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). But I also referred back to your previous IDA. Note that for this IDA, the goal(s) identified in the first IDA must pass two tests. Yours seems to have passed the first test (not too fuzzy) well, but the second is: "Test two - Is the learning outcome of the instructional goal an intellectual skill at the level of a rule (rule-using) or problem solving?" The use of the verb "identify" in your instructional goal marks this as being only at the concept level, and so that is a problem that needs to be addressed. However, it appears to me that "fill critical data fields (with accurate information)" goes beyond mere concept learning. This is a performance you are looking for that requires rule-using if not problem solving. And in any case, I would say that this is what you are after in terms of your terminal goal. Identifying critical fields is a subskill leading to this, but identifying the fields does the company no good unless they are filled out with accurate information. Thus I would look at re-stating your overall goal something like the following: "Service reps for company ABC will demonstrate filling critical data fields with accurate information in customer support trouble tickets." While this improves the picture in terms of teaching at a meaningful intellectual level, I still wonder about the overall scope being rather narrow. I'm not sure whether we really have passed the second test or not (this is a judgment call), because it looks to me like what you may have overall is one unit with lesson objectives rather than a course with unit objectives. The reason I say this is that you have two unit objectives that teach only up to the concept level, and that level is more appropriate for individual lessons rather than entire units. - Course Design - For the rest of your course design, I bet there is an attitudinal goal you are after to go with the overall goal, beyond the one you included in your unit design. :) - Unit Design - Good basic structure. The computer skills prerequisite (on the left) can be re-phrased into measurable behaviors. The attitudinal goal is looking good except that the A needs a circle around it, not a triangle (this would be sort of like ending a sentence with a comma instead of a period ... sort of). The verbal information step on the left looks good also - except that the V that should be inside the triangle didn't appear for me. The other main issue is the issue of scope, as I discussed above. When we get into lesson design, take a look at whether this would all fit into one lesson or not. I think it would. And ... you don't have any learning hierarchy issues since everything here is at the "identify" level. However, as you make changes, you will want to make sure the lessons in your unit(s) have no learning hierarchy violations. Ok, that's it for this IDA! I hope you find my feedback helpful. Please make sure you understand it and can apply it in your project work. Greg
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. |