Artifact Reflection
1. What was the context (the course, purpose, situation, etc.) in which this artifact was created?
This artifact was created during the Fall 2008 semester for 240:240 Instructional Development class at the University of Northern Iowa with Dr. J. Ana Donaldson. This artifact was the final project for the course and represented 45 percent of the final grade.
The purpose of this artifact was to demonstrate my understanding of the systematic instructional design process developed by Dick and Carey as outlined in their text book, The Systematic Design of Instruction (2005). This artifact also served as a link to real-world application of the academic knowledge gained in the class. In designing the project, we needed to develop a unit of instruction that could be delivered in approximately three hours.
The artifact I created was a three-hour seminar on “Developing Customized Lesson Plans Using Pre-produced Curriculum.” This training seminar will be taught by me during the first part of 2009 to the volunteer teachers within the adult education department of Grace Church in Des Moines, IA.
2. What outcome(s) (ECIT standards) were you demonstrating in creating it? For each outcome, describe how the artifact addresses the standard.
Design
1.1.a. Utilize and implement design principles which specify optimal conditions for learning.
The rational for the instructional strategies utilized in this project are outlined in project segment D.5.a on page 41.
1.1.b Identify a variety of instructional systems design models and apply at least one of them.
This project utilized the instructional systems design model created by Dick & Carey and outlined in their book, Systematic Design of Instruction (2005).
1.1.c Identify learning theories from which each model is derived and the consequent implications.
The learning objectives and domains utilized in this project are primarily focused on intellectual skills. See project segment A.2.a. on page 19.
1.1.1.a Write appropriate objectives for specific content and outcome levels.
All learning objectives are written for specific content and outcome levels. The achievement of the learning objectives will result in the achievement of the terminal objective. See project segment A.2.b. on page 17.
1.1.1.b Analyze instructional tasks, content, and context.
The project contains an analysis of the learning goals and objectives. See project segment A.3.a. beginning on page 23.
1.1.1.c Categorize objectives using an appropriate schema or taxonomy.
Major learning goals are flow charted and categorized by learning domains utilizing the Dick and Carey instructional design model. See project segment A.2.b. beginning on page 19 and A.2.b. beginning on page 20.
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 the application of the principles of macro-level design.
This project is designed to serve as a single, half-day unit that could be used as a volunteer training seminar. See project segment D5.a. beginning on page 41.
1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.
A micro-level plan for the training seminar is described and analyzed in the project. Accommodations for learners with special needs are analyzed in the learner characteristics. See project segment D.5.b. beginning on page 42 and project segment D.6.a. beginning on page 51.
1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction.
A variety of assessment instruments were used in this project to determine the accuracy of learning and instruction. See project segment E.7.a. beginning on page 70.
1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences.
Formative and summative evaluation strategies are addressed in this project. See project segments E.8.a. beginning on 75 and E.7.a. beginning on page 83.
1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.
This project includes reflection by the designer summarizing the lessons learned with respect to goals/objectives, instructional strategies, and assessment measures. See project segment E.10.a. beginning on page 87.
1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction.
Instructional media selection is described and analyzed in the project. Several samples are included in the project. See project segments D.6.a. beginning on page 51 and D.6.c. beginning on page 54.
1.2.b Apply principles of educational psychology, communications theory, and visual literacy to the development of instructional messages specific to the learning task.
Instructional messages are described and analyzed in the project. Several samples are included in the project. See project segments D.6.a. beginning on page 51, D.6.b. on page 53 and D.6.c. beginning on page 54.
1.2.c Understand, recognize, and apply basic principles of message design in the development of a variety of communications with learners.
Communications with learners are described and analyzed in the project. Several samples are included in the project. See project segment D.6.a. beginning on page 51, D.6.b. on page 53 and D.6.c. beginning on page 54.
1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.
A variety of instructional strategies were selected for the project based on the analysis of the learner characteristics. See project segment D.6.a. beginning on page 51, D.6.b. on page 53 and D.6.c. beginning on page 54.
1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experience.
The instructional design model utilized in this project is the Dick and Carey model outlined in their book, The Systematic Design of Instruction (2005).
1.3.c Analyze selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective.
Analysis of the selected instructional strategies are addressed in the project. See project segment D.6.a. beginning on page 51 and D.6.b. on page 53.
1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.
The ARCS model is used to describe appropriate motivational strategies. See project segment A.4.a. beginning on page 37.
1.4.a Identify a broad range of observed and hypothetical learner characteristics for the particular area(s) of preparation.
Learner characteristics are described for entry behaviors, prior knowledge of the topic, attitudes toward content, attitudes toward potential delivery system, motivation, education and ability levels, general learning preferences, attitudes towards organization, and general group characteristics. See project segment A.4.a beginning on page 37.
1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
Learner characteristics that affect the selection of instructional strategies are described and analyzed in the project. See project segment A.4.a. beginning on page 37.
1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.
Learner characteristics that affect the implementation of instructional strategies are described and analyzed in the project. See project segment A.4.a. beginning on page 37.
