6.4 Project - Evaluating Learner Achievement and the Success of Instructional Design
Course Evaluated: COUNS 150 – Student Success (College of the Canyons)
https://www.oercommons.org/courses/student-success
Course Description
Overview:
COUNS 150 (3 units) at College of the Canyons. This course is designed for new students as a complete orientation of the responsibilities and benefits of higher education. Educational planning, goal setting, and career choices are examined. Study and life survival skills are provided to ensure a successful academic experience.
UNIT 1: SELF-AWARENESS
UNIT 2: CULTURAL DIVERSITY
UNIT 3 SELF-RESPONSIBILITY
UNIT 4: SELF-EMPOWERMENT
UNIT 5: PERSONAL PLAN OF ACTION
UNIT 6 LEARNING SKILLS
Evaluation:
Course Overview and Introduction - The course materials explain what the course is about, and what the students will learn including the title of each unit. Students can quickly read the course overview and introduction and know what is expected of them throughout the course.
Learning Objectives (Competencies) – General course objectives are indicated at the beginning of the course and more specific course objectives are outlined at the beginning of each unit. Students can clearly read and understand what is expected of them throughout the course.
Assessment and Measurement – There were assessments at the end of each unit to evaluate the student’s understanding of the content in that unit. The assessments were also designed in such a way that the students can do self-evaluation of their knowledge of themselves.
Instructional Materials – The content and supplemental/recommended resources were relevant to the course and unit objectives. There were visual images and infographics embedded throughout the course which enhanced the effectiveness of the course content.
Learning Activities and Learner Interaction – The activities included in each unit connected with and supported both the overall learning objectives and the individual unit objectives. Activities were designed to allow the student to use the new knowledge gained and apply it right away. (Just in Time Resources)
Course Technology – The course content talked about technology and the various modalities to take college courses, but it did not spell out specifically how this course was offered and what modality would be used.
Learner Support – The course outlines the various resources that are available to students to aid in their success in college. Each resource contained links for more information about the specific resources and how to access them at the college.
Accessibility* and Usability - The course navigation was easy. However, I did not view the course in an LMS format, so I am unable to fully evaluate the course navigation. The course provides accessible text and images in files, documents, and web pages to meet the needs of diverse learners. There were various links embedded throughout the PDF that I viewed.
Summary
Overall, I found the course was rich in content and the content supported the course objectives. The content contained applicable material pertinent to a student being successful in college. While the course did contain visual images throughout, it was heavy on text which might be overwhelming to first-year students and adult learners who are going back to school after many years or for the first time. It is a resource that I intend to utilize in my own student success course development.
5.4 Project-Visual Design Principles for P-12 Online Learning Environments
For this assignment, I will review and critique the newly redesigned website for Ivy Tech Community College. The home page of www.ivytech.edu features various information for potential and current students. Though the homepage links to the most common areas a user would be interested in, the homepage itself is information overload. The typical student interested in attending Ivy Tech Community College would likely get lost in scrolling through the seemingly endless home page. Too many options could be overwhelming to potential students viewing the site. It could also be problematic for slower internet connections to load numerous images.
The site features a visually appealing green, black, and white color scheme used consistently throughout the area beyond just the homepage. The continuity of the green, black, and white color scheme continues in subsequent pages. However, most pages contain a heavy presence of text which loses appeal to the viewer from a visual design perspective.
The site is broken into six main sections: programs and classes, locations, admissions, tuition & aid, student services, and about Ivy Tech. The programs and classes page contains valuable information that features the program's average salary and average hourly salary, along with a visual image of individuals doing the related job. Like the homepage, though the information on this page is valuable to the potential student, it took a considerable amount of scrolling to navigate the entire page. As a potential student, I want to navigate to the program quickly I am interested in without scrolling through numerous programs that I am not interested in. Additionally, the heavy use of images could be problematic for slower internet connections.
Though heavy in text, the location page features links to the various campus locations throughout the state. The viewer can find more information on each site by clicking on the location name. Once you click on the location, another window opens with more details on the location the view chooses.
A consistent theme follows on each of the six main areas featured on the homepage’s header. Each section contains valuable information; however, like almost every page on the site, a lot of scrolling is required to navigate the entire page. Though the information is beneficial, the user should be able to quickly find the information they are looking for without continuously scrolling or clicking on numerous links.
