCLUSION

By using the empirical philosophy to underlay the theory of three main activities of instructional

design, analysis, selection and evaluation along with a well defined instructional design process

the appraisal of this resource has shown that it is able to target specific areas of knowledge

development. Lesson objectives, knowledge of learners’ characteristics and environment all

contribute to the effective design of a series of instructional events, which have been based on

the nine instructional events shown in Smith & Ragan (1999).

The resource that has been designed and evaluated is an observation checklist, used in the first

session of a four session workshop. The assessment checklist is needed to ensure correct

targeting behavioural objectives of the lesson, and shows that transfer of knowledge has

occurred within an information processing model. Further, it will provide evidence of student

learning and be able to be used to evaluate the training itself.


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REFERENCES

Brown, A., & Green, T. D. (2006). The essentials of instructional design: Connecting

fundamental principles with process and practice. New Jersey: Pearson Education.

Gagné, R. M., Briggs, L. J., & Wager, W. W. (1988). Principles of instructional design (3rd ed.).

Sydney: Holt, Rinehart and Winston.

Gronlund, N. E. (2006). Assessment of student achievement (8th ed.). Boston: Pearson

Education.

Krause, K.-L., Bochner, S., & Duchesne, S. (2006). Educational psychology for learning and

teaching. Melbourne: Thomson.

Smith, P., & Ragan, T. (1999). Instructional design (2nd ed.). New York: John Wiley & Sons.


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APPENDIX 1: OBSERVATION CHECKLIST

Session 1 Observation checklist Candidate name:

Assessor name:

Course name: Online Participation Skills

Date of assessment:

Brief description of task and assessor instructions:

Students will be able to, without aid log onto and navigate through the learning system to access course information, study guides, assessment information and other learning resources

Can the student, without aid: Yes No Comments

Log onto the online learning system using their own username and password

Demonstrate how to navigate through the online learning system to access course information

Demonstrate how to navigate through the online learning system to access study guides, and

Demonstrate how to navigate through the online learning system to access assessment requirements

Demonstrate how to navigate through the online learning system to access other learning resources

The candidate’s performance was: Satisfactory Unsatisfactory Feedback to candidate

This signature confirms candidate agreement that the above record is a true reflection of the task performed.

Candidate signature: Date:

This signature confirms that the candidate has demonstrated competence in the practical performance and theoretical understanding of the observed task.

Assessor signature: Date:


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APPENDIX 2: SESSION PLAN

Session Plan Course Name Online Participation Workshop

Lesson 1 of 4 Duration 2 hours

Instructional Event Description Resources

Gaining Attention

Informing the learner of the objective

Introduce course, overall learning outcomes, and lesson objectives

Students to complete start of course survey

Workshop study guide

Printed course survey

Teachers computer with data projector

Stimulating recall of prerequisite learning

Presenting stimulus materials

Provide learning guidance

Enhancing retention and transfer

Discuss and question students about other online systems that require username and passwords or other security measures

Outline details needed for logon procedure (web address, username, password) and need for secure passwords and information

Demonstrate logon procedure

Discuss common problems and trouble-shooting techniques (incorrect address, caps lock, resetting passwords). Ask for examples from students

Demonstrate common trouble-shooting techniques

Teachers computer with access to online learning system and connected to data projector

Teachers logon details

Workshop study guide with written instructions of details, procedures and common troubleshooting techniques

Eliciting Performance

Assessing Performance

Providing feedback

Students to logon to online learning system

Students to identify common problems and trouble-shooting techniques

Students computer with access to online learning system

Students logon details


Observation Checklist


Summarise important steps and information needed to logon to the



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learning system.

Gaining Attention

Stimulating recall of prerequisite learning

Presenting stimulus material

Introduce navigation tools as next topic.

Discuss, identify and demonstrate common navigational tools/buttons/links and procedures of the online learning system and how generic or similar the layout is to other web sites

Discuss, identify and demonstrate specific procedures to access course materials, assessment details and communication pages


Teachers knowledge of navigation system

Workshop study guide with written instructions of details, procedures and common troubleshooting techniques and examples of other layouts

Eliciting Performance

Assessing Performance

Providing feedback

Students to indentify common components of web pages/learning environment

Students to navigate through learning system to find course materials, assessment details and communication pages

Discuss and identify other logon procedures, navigation systems and problems that strategies and procedures could be applied to.

Students computer with access to online learning system

Students access to an online course that they are enrolled in


Observation Checklist


Summarise and review navigation techniques and sections of information found on the online learning system

Summarise and review procedures, required information and troubleshooting techniques for logging onto the learning system.

Preview next lesson, the focus will be on assessment creation and submission requirements.


Teachers knowledge of navigation system

Workshop study guide with full details of procedures, information and troubleshooting guides.


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