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:

I'm very impressed with your unit ICM. It shows a great deal of planning. I do have some comments/feedback:

Each of your lessons uses the capability verb "execute", which denotes a psychomotor task. I can understand that psychomotor ability is required for shooting video, but I don't see any objective aiming for the intellectual skill of shooting video (i.e. designing the video shoot). Is this intentional? If so, will these cognitive skills be covered in another unit? (I'm just asking rhetorically -- reflect on it.)

You use the capability verb "identify" for the one verbal information objective. This denotes "concept learning", so I recommend you change this to "state" or "recall".

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:

Unit 1 Title: Producing a Video Product Obj: Students will be able to generate a finished video artifact using original footage shot with a digital video camera and/or footage imported from other sources. Note: In response to Dr. Rieber's query, I am changing the order of units as compared to IDA 1.

The instructor's feedback to this step:

You use the word "generate" here, but "execute" in your map. Each denotes a very different kind of learning (as mentioned above).

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:

Lesson One Title: Shooting and Setup SWBAT Execute Basic Video Shooting and Setup Skills

The instructor's feedback to this step:

All of your lesson objectives were fine, except for the question/caveat about whether "execute" really is the only learning outcome you intend.

B. Lesson 2

Your final response:

Lesson Two Title: Editing SWBAT Execute Basic Video Editing Procedures

The instructor's feedback to this step:

No specific feedback given on this step.

C. Lesson 3

Your final response:

Lesson Three Title: Exporting and Dubbing SWBAT Execute Basic Video Exporting and Dubbing Skills

The instructor's feedback to step 4:

No specific feedback given on this step.

D. Lesson 4

Your final response:

No response yet.

The instructor's feedback to this step:

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:

Dr. Rieber - I am not sure what to do here, since I have subordinate skills under each lesson that are not verbal or attitudinal. But I am less muddled about it than I was when I emailed you last week. Please take a look at my developing Curriculum Map below. Meantime, I will list those supporting objectives I have. Thanks! First supporting objective: SWBAT Choose to handle video and computer equipment with care.

Second supporting objective: SWBAT Identify the various titling options available in I-Movie. Third supporting objective: SWBAT Choose to include digital video among various personal teaching strategies.

The instructor's feedback to this step:

I think what you have is fine. In fact, it is really common to have a group of objectives for a lesson.

By the way, I don't see your "identify" objective referring to iMovie in your map below.

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:

SWBAT Demonstrate how to operate a digital video camera (camcorder and VCR functions). etc.

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 is a wonderful visual representation of your unit. Thanks for taking the time to make this available online.