Instructional Design Activity: Course Design
Your IDA was evaluated by: Greg Clinton Overall Instructor Rating: Satisfactory Ratings explanation:
Instructor's Overall Feedback: Thanks for providing the ICMs -- I focused mainly on those in giving you feedback (it's always easier to react to a visual). Nice work! Just a few comments: - Course Design - You are moving in the right general direction here. First, I'm pleased to see you included an attitudinal objective. I think it's important to consider these sorts of learning domain interactions (affective with intellectual) as early in the design process as possible. (You don't really need the word "successfully" in here though. It doesn't add anything for the purposes of your design.) I'm also happy to see your use of the learned capability verbs for most of your unit objectives. There is one exception to this: you have "SWBAT access GALILEO databases from school and at home." Your buddy was correct about this one: it is really a "demonstrate" item (rule-using). Thus you can think of it this way: "SWBAT demonstrate accessing GALILEO databases from school and at home." (I would also keep an eye on the "at school and at home" aspect as you go forward - or if you go forward - with this instructional design. In other words, I'm wondering whether you might decide later to split this into two different goals. But at the moment I wouldn't worry too much about that. See how things play out when you get into lesson design and/or instructional development.) For your other learned capability verbs, I would recommend taking a careful look at each of them again to make sure you've accurately labeled the level of intellectual skill. First, remember that at the course design level (a course goal and supporting unit goals), all of the goals in this ICM should be at the problem-solving ("generate") or rule-using ("demonstrate") level. Then ask yourself whether each unit goal could be written more specifically, to define an observable behavior that the learner will be able to do. Finally, check to see if that behavior or skill is at a high enough level for each unit. As one example, "SWBAT generate information on an assigned topic using GALILEO." "Generate" means problem-solving, but what is meant by information here? If you mean simply verbal information that has been collected on a topic, without organizing it, then "generate" would not be the appropriate term here. But if you mean something like "generate a two-paragraph summary of information on an assigned topic," then you're ok, because basically any prose writing task is a problem-solving task. Also, creating an MLA citation would be rule-using rather than problem-solving, so you will need to use "demonstrate" here as well. - Unit Design - You have nicely split off the prerequisite skills, and your lesson objectives seem to lead to the unit goal. I note that you included the course learning goal at the end of your unit analysis. This is not really necessary - keep in mind that the course learning goal is actually outside of this unit analysis. Also, you have put the symbol for an affective goal (an A with a circle) at the spot where you included the course goal. This is incorrect an well - but easily fixed by simply omitting it and the course goal for the purposes of this unit-level ICM. While you have the three main lesson objectives presented side-by-side, it appears to me that they need to be done in sequence, from left to right. So you will want to adjust your arrows accordingly. You don't necessarily have to stack them vertically, but the arrows should show clearly what comes after what. What's nice about this is that the learning hierarchy is not violated if you use this sequence. I'm not sure that locating the GALILEO website is primarily a psychomotor task (using "execute"). It might be that the learner needs to identify the location of the Favorite or Bookmark in their browser that will take them to GALILEO. Or, alternatively, the web address itself, as given on the right in your ICM, might be sufficient and this could be omitted. Your verbal information item on the left is appropriately accompanied by the verb "state." But note that supporting verbal information items should be marked with a triangle, not a diamond. We reserve diamonds for decision points ('forks in the road') in ICMs. The item marked with a V on the right is also verbal information, so you will want to change the verb from "choose" to "state" or "recite" (and change the shape to a triangle). Finally, I note that you elaborated on the unit goal here, but the version I have recommended above in your Course Design would probably be sufficient: "SWBAT demonstrate accessing GALILEO databases from school and at home." That's it! Please make sure you understand my feedback, and let me know if you have questions for me. Thanks for your hard work!
This activity builds on the needs assessment IDA. This IDA is divided into two parts. First, you will design a rough outline of a course. In this context, "course" is defined as an instructional entity, which has both a recognizable start and finish point, and has an organized set of content. It is the most general instructional solution to a problem identified in needs assessment. Second, you will choose one of the units from your course design and design a rough outline of that unit (of course, in the 'real world', you would do this for all of your units). The activity is designed to give you hands-on practice with course- and unit-level task analysis. |