Overall Instructor Rating: Exemplary
Ratings explanation:
- Exemplary - A model answer in almost every way (this is given out very rarely).
- Satisfactory - Very well done; you've met the expectations of the assignment. There are some minor problems, so read my feedback well.
- Marginal Pass - You pass, but there are lots of issues to consider. Read my feedback very carefully and be sure you understand the points/issues I raise.
- Not satisfactory, redo and resubmit - The assignment was not completed appropriately. I am concerned that you do not understand the process well enough yet. To get credit for the assignment, you need to redo it, most probably on another topic. Read and consider my feedback very carefully before redoing.
Instructor's Overall Feedback:
You've done an excellent job on this IDA! You seem to understand this process quite well.
I have just a few notes for you:
Just curious - In your pre-instructional activities, you have a volunteer going through the steps taking a trouble call, and then in the instructional delivery it looks like you have a video showing approximately the same thing. I'd like to see this discussed in your media rationale, what you thinking is about this (I don't necessarily see it as a problem).
And that does lead to my next question - does the role play video already exist, or is it something that you will create? Creating this video sounds like it would be something very manageable for your project. :)
In section 3, you describe this as work by individual students, and at the end of each set of calls "the class will present what they did and get feedback from their peers." I don't know how many learners we are talking about here, but depending on your class size, you might want to specify how many of them will share their work at a time, or whether all will do so. As you know, time can race away when trying to allow everyone to speak.
I have no problems with your media choice and rationale. :)
So that's it - once again, you've put together a nice design here. Well done!
Greg
The purpose of this activity is to design a specific lesson based on the lesson objectives identified in one of your unit instructional curriculum maps (ICMs). This IDA is designed to give you practice in planning lesson based on Gagne's events of instruction (see Dick, Carey, and Carey, chapter 8).
Complete the instructional strategy planning sheet below for one lesson of your choice. Preferably, this is a lesson that you identified during the unit design analysis. However, you can choose any lesson you wish. As outlined by Dick, Carey, and Carey, it may be helpful to organize the events of instruction in the following major groups or components: Pre-instructional activities, Content presentation, Learner participation, Assessment, Follow-through activities.
Your instructional plan should emphasize materials-centered instruction. That is, you should consider resources other than a live instructor for the delivery of the lesson. As you consider possible media, also consider the affordances, or special characteristics, that various media possess.
Instructional Strategy Planning Sheet
Write the instructional objectives of your lesson here (it can be more than one):
Your final response:
Given a searchable database of applicable job aides, SWBAT identify accurate data for the REM fields on a customer trouble ticket.
The instructor's feedback to this step:
No specific feedback given on this step.
Enter your instructional plan for each of the instructional components. Also indicate your media choice for each instructional component.
Instructional Component |
Instructional Plan |
Media Choice |
1. Pre-instructional activities
- a. Motivating the learners/gaining their attention
- b. Informing the learners of the lesson objectives or purposes
- c. Informing the learner of what they already need to know to be successful in this lesson (i.e. prerequisite skills)
2. Content presentation
- a. Presenting the content to be learned (i.e. stimulus material)
- b. Guiding the learners as they are presented with the content
3. Learner participation
- a. Giving the learner opportunites for practice (i.e. eliciting the performance)
- b. Giving the learner feedback during practice
4. Assessment
- Tests and other assessments to see if anything has been learned as a result of this lesson
5. Follow-through activities
- a. Memory aids for retention
- b. Activities to help learners transfer their learning to other contexts
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Your final response:
1. Pre-instructional activities:
(1.)Using a mock-trouble call scenario, the students will observe one volunteer take a trouble call, solve the trouble using the job aides in the job aide database, fill out the critical data fields, and close the trouble ticket.
(2.)The instructor will then lead a discussion about the difficulties surrounding that process. The goal is to show the students that closing REM tickets is a detailed process that must be done correctly.
(3.)The instructor will go over with the class the following prerequisite skills to ensure conpetency: keyboard and mouse skills, phone calling and headset familiarity, ability to turn on and off a computer and to launch applications.