Overall, the Ivy Tech.edu website is visually appealing, rich in content, and consistent design; it seems confusing from a user experience perspective. The most significant recommendation to the design team would be to make it simpler for the user to quickly navigate the site and find what they are looking for.
4.4 Project-Instructional Planning, Designing, and Implementing the P-12 Online Instructional Design
Title of Lesson: Student Success 101 – How to Be Successful
Instructional Design Strategy: Reflective Learning
Learning Objectives
· Students will be able to define the characteristics of a successful student.
· Identify steps to being successful in life.
· Students will be able to understand the difference between Success and Failure.
· Gain a better understanding of student success.
Defining Success
Part 1 – Taking Personal Responsibility for Success
Being successful in college is associated with being successful in many areas of life. When you enroll in college, you likely are closely focused on making it through each class, writing the next paper, or getting a passing grade on the next test. You can easily lose sight of the overall role that a college education plays in your life. However, sometimes it helps to recall what a truly great step forward you are taking!
It’s important to take those steps one at a time. It’s also important to realize that some students will not succeed in college and drop out within the first year. Sometimes this is due to financial issues or a personal issue or a family crisis. But most of the time students drop out because they’re struggling to successfully pass their courses.
In this lesson, we examine the elements of what it means to be successful in college. Is there a model of success you want to achieve but aren’t yet accomplishing? What can you do to accomplish your goals? What approach can you use to be more successful in college?
Admiral McRaven addresses the University of Texas at Austin Class of 2014 (https://www.youtube.com/watch?v=yaQZFhrW0fU) and gives them 10 Lessons that he learned from Basic Seal Training on how to be successful and change the world. He challenges the audience with the statement “What Starts Here Changes the World” and then asks them to reflect on “What the World Would Look like if We Were Successful at Changing the World.
Success in college is the theme of this assignment—and in this assignment, you’ll be learning more about everything involved in success in college and success in life. Let’s begin with your definition of what success really means to you. In task number one, write a well-formed paragraph of 3-4 sentences with your definition. In task number 2, you will watch the video mentioned above and reflect on 3 of the lessons he mentions about how to be successful in response to the following discussion prompts: How can you apply these lessons to your own life as it relates to a college
Task #1 - Write a well-formed paragraph of 3-4 sentences with your definition, then research various definitions of success and list 2 to 3 indicating if you agree or disagree with each
one and why.
Task #2 – Watch the video mentioned above with Admiral McRaven. He identifies 10 lessons that he learned from Basic Seal Training about how to be successful. Reflect on 3 of the lessons he mentions about how to be successful in response to the following discussion prompts: How can you apply these lessons to your own life as it relates to a college student? How can you apply these lessons outside the realm of college life in real-world settings?
Success vs. Failure – What’s the Difference?
Part 2 – Understanding the Difference between Success and Failure
Now that we have defined success, what does “success” actually mean in relation to college? Does it mean you make good grades? Does it mean you pass your tests? Or does success mean you actually passed the class? Many students would say yes to all these questions. However, if you were to ask college graduates these same questions years later, their answers typically are not focused on good grades, passing test scores, and successfully passing their courses.
Typically, they respond with things like for example, the whole college experience, exploring a variety of subjects and further exploring their interests, meeting new people and gaining a better understanding of how others live, good decision-making and problem-solving in relation to career interests, and gaining necessary skills to finding a job, how to navigate life beyond college.
When you achieve what you want in life and are happy and challenged and are living life to its fullest and contributing to society, it is then you likely will feel successful. When you reach this point, the grades you achieved in college are about the last thing you’ll think of.
Task #1 – Review the definition you wrote of “success” in part # 1, task #1, and the other definitions you found for “success” in your research. Based on your prior definition, research, and what you have learned in this assignment revise your definition of “success” and form a new one.
Task #2 – Compare and contrast the words “success” and “failure” and reflect in 2-3 pages on what you’ve learned in this assignment identifying steps you can take to achieve success as a college student and steps to avoid failure, realizing that you are going to fail sometimes and that is ok, but with that in mind strategies you can take to minimize failure with strategic success strategies.