Development
2.0.1 Select appropriate media to produce effective learning environments using technology resources.
Appropriate media to produce effective learning environments is addressed in the project. See project segment D.6.a. beginning on 51.
2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products.
The instructional unit uses Microsoft PowerPoint, video, web-based content, and printed handouts. See project segments D.6.a. beginning on page 51 and D.6.b. on page 53.
2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products.
This project addresses several evaluation strategies and techniques for assessing the effectiveness of instructional and professional products. See project segment E.7.a. beginning on page 70, E.8.a. beginning on 75, and E.9.a. beginning on page 83.
2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products.
While the project period limited the process of formative evaluation, a revision plan was written based on potential feedback from the process. See project segment E.8.c. on page 82.
Utilization
3.1.2 Use educational communications and instructional technology (ECIT) resources in a variety of learning contexts.
The instructional unit uses Microsoft PowerPoint, video, web-based content, and printed handouts. See project segments D.6.a. beginning on page 51 and D.6.b. on page 53.
Utilization Standards: Implementation and Institutionalization
3.3.2 Identify and apply techniques for integrating ECIT innovations in various learning contexts.
The project discusses implementation and institutionalization for the instructional unit. See project segment D.6.a. beginning on page 51.
3.4.1 Identify and apply standards for the use of instructional technology.
This instructional unit does not require institutional standards or benchmarks. See project segment D.6.a. beginning on page 51.
3.4.4 Identify and implement effective policies related to the utilization, application, and integration of instructional technologies.
This instructional unit does not address institutional policies and regulations, See project segment D.6.a. beginning on page. 51.
Evaluation
5.1.1 Identify and apply problem analysis skills in appropriate educational communications and instructional technology (ECIT) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation).
Problem analysis is utilized to identify the nature of the instructional problem, the three-part needs assessment, constraints and resources, learner characteristics, goals and objectives, media and evaluation. See the following project segments: A.1.a. beginning on page 15, A.1.b. on page 17, A.1.c. on page 18, A.4.a. beginning on page 37, D.5.a. on page 41, D.5.b. beginning on page 42, D.6.a. beginning on page 51, D.6.b. on page 53, and E.7.a. beginning on page 70.
5.2.1 Develop and apply criterion-referenced measures in a variety of ECIT contexts.
Criterion-referenced measures for learner assessments are addressed in the project. See project segment E.7.a. beginning on page 70.
5.3.1 Develop and apply formative and summative evaluation strategies in a variety of ECIT contexts.
Formative and summative evaluation strategies are addressed in the project. See section E.8.a. beginning on page 75 and E.9.a. beginning on page 83.
3. What problem(s) did you encounter in creating this artifact? What did you learn from encountering this problem, and how can you apply this in your current or future professional life?
The first problem I encountered was simply trying to digest such a large project. The first part of this class was similar to a large puzzle being thrown on the table and facing the task of putting it together. Mentally, I had to sort a lot of pieces and try to begin developing connections within my mind. As the project developed, I slowly began to see the big picture. It took time, however, and was coupled with a good deal of frustration.
Secondly, I was continually tempted during the early phases of this project to attempt more than could be accomplished. Without fully understanding the micro part of the development process, it was too tempting to load up the front end with a lot of large goals and objectives. Now that I understand the entire process a little better, I have a better feel for how much is reasonable giving the amount of instructional time mandated.
4. What does this work show about you and your capabilities?
The product of this process is something I am very pleased with. By nature, I am an analytical person and appreciate a well-developed plan. The instructional design process fits me perfectly. Moreover, given the real-world connection, this project is something that I can use in my professional career as the pastor for adult education at Grace Church. Volunteer training is essential to the success or failure of a nonprofit, and this unit will prove to be valuable to our organization in the years ahead.
5. What did completing this work teach you about yourself within the field of instructional technology?
The first lesson I learned is that I can do it. Systematic Instructional Design is a incredible tool to have available in one’s tool box. Not only did I gain an understanding of Dick and Carey, but I now have a deep appreciation for the process.
Moreover, as I believe has already been demonstrated, the principles learned in this class will have positive impact on many other areas of thinking. Dick and Carey teach designers to look at all angles of a problem, and to thoroughly understand both the learning objectives and the learner. Yet, in spite of its obvious focus on the micro-side of design, it gives room for each learner to personally express their own individual spirit within the learning environment.
Finally, this artifact again demonstrates the importance of blending a variety of instructional methods to fully accomplish the learning objectives. One size does not fit all, and this artifact provides for quality instruction utilizing a number of creative approaches.
Textbooks for the Course:
Dick, W., Carey, L., & Carey, J. (2001). The systematic design of instruction (5th ed.). New York: Longman Publisher.
Reiser, R. R.& Dempsey, J. V. (2007). Trends and issues in instruction design and technology. (2nd Ed.) Upper Saddle River, NJ: Merrill Prentice Hall Publisher.
Artifact
Developing Customized Lesson Plans Using Pre-produced Curriculum (.pdf)
ChrisEller.org | Connect the dots. 