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:

Overall, your IDA 3 looks great. There are a few suggestions that I have though. Objective 1.2 is too long. You may want to shorten it to "SWBAT demonstrate how to set up web storage for a class of students using various storage media, and space requirements." Anyway, I hope you get the idea.

I also wonder if your supporting objective based on verbal information is placed too high on the ICM. Shouldn't students know these definitions when they begin creating a practice page (not when they begin making hyperlinks)? Since I don't know what these words are, its hard to tell. However, its something to think about.

Lastly, your prerequisite skill "basic computer skills" is too vague. What skills will they need in order to take the class. If you knew nothing about creating web pages, but were interested in this course, how would you know if you had enough knowledge about computers to take it? Furthermore, they should be written using the same components of the other objectives.

Besides these small suggestions, I think your IDA looks great.

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 Title: Building a practice webpage

Unit Obj: SWBAT demonstrate the ability use a simple, no-cost web building tool such as Netscape Composer to construct and save a simple practice web page that includes text, graphics, and links.

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:

1.1 Title: Acquiring the tools

1.1 Objective: Given a set of procedures, students will be able to demonstrate the ability to download and install Netscape Composer.

The instructor's feedback to this step:

No specific feedback given on this step.

B. Lesson 2

Your final response:

1.2 Title: Getting Organized

1.2 Obj: By analyzing factors such as where the student will be participating in the learning activities, where the students will be creating web sites in the future, and the number and size of graphics and sound files the the student may use in creating web sites, given a set of procedures, the student will demonstrate the ability to set up an appropriate storage area on a server, hard drive or removable storage device store web pages and the various files associated with them.

The instructor's feedback to this step:

No specific feedback given on this step.

C. Lesson 3

Your final response:

1.3 Title: Building a Practice Page

1.3 Objective: Given a set of procedures, the student will be able to demonstrate the ability to create a practice page that contains text in at least two styles and at least two different graphics.

The instructor's feedback to step 4:

No specific feedback given on this step.

D. Lesson 4

Your final response:

1.4 Title: Linking to Another Website

1.4 Objective: Given a set of procedures, the student will be able to demonstrate the ability to create a hypertext link to an existing internet site.

The instructor's feedback to this step:

No specific feedback given on 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:

Verbal Information Objective

SWBAT state the definition of terms from a list of web building vocabulary terms.

Attitudinal Objective

SWBAT choose to keep their web site related files organized.

The instructor's feedback to this step:

No specific feedback given on this step.

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:

Entry Behaviors

Ability to surf the internet.

Basic computer skills.

The instructor's feedback to this step:

No specific feedback given on this step.

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:

No specific feedback given on this step.