Instructional Design Activity: Course Design
Your IDA was evaluated by: Ying Liu Overall Instructor Rating: Exemplary Ratings explanation:
Instructor's Overall Feedback: Thanks for providing the ICMs. It has been very helpful for me to understand your course and unit design and to evaluate how well you have understood the instructions that prepare you for this IDA. This is a very well-done IDA! You surely have got the essence of course and unit design. I only have a few comments on both your course and unit design: You seem to have grasped the main ideas and demonstrated a few things that I’m glad to see. First, the use of the learned capability verbs for your unit objectives is accurate. A comparison of your first and final draft revealed that you learned to use the standard capability verbs, which is great! Overall, your objectives are well written. Your terminal (course) objective even reflected what was covered in last week’s lecture—how the desired instructional outcomes will be achieved. I also appreciate that you included a draft note to explain your thinking process on determining the appropriate scope/verb of your objective(s). That’s very helpful for me to understand your learning process and the rationale for your decisions. Thanks. I also noticed that in your unit design, you used “demonstrate” instead of “generate” (as you did for course design) for the objectives. Just a reminder here that “demonstrate” indicates a lower level of intellectual skill—rule-using than “generate” does (problem-solving) (which you have used for the course level objectives). I wouldn’t say it’s not right to switch to “demonstrate” at the unit level. Rather, as long as it reflects the kind of skills necessary for students to perform the task, it is considered appropriate for this stage. Second, the sequence of your units and your presentation of their relationship with the instructional goal in the ICM are very clear and appropriate. Last, you did a great job identifying the supporting skills and entry behaviors and representing them using the Inspiration package. The skills in verbal information and attitudinal domains are well identified and presented in proper ways. There are only three things to note. 1)The supporting skills are only necessary at the course and unit objectives levels [including lesson objectives - Greg], and there is no need to further specify those associated with entry behaviors. 2)For the attitudinal objectives and supporting skills, no arrows to or from the objectives/skills are needed. 3)“Identify examples of truncated keywords by showing the root and at least two variants” in the ICM is not listed as one of the entry skills in your IDA and is thus unnecessary to include. In addition, we don’t usually present the hierarchical relationships between entry skills as your ICM did. If there is such a hierarchy, it will make sense to leave out the higher-order skills and only keep the most fundamental behaviors to reflect the entry requirements. That’s all I have to comment on your IDA. Keep up the good work! Ying [Note from Greg: I approve of Ying's excellent feedback! :) ]
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. |