Overall Instructor Rating: Satisfactory

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:

Your design was very good -- I almost gave you an exemplary for this! There is just a couple of minor things I questioned. I focused most of my attention on your unit map -- its organization is very clear and logical. You also seem to understand perfectly the concept of prerequisite skills. Way to go!

You misunderstood the part about 'supporting objectives' (see my comments below), though your map was right on target.

1. Restate one of the unit (enabling) objectives or goals you identified in your course ICM, or change topics and write a new unit objective.

Click here to view your IDA on course design.

This objective will become the terminal objective for your unit. Compare the use of the terms "terminal" and "enabling" here to the last IDA, when you were creating a course-level ICM. These terms are relative to the ICM on which you are working. An enabling objective in your course ICM becomes the terminal objective in a unit ICM. Then, an enabling objective in your unit ICM becomes your terminal objective in a lesson ICM.

(Note: I interchange goal and objectives here because you may realize after further analysis that your objective identified in your course ICM was not clear or appropriate, which means that it is really a goal. After completing this IDA, you may need to rewrite your terminal objective for this unit.)

Be sure to include in your objective the learned capability verb that corresponds to one of Gagne's learning domains: Problem-solving (generate); Rule-using (demonstrate); concept (classify, identify); verbal information (state, recite, summarize); attitudinal (choose); psychomotor (execute).

Your final response:

Learners will design a local area network(LAN)(generate). This type of network is to be used at the desktop level.

The instructor's feedback to this step:

No specific feedback given on this step.

2. Identify the intellectual skill objectives for the lessons in the unit.

Based on the instructional goal(s) and learning outcomes, conduct an subordinate skills analysis as described by Dick, Carey, and Carey in chapter 4. You are now beginning to breakdown what the learner needs to know in order to achieve the instructional goal. Each objective you generate can roughly be considered a lesson objective (as we will discuss in class, some lessons may have more than one objective; but there is no sense risking confusion on this point now.)

Identify the 3-5 most critical parts of the unit (referred to as "lessons"). These should generally be limited to intellectual skills learning outcomes such as problem solving and relational rules. For some cases, there may be a need for an attitude learning outcome. (Note: the number of lessons will depend on your instructional problem and design. Add or eliminate lessons as you deem necessary). Write the lesson/enabling objectives below.

Example Title: Describing the learning context Obj: Learners will describe physical, social, and organizational characteristics of learning context.

Your final response:

Title: Describing Network Model Obj: Learners will be able to identify the parts of the network layer model and describe what each part does, especially how it links to the adjoining layers.

The instructor's feedback to this step:

No specific feedback given on this step.

B. Lesson 2

Your final response:

Title: Describing Physical Cable Objective: Learners will be able to identify strengths and weaknesses in multile types of Local Area Network (LAN) cable and they will be able to classify error types as they relate to them.

The instructor's feedback to this step:

No specific feedback given on this step.

C. Lesson 3

Your final response:

Title: LAN Components Obj: Learners will be able to identify the strengths and weaknesses of hubs and switches and be able to identify where they will be most appropriately used.

The instructor's feedback to step 4:

"Strengths and weaknesses" sound more like verbal information to me than concept learning.

D. Lesson 4

Your final response:

Title: Distinguishing LAN Types Obj: Learners will be able to identify 4 different types of LAN protocols and be able to identify their strengths and weaknesses in the context of the network layer model.

The instructor's feedback to this step:

This one is better as it denotes being able to identify from the 4 classes of protocols.

3. Identify supporting objectives from the verbal information and attitudinal domains.

Identify these objectives using verbs such as "state, list, or summarize" for verbal information objectives and "choose" for attitudinal objectives. (If you have more than 2, just list those that best represent these other objectives. Be sure to include these objectives on your visual ICM to indicate which intellectual skills they support.)

Your final response:

Students will be able to design an appropriate network for a given situation. This is a multistage objective and requires the student to have already understood all of the preceding material.

Students will be able to demonstrate how the network model works.

The instructor's feedback to this step:

Actually, your response here is off base, but your map below is much better. This is where you list the supporting objectives from the verbal information and affective domains.

4. Identify entry behaviors (also known as prerequisite skills).

Entry behaviors are those skills and knowledge that you expect your students to have as they begin this unit. That is, you do not intend to teach these. Although you will undoubtedly have many objectives denoting entry behaviors, just list one example below (but be sure to include all entry behaviors on your instructional curriculum map).

Your final response:

Students will know how to use the Internet. They must be able to use a computer to generate reports. Students must have had an introduction to programming.

The instructor's feedback to this step:

Good.

5. Draw an Instructional Curriculum Map (ICM) for the Unit

An ICM visually represents the optimal sequence of these objectives. (Just think of it as a flowchart.) Draw the ICM in "top-down" fashion with the terminal objective (i.e. unit objective) at the top. Instructional events are designed top-down, though learners will ultimately experience the instruction bottom-up. If there is room in your ICM, include the full objectives, otherwise, just include the title. Entry behaviors should be drawn at the very bottom with a dotted line separating these from the other objectives just above. Click here for an example (generated with Inspiration).

The instructor's feedback to this step:

Excellent! This visually represents your unit design extremely well. Thanks for taking the time to make this available online. My only criticism is that the supporting attitudinal objective in yellow at the top is not written correctly -- the word "choose" should be central to this.