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, you seemed to understand the need for using the learned capability verbs for different levels of objectivities. You also accurately identified them by either using the verbs in your objective statements or presenting them in a parenthesis following the objective statements when you used other specific verbs in the statements. This is enough for me to know that you’ve grasped the key that has been emphasized again and again in the class instruction. To make what you’ve done even better, you may actually use the standard capability verbs in the parenthesis as the verbs of the objectives statements and reword the sentences a little to reflect other specific verbs. For example, for unit 1 objective, you can state it as “SWBAT demonstrate creation, saving, and opening a power point presentation file” instead of “SWBAT create, save, and open a power point presentation file. (generate).” [Note from Greg: Ying is also rightly pointing out that many of your objectives are rule-using (demonstrate) rather than problem-solving (generate). For example, "generate text in different sizes and fonts" might possibly be something like "generate short paragraphs of text on related subtopics for each slide" but also "demonstrate use of different sizes and fonts." In other words, any free writing you have learners do could maybe use "generate," but a skill like using text formatting is not as complex and can be done following a few simple rules (demonstrate).] Second, your objectives are well written. Your terminal (course) objective and the enabling objectives reflect how the desired instructional outcomes will be achieved. Overall, the representation of the whole learning process is very logical, clear, and concise. In your course and unit design, the sequences of your units and lessons 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 well. There are only three things to note in your unit ICM: 1) When attitudinal objectives and the verbal information are used as supporting skills, the circle with an “A” in it (representing an attitudinal objective) and the triangle with a “V” in it should be placed on the line between the supporting skills and the objectives instead of on the border of the boxes representing those supporting skills. 2) According to Dr. Rieber’s example, the lesson objectives are put in boxes that are sequenced in a straight line right below the unit objective as you did in the course ICM. That way, the long vertical straight line (on the right side of the lesson objective boxes) stemming from the bottom and pointing to the unit objective is not necessary and should be deleted to avoid confusion about the relationships between the individual lessons and the unit. 3) The prerequisite skills are well identified and presented. My suggestion is to represent them in rectangular boxes instead of cloud shape textboxes for in order for consistency and neatness. That’s all I have to comment on your IDA. Keep up the good work! Ying [Note from Greg: Along with my note above, I approve of Ying's feedback. Well done! My only concern is that of scope - I'm not convinced yet that an entire course is needed for students to learn these specific PowerPoint skills. Could your unit objectives really be lesson-level objectives? In which case, your course goal might need to be broader. But I am also willing to be convinced that this scope is appropriate. Maybe there is more involved for these learners to learn these skills than what I am thinking.]
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. |