© E. Kowch 2002 1 iD Instructional Design Evaluation, Assessment & Design: A Discussion (EDER 673 L.91 ) From Calgary With Asst. Professor Eugene G. Kowch.

1© E. Kowch 2002 iD

Instructional Design

Evaluation, Assessment & Design:

A Discussion

(EDER 673 L.91 )

From Calgary With

Asst. Professor Eugene G. Kowch

march 27(An Synchronous Meeting using

WebCT discussion Thread and

WWW Course Home Page Material)


Agenda

1. Housekeeping1. Timetable

2. Course Objectives

3. Blueprint Guidelines (online)

4. ID Model Guidelines (online)

2. Assessment and Evaluation - a Quick Overview

3. Discussion


Timetable

• Keep an eye on the home page :-)

Date (Class) Topic Readings/ Assts. Due

March 27 (Vclass) Evalution Rubrics Evaluation Review

Lickona / nothing due

April 03 (WebCT) Ethics & Values, Leadership Issues

Optional online article / Blueprint Due

April 10 (Vclass) Student Instruction Blueprint

Presentations

None / Present your Instruction Blueprint per guide

April 17 (Vclass) Student ID Model

Presentations

None / Present your ID Model per guide


Update: EDER 673

History of ID

ID TerminologyInstructional Design

Philosophies

Learners and Learning Theories

Context based designs

ID Models: A peek

Needs AnalysisTask Analysis

Ordering Content (elaboration)

Media Selection

Motivation

Ethics/ Ldrship

SMCR/Feedback Communication

Model

Evaluation


Course Objectives: A Review1. Explore theories of learning and instruction, exploring

implications and possible applications for their own practice,

2. Explore, develop and articulate their own instructional design models, to see how theory and practice can be articulated,

3. Design and present efficient, effective and appealing instructional interventions informed and referenced to theory,

4. Participate and present in a collaborative learning community to exchange and consider developing design ideas as instructional designers,

5. Examine the potential and limitations of media and technology use

6. Analyze some models critically and instructional interventions associated with the selection and sequencing of content across the instructional spectrum and

7. Explore and analyze the matching of instructional strategies to characteristics of learners and content.


Blueprint Guidelines

• I. Approach: ism

• II. Introduction: State the purpose of this instruction.

• III. Audience: State the intended audience for your report

• IV. The Performance Problem: Explain the gap you will fill by your designed instruction.

• V. Learners: Provide a description of the learners for whom this instruction is intended.

• VI. Objectives: State the learning outcomes that you desire from this 30 minute instructional module.

• VII. Scope and Sequence: Describe the decision making process you went through

• VIII. Indicate optimal and minimal requirements for media and technology

• IX. Indicate the instructional flow / process

• X. Conclusion


Blueprint Guidelines

Grading Method for this project:

Format: did the student follow the requested blueprint format? 10%Content: ID Model Application: did the student include and explain howthe instructional blueprint uses the student's personal ID model? 30% Is the peformance problem clearly identified? 10%

Clarity & Coherence: is the report clear and legible/logical? 20%Scholarly / Theoretical basis: Are key models and theories cited? 10%

Conclusion: Does the conclusion explain the blueprint to someone whomight contract the designer for exactly this instruction? 20%

total: 100%


Blueprint Presentation Guidelines: 6 elementsElements

Does not meetrequirements

(B-)

Meets PartialRequirements

(B to B+)

Meets FullRequirements

(A- to A+)

Model

Does not presentmodel orpresentation isincomplete.

Presentation andexplanation of themodel aresatisfactory oradequate.

Presentation andexplanation of themodel are superior.

InstructionalUnit

Does not presentinstructional unitor presentation isincomplete.

Presentation of theinstructional unit issatisfactory.

Integration

Presentation doesnot includeintegration ofmodel, instruction,and/or theories.

Presentationincludes integrationof model, andinstructional unit

Presentationincludes integrationof model,instructional unit,and theories.

Presentation

Presentation isconfusing,disorganized orunpracticed. Novisual material isprovided.

N/A

Presentation isclear, organized,visually attractive,and practiced.

Time

Presentation is notmade or it takeslonger than 5minutes

Presentation iscompleted within 5minutes but fileupload is not ready

Presentation iscompleted within 5minutes or less.