3.4 Project: The Needs, Tasks, and Learner Analysis in the P-12 Online Instructional Design Process
2.4 Project - Learning Theories, Styles, and Models of Instructional Design
Option B. Write a 3–5-page paper comparing and contrasting two instructional design models. Which one would be your preference and why?
ADDIE Model vs. Backward Design
Instructional design (ID), also known as instructional systems design (ISD), is the practice of systematically designing, developing, and delivering instructional materials and experiences, both digital and physical, consistently, and reliably toward an efficient, effective, appealing, engaging, and inspiring acquisition of knowledge.
While there are many different models for this assignment’s purposes, we will look at two of the more common ones. Each model has its pros and cons; however, it is becoming increasingly vital that instructional design professionals and educators develop a user learning experience that meets the learner’s needs and keeps them engaged in the content. This task is often tricky as instructional designers continue to search for the most effective way to equip the intended audience of learners with new content. This becomes even more difficult considering students' various preferred learning styles. There is no “one size fits all” educational approach for every student.
Instructional designers who understand the need to “think outside the box” and design content with the student/learner in mind by considering the learner’s objectives for taking the course will be able to design the class with the most effective method to deliver the content. So, which design method is best? According to Dousay (2018), “Researchers and practitioners have spent the past 50 years attempting to define and create design models with the intent to improve instruction.”
The ADDIE Process
While there are multiple design methods, some are considered “processes,” not “models.” So, what is the difference? For this assignment, we are looking at two considered “models,” The two models of instructional design that we are looking at are ADDIE and Backward Design. In the case of instructional design, we define the process as “a series of steps which are necessary to reach the end result. In the same way, “models” utilize a particular piece of the “process” that is used. In consideration of this definition, the “ADDIE Process” is used as the framework for many of the “models” of instruction of design. When examining the steps of the various models, one will recognize the steps of the ADDIE process.
The ADDIE process was initially created by the Center for Educational Technology at Florida State University for the U.S. Army in 1975 and later implemented by all military branches. ADDIE is an acronym that represents the five specific stages within this approach. The original five phases of the ADDIE process included analysis of instructional needs and the design, development, and implementation of instructional methods. Evaluation methods used throughout the ADDIE process allowed for continual improvement and the original intention of the model and was a linear approach, starting with analysis and ending in evaluation, with each phase of the process being complete before beginning the next. This process's initial purpose was to learn precise job-related tasks by team members.
In the revised approach of the ADDIE Model, evaluation is a central phased implemented at each stage of the process. Smith & Ragan (2004) assert that several considerations expanded the capacities of the original ADDIE process. Concerns included “increasingly complex job requirements, constant changes in the instructional environment, and emerging instructional technologies and instructional development tools.” The ADDIE model has been revised to be in-line and malleable with the ever-changing instructional settings of today. Kurt (2017) indicates these revisions are necessary to make the content more synergistic and vibrant. Evaluation primarily focuses on every process segment to improve the whole process.
Phases of the ADDIE Model
Analysis – Instructional issues and course objectives are detected in this beginning stage. Prior knowledge of the potential learner and their learning capacity is considered to identify what type of instruction is needed. Questions in this phase include: Who are the learners, and what are their characteristics? What skills must learners achieve by the end of the project? What are the potential learning constraints? What are the delivery options possible?
Design – During this phase, designers specify learners’ methods to accomplish anticipated learning outcomes. Experts indicate that this phase should utilize a systematic approach with a specified set of rules. Instructional designers use information collected during the analysis phase in the design phase to determine the most effective strategies and materials for the learner.
Another aspect of this phase is that timeframes for the learning activities and the mechanisms for feedback that will be given are decided on in this phase. In addition, instructional strategies are also tested during this phase, as well as existing instructional materials. Each aspect helps the instructional designer decide whether the selected materials are pertinent to the course's objectives.
Development – In the development phase, specific work occurs creating assets and materials developed during the design phase. Elements created in this phase include the overall learning framework, exercises, lectures, simulations, and other training materials. Also, in this phase, system testers conduct various trials to uncover potential issues with the specified instructional strategies and make necessary improvements. Test results and feedback in this phase help identify possible weaknesses before implementing the course.
