Instructional Design Activity: Course Design
Your IDA was evaluated by: Rui Hu Overall Instructor Rating: Satisfactory Ratings explanation:
Instructor's Overall Feedback: Your Course & Unit Design IDA is very good. You just have a few typical problems that people new to course and unit design usually experience. Fixing these problems will not be difficult, so please read my feedback carefully and let me know if you have any questions. Your ICMs Thanks for providing the ICMs -- it's always easier to react to course and unit design when shown visually. And, the act of creating flow charts helps the design process -- a visual shows the course structure in a way that a list cannot, such as by showing which units build on each other (which they all seem to do in your case). I noticed that you did not put arrows on the lines connecting those objectives. I recommend you to do this for your final project. Because the course ICM is directional by itself in terms of that the most top part should be the terminal course objective, and the unit objectives are in the center, whereas the lessons and subordinate skills on the bottom. When the learners start to learn, they should start form the bottom. First they learn some subordinate skills, and then they accomplish each individual lessons, and then units, finally they accomplish the course objective. Those prerequisites should be learned before the learners start the course, so they should be on the most bottom of the ICM, separated with a dotted line or a colored line. Again, for your Unit ICM, there were no arrows. I also notice that you did not add the verbal information objective and attitudinal objective as supporting objectives, as you described in the IDA. There was also no prerequisite. Using standard verbs I suggest you try to add the standard capability verbs discussed in the course materials (generate, demonstrate, identify, etc.) in ALL of your objectives to make it clear what learning outcome you are aiming for. (You provided this some of the time, but not always.) So it was hard to see whether your objectives were on the right intellectual level. For example, it is hard for me to decide if unit 1 objective “Learners will scan and magnify a document of their choice with the computer scanner at the Recreation Center” is in the intellectual domain or it is in the Psychomotor Domain. Although I finally persuade myself that it is on a rule-using level of the intellectual domain, it will be much easier to make sure that your unit objectives are within the domain of intellectual learning outcomes. Please see Dr. Rieber’s online resource: http://www.nowhereroad.com/instructionaldesign/asp/IDA/learning-outcomes.html to get more sense of it. The reason why this is important is that it is hard for me to tell otherwise what learning outcomes your various objectives are aiming for. Being able to know is crucial so I can give you feedback on whether or not you have any violations of learning hierarchies. Recall from the class readings and presentations that according to Gagne, learning in the intellectual skills domain proceeds in a sequential order, starting with concepts ("identify", "classify"), then rules ("demonstrate"), then problem-solving ("generate"). If the order is altered, such as expecting problem-solving before mastering an important prerequisite rule, then learning will not occur. I *think* your course and unit design do not have any violations of a learning hierarchy, but as you add these key verbs to your designs, you should go over them carefully to make sure. Unit level needs to address concepts It is typical for a Unit ICM to address concept learning, whereas you stayed at the level of rule-using ("demonstrate") or problem-solving (“generate”) for your lesson 1 and 23 objectives. The lesson 2 objective, on the other hand, looks like an attitudinal objective. It's important in a Unit-level ICM to get more specific, so I recommend that you add the concept learning to this ICM (just keep this in mind when you do your final project). Identify entry level behaviors Although the entry level behavior of “The ability to construct a .pdf file using scanned documents” by itself has nothing wrong, but for me it seems have not much connection with the following instructional goals and objectives. Note from Lloyd: I think Maggie's feedback is right on target. Also, I noticed that your lesson 2 objective is an attitudinal objective. It is best to think of attitudinal objectives as supporting intellectual skills objectives. So, I suggest you rewrite this objective to address a related intellectual skill, such as graphic design. Overall, you did good work here.
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. |