Voice / AudioConferenceEvent*

Audio quality istoo loud or tooquiet, Studentsimply reads theslides. Powerpoint File isgreater than 300KB in size*

Audio quality isgood, voicemodulates to createinterest.

Good qualityaudio, interestingand dynamicvoice usage


Blueprint Presentation Guidelines: 6 elements

Elements Does not meet requirements

(B-)

Meets Partial Requirements

(B to B+)

Meets Full

Requirements

(A- to A+)

1. Model application

Does not present model or presentation is incomplete.

Presentation and explanation of the model are satisfactory or adequate.

Presentation and explanation of the model are superior.



InstructionalUnit





Integration Presentation does not include integration of model, instruction, and/or theories.

Presentation includes integration of model, and instructional unit

Presentation includes integration of model, instructional unit, and theories.



Presentation


N/A

Presentation isclear, organized,visually attractive,and practiced.


Time

Presentation is notmade or it takeslonger than 5minutes

Presentation iscompleted within 5minutes but fileupload is not ready

Presentation iscompleted within 5minutes or less.




Voice / AudioConferenceEvent*

Audio quality istoo loud or tooquiet, Studentsimply reads theslides. Powerpoint File isgreater than 300KB in size*

Audio quality isgood, voicemodulates to createinterest.


See the bottom of the home page for guidelines


ID Model Guidelines

1. Informed: Do theories underpin the model?

2. Referenced: Are theorists referenced/understood? (APA not needed)

3. Relationships: Between Elements are indicated/explained

4. Granularity: Visual Model addresses most elements of models covered in EDER 673…

5. Missing Elements: A rationale is provided for element exclusion in your model

6. Limitations of the ID Model: Are defined

7. Generalizability: Evidence or explanation of use of this model in1. 2 different content areas

8. Scalability: Can I understand the lesson and the program design via your model?

9. Innovation: Uniqueness - do you explain a new approach?


ID Model Guidelines

ElementsDoes not meetrequirements

B-

MeetsRequirements

B to B+

ExceedsRequirements

A- to A+

Informed – i.e.,use of theoriesand models

Model has little orno foundation intheory.

Visual model andexplanationprovide clearevidence of atheoreticalfoundation basedon theories andmodels covered inEDER 673.

Visual model andexplanation provideclear evidence of atheoreticalfoundation basedon theories andmodels covered inEDER 673. Alsoaddresses theoriesand models beyondthose in the course.

Understandingof the theoriesand modelsreferenced.

Errors made inreferences to modelsand/or theories.Errors made inexplaining thetheories or modelson which yourpersonal model isbased.

Accuratereferences andexplanations ofthe theories ormodels on whichyour personalmodel is based.Clear indication ofrelevance to yourpersonal model.

N/A


ID Model Guidelines


B-

MeetsRequirements

B to B+

ExceedsRequirements

A- to A+

Relationships

Disorganized.Relationshipsbetween elementsnot indicated orexplained.

Relationshipsbetween elementsof the modelvisually clear andwell organizedand/orrelationshipsbetween elementsof the modelexplained clearly,logically andcompletely.

N/A


ID Model Guidelines


B-

MeetsRequirements

B to B+

ExceedsRequirements

A- to A+

Granularity

High level or lackof detail. Few orno elements thatcomprise theoriesand modelscovered in EDER673.

Visual model orexplanationaddresses all /most of theelements withinthe theories andmodels in EDER673 unless arationale isprovided forabsence (seebelow)

N/A


ID Model Guidelines


B-

MeetsRequirements

B to B+

ExceedsRequirements

A- to A+

Missingtheoriesand/ormissingelements

No rationaleprovided formissing elementswithin the modelsand theoriescovered in EDER673.

Convincingrationale forexclusion isprovided for somemissing models,theories and/orelements coveredin EDER 673.

Convincingrationale forexclusion isprovided for mostmissing models,theories and/orelements coveredin EDER 673.


ID Model Guidelines


B-

MeetsRequirements

B to B+

ExceedsRequirements

A- to A+

Limitations oftheInstructionalDesign Model.