Implementation – This phase includes delivering the course content to the intended learner. The implementation process consists of three steps, according to Morrison et al. (2007): training educators to increase their understanding of the course content and materials; arranging the learners to ensure they have access to the materials and tools they need to complete the program’s activities and ensure the expansion of their knowledge and setting up an environment that is conducive to learning. In this phase, instructors provide the learners can understand the content and achieve the desired learning outcomes. They (instructors) are also responsible for noting the learner’s performance and thoughts about the overall learning process. This information is used during the evaluation phase.
Evaluation – The final phase of the ADDIE process is to evaluate and determine the effectiveness and efficiency of the overall program. This phase is the focus of the revised ADDIE process. Evaluation begins with the analysis of the stage of the ADDIE process and continues throughout the lifespan of the whole program. The evaluation phase comprises of formative assessment, where products and processes are evaluated at each stage of the ADDIE process to ensure quality and continued progress, and summative evaluation, which focuses on the outcome of the learning program as a whole and includes an assessment of the program’s overall effectiveness. The goal of the ADDIE process is for the continuous improvement of the development process, with the processes and outcomes used during each phase being evaluated against the requirements of the instruction and learning principles.
Benefits of the ADDIE Process
Mayfield (2011) indicates that this process is widespread in developing various training programs. He also states that this instructional design model is used by many instructors, trainers, and multiple universities. Benefits include best-practice principles for designing instructional programs that help designers provide more effectively designed programs, learning objectives, and more clearly defined and structured materials. The ADDIE process also provides a more organized workload for instructors and learners. The most significant advantage of the ADDIE process is that its evaluation phase can be carried out through processes that result in measurable and specific outcomes.
The fundamental question asked in all curricula planning in the instructional design process is: what does the learner already know and what will they be able to do, and what new knowledge will that because of the lesson or learning? While the original ADDIE process model included a linear approach moving through the process step by step, finishing one before moving on to the next, the revised model included evaluation throughout each stage. Similar to the ADDIE process, the Backward Design model/process focuses on evaluation as the centerpiece of its model, just like the revised ADDIE process.
Backward Design Model/Process
This model is used when the more traditional frontloading methodology is not practical or effective. It becomes impractical when educational institutions utilize assessments that do not identify the evaluated content. This happens when organizations create the assessment to maintain a “normal curve” where only a few students have a high score, and most students are in the middle, with others having a low score. Yet other schools and teachers want as many students as possible to obtain high scores. To address this issue, curriculum developers use the content of local and state curricula based on standards to create instructional materials using the backward design method. In essence, the course content is based on the assessment content used at the end of the course.
The backward design process consists of three stages: identify desired results, determine acceptable evidence, and plan learning experiences and instruction.
Backward Design Model/Process
Stage 1 – Desired Results – In this stage, it identifies how the learner will make connections with the knowledge gained and make an appropriate application outside of the course. Example: (Transfer>Meaning>Acquisition.)
Stage 2 – Evidence and Assessment – In this stage, the learner uses authentic performance tasks(s) to validate the desired outcomes or demonstrate they reached competency levels.
Stage 3 – Learning Plan – Individual learning activities and strategies are implemented in the final stage. Example: (lectures, discussions, problem-solving sessions, etc.)
Benefits of the Backward Design Process/Model
Lessons and content in the course are built based on the results being pursued. The curriculum lays out the most effective and efficient way of getting desired results. In essence, this design works backward from the expected result. This design process provides for transparent and direct specific instruction.
Experts agree that whether the Backward Design process is used or the more traditional “frontloading” approach, neither approach is better than the other. However, it ultimately depends on the teacher's preference, where they want to begin, and priority. While the more traditional “frontloading” approach utilizes the purpose, goals, and objectives as the foundation of the curriculum’s development, and then activities and assessments are created. The Backward design approach develops the assessments first as the starting point for determining the course content.
Summary
Ultimately, there is no single best approach to developing and designing a course curriculum. The most imperative decision for those tasked with course design regarding which design to use should be based on the most appropriate for the learner to whom the course is targeted. Whether one uses the traditional “frontloading” method or “backloading” approach, they both have advantages and disadvantages. No matter the process, for the best results and outcomes, the learner should be the focus and priority of the design used.
References
Dousay, T. A. (2018). Instructional Design Models. In R. E. West, Foundations of Learning and
Instructional Design Technology: The Past, Present, and Future of Learning and
Instructional Design Technology. EdTech Books. Retrieved
from https://edtechbooks.org/lidtfoundations/instructional_design_models(new
Kurt, S. (2017, October 6). Definitions of the Addie model. Educational Technology.
