2.+Design+Plan+(Part+2+of+assignment)


 * =Criteria= || **Baseline** || **Satisfactory**  || **Exemplary**  ||
 * **A** Your Design Plan specifies the overall goal of the instruction. ||  ||  ||  ||
 * A Your Design Plan specifies the target audience of the instruction. ||  ||  ||  ||
 * ** P Your Design Plan describes the length of the instruction. DONE!!!! ** [BRAD - please see comments I made wrt your proposed schedule] ||  ||  ||  ||
 * B Your Design Plan specifies specific, measurable, achievable learning objectives that are derived from the task analysis.  ||  ||  ||  ||
 * ** P The learning objectives are classified correctly according to Bloom’s taxonomy DONE!! (req lookover) ** ||  ||  ||  ||
 * ** P Your Design Plan includes appropriate assessment items for each learning objective. DONE!!! ** ||  ||  ||  ||
 * B Your Design Plan includes organizational instructional strategies, indicating how the learning objectives and instructional content will be ** grouped and sequenced. Brad, have a look. Maybe DONE!!! ** [BRAD - please see comments I made wrt your proposals as they pertain to the information contained in the Developmental tracker.] ||  ||  ||  ||
 * A,B,P - Your Design Plan specifies learning activities, for each learning objective or group of learning objectives, that are appropriate for the learners and that provide ample opportunities for practice and feedback. ||  ||  ||  ||
 * A,B,P Your Design Plan specifies the instructional medium or media to be used. ||  ||  ||  ||
 * A,B,P Your Design Plan specifies everything that would be produced, assuming that this project went on to the implementation phase—e.g., lesson plans, storyboards, prototype) (EO SHEET) ||  ||  ||  ||
 * A Your Design Plan is clearly written and well laid out. ||  ||  ||  ||

Okay, everyone, I've created a folder called "About the Design Plan," inside the Session 12 folder, that gives you a lot of information on design plans, including the rubric.

I'm sensing a lot of uncertainty and panic, so I suggest that we "dissect" some of the examples that I've provided, to give you an idea of what I do and don't expect to see in your design plan.

So open the About the Design Plan folder and you'll see another folder (nested Russian dolls!) called Sample Design plans. Let's begin with the Instructional Design Document Template, which is a link rather than a PDF (you can't download it without paying, but you can still look at it online).

- The Name/nature of the Course section is the sort of thing I'm looking for when I ask for a statement of the rationale/purpose - The Student Analysis section is also the kind of brief summary I'm looking for - The Supporting Mechanisms--Documents section is essentially equivalent to the Deliverables I've asked for, but I don't require such a detailed description--a list will do - The Supporting Mechanisms--Strategies and Procedures are not required. - Instructional Objectives - just what I'm looking for: a clear statement of the objectives. The chart that follows isn't necessary, but note how the objectives are classified according to Bloom's, which I would like to see - The Instructional Activities and Strategies section is the sort of thing I'm looking for when I ask you to specify learning activities for each learning objective or group of objectives. - The Assessment and Evaluation section specifies how each objective will be assessed and provides the actual assessment items--in this case, a rubric - The sample screens are not necessary - What's NOT included in this example, that I would like to see, is an indication of how the learning objectives will be grouped and sequenced

By the way, the use of tables, though not necessary, is quite appropriate.

Any other comments or questions about this particular example?

From Ellen's comments on BB When writing the learning objectives, often the steps in the task analysis (or points in the content analysis) provide some of the conditions and standards, as well as the performance. For example, we could derive the following objectives from this task analysis:

Given an electric kettle, the learner will be able to boil water by filling the kettle and turning it on.

Given instruction, the learner will be able to obtain the supplies necessary to make a cup of instant coffee.

Given a jar of instant coffee, a teaspoon, a mug, and boiling water, the student will be able to make a cup of instant coffee.