Artifact
Description of Artifact
The Instructional Systems Design class focused on designing a training that addresses a work related performance problem. The culmination of the assignments was to develop a presentation. The presentation and all assignments were completed individually. I chose to develop a PowerPoint presentation on formative assessment for an audience of middle school teachers.
The presentation began as a needs assessment conducted at our school, from the results of the needs assessment objectives were defined, assessments of success were determined. From there, an advanced organizer was developed and task analysis was performed. Lastly, a reflection of learning was written.
Explanation
This artifact demonstrates my competency at conducting needs assessment and evaluating learning systems, and designing learning environments, including systems for direct instruction, constructivist learning, collaborative work, and performance support.
The analysis phase of the ADDIE model focuses on a needs assessment, analysis of learning or performance contest, analysis of the learner, user, or task, and formative evaluation or expert review of products based on well-defined standards. After analysis comes design. Design is the application of appropriate learning, performance support or interface theories to the design product. Next is development. Development is the usage of a variety of applications to create a product.
The artifact starts with a needs assessment conducted at my workplace, a school. The needs assessment demonstrated a performance gap between what is taught in class and what is learned. To address the performance gap, a review of research literature showed that formative assessment in classroom instruction improves student learning. Once the terminal and enabling objectives were determined and the evaluation written, the presentation was designed to target the needed information.
This artifact supports both competencies because of the needs assessment that was conducted and using the results of the needs assessment to develop terminal and enabling objectives, an evaluation, and then, finally, the actual presentation.
Process
We completed smaller tasks that were designed to help us frame the professional development training we were developing. The smaller tasks were completed on an individual basis. Dr. Klimczak provided feedback with each task for us to incorporate into our final design. The smaller tasks were:
- Needs Assessment
- Objectives - Terminal and Enabling
- Assessment/Evaluation
- Advance Organizer
- Analogies
- Reflection
Framework
The text used in the class, Designing Effective Instruction by Morrison and Ross, provided the background knowledge for instructional design. The model provided by the text included both behaviorial and cognitive approaches.
Roles and Responsibilities
The work in the class was completed as an individual.
Application and Programs
- Blackboard discussion board
- Microsoft Word
- Microsoft PowerPoint
- Adobe Acrobat
Formative and Summative Evaluation
Each assignment received full credit of points and the final grade on the project also received full credit.
Reflection
I entered this class after a semester break in my studies. I had taken 21 graduate hours during the prior year (Jan to Dec) and decided I needed a small break. When I saw that the first task was to perform a needs assessment, I was immediately nervous. The previous winter semester, I had taken Needs Assessment for Instructional Design and had a tough time. But, after realizing that it was time to "knuckle down" and do the work, I found that I understood the needs assessment process much better. After receiving the feedback on the needs assessment for class, I felt much more confident in tackling the rest of the assignments.
I had done presentations previous to this class at several local, state, and national conferences for science education. This class made me realize that while I had good presentations, they could be made better by paying attention to the principles stated in Designing Effective Instruction by Morrison and Kemp. By setting my objectives and evaluation standard first, I was better able to keep my presentation on track. The enabling objectives also gave me points to stop during my presentation and do some formative assessment to see if participants were on track, if I were to be in a position to give the presentation. Once again, the implementation phase, a phase where the product is put into action, is difficult to complete if the audience is not available.
If I had to do this again, I think my focus would have been better placed on Professional Learning Communities (PLC) at our school. This process has a gap between the actual performance and the expected performance of the PLC. As a member of the leadership team, I am in a better place to be able to implement a professional development training related to PLC to other middle school staff members. This would have also provided me with a better plan as to how to move the PLC group forward in a more consistent manner.