2. Content presentation:
(1.)The instructor will show a video of a service rep handling a trouble call and accurately identifying REM ticketing data.
(2.)Instructor will show the students how to glean from the caller key points of information that will help in the job aide search
(3.)Instructor will show the students how to navigate the job aide database to find the best job aide for the trouble. This will include search techniques specific to the job aide database.
(4.)Instructor will point out in the body of the job aide, specific guides for filling critical data fields in REM for this specific customer and trouble.
3. Learner Participation:
Each student will be given several trouble call scenario's and asked to find the applicable job aide and list the critical fields and critical data. While they are working, the teacher will move around the room observing and giving feedback. Also, at the end of each set of calls, the class will present what they did and get feedback from their peers.
4. The student will show readiness for the next phase of training when they can list the critical fields and critical data accurately 95% of the time.
5. The student will be given a "cheat sheet" of search techniques and the most common trouble calls for use in real call scenarios. The skills learned will allow them to take many different kinds of trouble calls thus allowing for transfer to other work contexts.
1. Pre-instructional activities:
(a.)Using a mock-trouble call scenario, the students will observe one volunteer take a trouble call, solve the trouble using the job aides in the job aide database, fill out the critical data fields, and close the trouble ticket.
(b.)The instructor will then lead a discussion about the difficulties surrounding that process. The goal is to show the students that closing REM tickets is a detailed process that must be done correctly.
2. Content presentation:
(a.)The instructor will show a video of a service rep handling a trouble call and accurately identifying REM ticketing data.
(b.)Instructor will show the students how to glean from the caller key points of information that will help in the job aide search
(c.)Instructor will show the students how to navigate the job aide database to find the best job aide for the trouble. This will include search techniques specific to the job aide database.
(d.)Instructor will point out in the body of the job aide, specific guides for filling critical data fields in REM for this specific customer and trouble.
3. Learner Participation:
Each student will be given several trouble call scenario's and asked to find the applicable job aide and list the critical fields and critical data
4. The student will show readiness for the next phase of training when they can list the critical fields and critical data accurately 95% of the time.
5. The student will be given a "cheat sheet" of search techniques and the most common trouble calls for use in real call scenarios
The instructor's feedback to this step:
No specific feedback given on this step.
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Your final response:
We will use a demonstration video for the content presentation component.
We will use a Smart Board for the pre-instructional and content presentation piece.
We will use PC workstations and phone/headset combinations for the learner participation component. Each workstation will be loaded with both the REM application as well as an internet search engine that can access the secure job aide.
We will use a demonstration video for the content presentation component.
We will use a Smart Board for the pre-instructional and content presentation piece.
We will use PC workstations for the learner participation component. Each workstation will be loaded with both the REM application as well as an internet search engine that can access the secure job aide.
The instructor's feedback to this step:
No specific feedback given on this step.
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Provide a rationale for your media choices. How do the media you have selected support the instructional plan you have designed? Do the affordances of the media you've selected match the instructional strategy and support student learning?
Examples of media affordances:
- Video: dynamic representation of people, social situations, psychomotor tasks, etc.
- Computer simulation: dynamic representation of concepts and principles
- Computer spreadsheets: dynamic representation of numeric relationships
- Computer databases: dynamic representation of categorical relationships
Your final response:
The demonstration video will demonstrate to the service rep that it is possible to find accurate information in a timely and accurate manner.
The Smart board will give the instructor (and the volunteer) the capability to show the students not only the data, but how to navigate the database to get to the data, live
The PC workstations will give the students the ability to learn using the actual hardware, applications and databases they will use live.
The demonstration video will demonstrate to the service rep that it is possible to find accurate information in a timely and accurate manner.
The Smart board will give the instructor (and the volunteer) the capability to show the students not only the data, but how to navigate the database to get to the data, live
The PC workstations will give the students the ability to learn using the actual hardware, applications and databases they will use live.
The instructor's feedback to step 4:
No specific feedback given on this step.
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