Mayfield, M. (2011). Creating training and development programs: using the ADDIE method.
Development and Learning in Organizations: An International Journal, 25 (3), 19-22. https://doi.org/10.1108/14777281111125363
Morrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. (2006). Designing Effective
Instruction (5th ed.). Indianapolis, IN: Jossey-Bass. ERIC
Smith, P. L., & Ragan, T. J. (2004). Instructional Design. New York, NY: Wiley & Sons. Google
Books.
Rubric - 2.4 Project - Learning Theories, Styles, and Models of Instructional Design
1.4 Project -Defining Instructional Design and How People Learn - A Letter to a Friend
Hello Friends,
I wanted to take the following paragraphs and pages to discuss a subject I am currently studying in my Ed.S. Educational Technology and Learning Engineering program at Indiana Wesleyan University. The topic I am studying is Instructional Design. I want to share with you the definition of ID, what it is used for, and why it is used. I hope that by the end of this letter, you will better understand ID.
Let’s start with the definition. Instructional Design is the development and creation of instructional materials. The ID field itself goes beyond just creating materials to teach with. It also examines how students learn and what materials and techniques are effective in helping them achieve their academic goals. In essence, ID sets the foundation for what we know and how we learn it.
ID serves as the development of a learning experience with content and materials that help the learner master the information being presented. The content is created to help students, employees, and experts among many industries learn information designed to maximize content learning and retention. ID takes the understanding of information that goes beyond the traditional learning process by adding relevant content and an application way to that content. Through the development of practical learning opportunities, we can teach, train, and disseminate knowledge faster. ID and the ability to share knowledge that utilizes the latest technology advances and teaching methods in the field of education.
So, what does ID look like when put into practice? ID comes in many forms to maximize training and the learning of the material. Some common examples include e-books, slideshows, online courses, and manuals. The instructional design process of the standards mentioned above helps the learner better understand the context of the material better. They can give a deeper understanding of the subject and provide a broader view of the material. With the growth of the internet, online courses have become an effective way to utilize instructional design to help both companies and educational institutions efficiently and effectively reach their employees and students.
To understand ID, one needs to grasp the basic principles of ID. Learning involves an engagement in solving existing real-world problems. Learners utilize existing knowledge as the foundation for new understanding they will learn. With this in mind, new forms of knowledge are presented to the learner. The learner then applies this new knowledge, and it (the new knowledge) is then incorporated into their knowledge base to be put into action.
Those engaged in the work of ID are called Instructional Designers. So, what does an Instructional Designer do? Simply put, an instructional designer is an education professional or someone who serves as an educator who puts everything together to create engaging and successful systems of learning. They take existing curriculums, redesign them, and add additional content for both students and teachers alike.
As with any teaching technique, this is a proven research-based model utilized in quality ID. An ID model is a tool or framework that is used in the development of instructional materials. This tool assists instructional designers by giving them structure and meaning to the learning materials. It gives them a visual of the purpose of the training material and helps them break the content into concise, actionable pieces. They help design material that is not only creative but also interactive, keeping the learner engaged.
Several instructional design models have been developed over the years. These are ADDIE, SAM, Dick and Carey, Instructional Design System (ISD), ASSURE, and Kemp. ADDIE is the one that is used the most. Although, a newer agile model called SAM has gained popularity among educators and instructional designers. Though ADDIE and SAM utilize different approaches to the design and development of e-learning content, the purpose of each is ultimately the same: to develop content that successfully addresses the course's learning objectives and the retention of the material being presented.
So now that you have a better understanding of what ID is and what it is used for, you may wonder why it is essential? ID results from a need to effectively convey information rich in content and relevant to the objectives set forth. Historical beginnings of ID come from data obtained from military training, behavioral science, and psychology, as well as educational systems. As the information age continues to grow and rapidly develop daily, the need to disseminate new information and content effectively is vital.
I hope that you have found the information beneficial and informative to understanding Instructional Design and why we study and use it. If you are a visual learner like me, the diagram below will give you a visual of ID and how it works. Thanks for taking the time to read more about what I am currently doing in my educational journey.
Instructional Design