Few or nolimitations of themodel recognized

Rationale forlimitations notprovided.

Most of thelimitations of themodel recognized.Rationaleprovided isconvincing.

Most / all of thelimitations of themodel recognized.Rationaleprovided isconvincing.Directions forfutureimprovements /developmentsprovided.


Model able tobe generalizedto content, age,domain, level(e.g., higherorder thinking)

No evidence orexplanation ofmodel able to begeneralized.

Evidence orexplanation ofmodel able to begeneralized acrosscontent and oneother criterion.

Evidence orexplanation ofmodel able to begeneralized acrosscontent and twoother criteria.

ID Model Guidelines


B-

MeetsRequirements

B to B+

ExceedsRequirements

A- to A+


Scalability.Considerationgiven tomacro andmicro design.

Does not identify /differentiate microor macro design,confuses macroand micro design,combines theminappropriately, ordevelops bothpoorly

Both areaddressed in themodel and / or inthe explanation.At least one iswell-developed.

Both are includedand welldeveloped in themodel and in theexplanation.

ID Model Guidelines


B-

MeetsRequirements

B to B+

ExceedsRequirements

A- to A+


ID Model Guidelines


B-

MeetsRequirements

B to B+

ExceedsRequirements

A- to A+

Innovationandimagination

Nothing unique,interesting, ororiginal in theapproach, designor presentation.

1-2 elements ofinnovation,imagination,creativity, orinterest in theapproach, designor the explanation.

Your model isunique, and I canclearly tell that itworks for you inyour definedcontext – itemployes keydesign conceptswe’ve studied, andbuilds on thoseideas in a trulyunique way


ID Model Guidelines


B-

MeetsRequirements

B to B+

ExceedsRequirements

A- to A+

Evolution ofyour model

No evolution ofthe model or nomention ofhow/why themodel hasevolved.

Model hasevolved and abrief overview ispresent.

Model hasevolved and awell-developedexplanation isincluded.


ID model Presentation (April 17)Guidelines.

Elements Does not meet requirements

(B-)

Meets Partial Requirements

(B to B+)

Meets Full

Requirements (A- to A+)

Model Does not present model in Power Point or presentation is incomplete for VClass

Presentation and explanation of the model are satisfactory or adequate, Powerpoints are clear and file is smaller than 300 KB

Presentation and explanation of the model are superior, and meets Vclass

Time Management

Is over 5 minutes 5 minutes in length but file upload is not ready/prepared

5 minutes in length


InstructionalUnit



Integration

Presentation doesnot includeintegration ofmodel, instruction,and/or theories.

Presentationincludes integrationof model, andinstructional unit

Presentationincludesintegration ofmodel,instructional unit,and theories.

PresentationClarity / Scopeand Sequence


N/A

Presentation isclear, organized,visuallyattractive, andpracticed.




Voice / Vclassevent*

Audio quality istoo loud or tooquiet, Studentsimply reads theslides.

Audio quality isgood, voicemodulates to createinterest



For Next Week (January 30): A Guideline for the Verbal Assignment

A guide for Vclass Discussion next week inour Synchronous Class

Please refer to the lists on the following pages of students assigned to see whether you will present an excerpt from either Educational Technology Issues or Trends from the Anglin Book. You’ll present us with a snapshot of your short reading from Anglin. Have some fun with this :-))

These short student assignments will be presented verbally (Gene will use the whiteboard to type up the issues and examples as you speak). Below is a guide to help you. Please provide to the class, when called, to share, the following :-)

1. Please state a brief summary of your topic

- Share the main message in the section that you were assigned.

2. Please state an example of your topic as you find it in your practice.

- state the context of your practice (where I saw or do this)

- state the example (the following is a concrete example of my topic, from my setting…)

3. Please state Your opinion on the topic : In your mind, has this topic changed since 1995? How so?

4. Ask someone a question that checks us to see if we understand the main point of your message.

Assignment

© E. Kowch 2002 1 iD Instructional Design Evaluation, Assessment & Design: A Discussion (EDER 673 L.91 ) From Calgary With Asst. Professor Eugene G. Kowch.

Documents

instructional blueprint

id timetable

id model guidelines

id update

id agenda

id model application

id course objectives

instructional design