April Canales-Perez

EDTC 6321: Instructional Design

Instructional Design Project

Project Description:

For this project, we were asked to collaboratively develop an instructional unit based on an emerging technology that would enhance a classroom. I decided to use the Web 2.0 application known as, PBworks wiki space. In this instructional unit participants will be designing a wiki space to use for their classroom. The target audience for this instructional unit was the teachers of Progreso East Elementary 5th and 6th grade campus. I conducted extensive research over our topic using peer-reviewed articles, tutorial videos, etc. to complete this project. My instructional units for this project were organized using the instructional design model known as the Dick and Carey model. 

• IU1: Identifying learners, their environment, and an Instructional Goal.
• IU2: Conducting a task analysis and identifying the instructional objectives.
• IU3: Writing the performance objectives and assessments.
• IU4: Developing the instructional strategy.
• IU5: Conducting a formative evaluation.

Responsibilities Met:

Responsibility 2: Design. The candidate will design instruction (or human performance strategies) to meet the needs of learners. Design documents and projects must show evidence of analysis of problem situation, awareness of unique characteristics of intended audience and implications for instruction, selection and implementation instructional strategies consistent with analysis of the learning situation and intended learners, selection and justification of appropriate medias, and evidence of both formative and summative evaluation strategies.

2.1 First to begin this project, I chose a topic and researched using peer reviewed articles. I researched the effectiveness of classroom wikis and chose this as my topic for my instructional design unit. In IU 1 we were asked to come up with a goal that would improve the classroom through the use of technology. The goal for my project was to promote communication with teachers, parents, and students through the use of classroom wikis. I created an instructional unit over how to create a classroom wiki. I created a wiki page that complied all training materials, screen shots, quizzes, surveys etc.

2.2 For my instructional unit I created an in-depth task analysis to serve as an outline of the main tasks and subordinate skills needed to complete the training. I created this in the form of a flow chart to break down each section of the training into steps. Each step has several sub-steps that participants will be able to use as a guide to complete each section of the training.

2.5 Demonstrates ability to use formative evaluations for interactive assessments of components of the design process.

2.5 For my formal evaluations I conducted one-to-one and small group evaluations with colleagues from my school. I provided them with my instructional unit and training guide to complete the training on their own. The formal assessment informed the designer whether or not participants were able to successfully complete the goals and objectives of the instructional unit. Upon completing, participants provided the designer with feedback in order to make modifications to improve and enhance the training. 

Responsibility 3: Development, Utilization and Management. The candidate will develop, utilize and manage a variety of media and instructional technologies to deliver instruction to students.

3.1 Various Web 2.0 applications were used to enhance my instructional unit. PBWorks.com was used to get familiar with the basic functions of a wiki space. I used Jing to create screen shots of my desktop for each of the steps in my instructional unit. This was done to provide visuals for the participants in order to complete each step of the instructional unit.  I created a Voki in order to introduce the goals and expectations of the training. A screen shot was taken of the Voki to incorporate it in the training materials. 

3.2 Applies research-based rationale for the selection and utilization of technologies for learning.

3.2 My instructional unit was based on the instructional design model known as the Dick and Carey Model. I followed the step-by-step process to design an effective instructional unit. I first identified the instructional goal to create the specific goal for my instructional unit. From there, I was able to write the performance objectives and created an in-depth task analysis for the training guide. Then I created training materials for the participants to use through out the training session. 

Responsibility 4: Evaluation. The candidate uses incisive and relevant assessment and evaluation techniques (e.g., product or project which uses formative and/or summative evaluations). Candidate demonstrates the ability to evaluate quality of instructional materials and instructional systems using appropriate methodologies. Candidate also demonstrates the ability to use formative and summative assessment methodologies to ascertain the effectiveness of instruction in meeting instructional goals.

4.1 Demonstrates ability to use formative evaluation strategies to evaluate the quality of instruction.

4.1 Formative evaluations were completed in three parts in instructional unit 5. The first evaluation was conducted with the Subject Matter Expert (SME). The second evaluation was a one-to-one evaluation where a colleague, who was not familiar with the Web 2.0 application PBworks, completed the training by herself and submitted feedback. The final evaluation was a small group evaluation in which both participants were familiar with what a wiki page but have never created one. A table was created for each of the three evaluations with the feedback they provided and the action taken using the feedback in order to enhance the training materials. 

4.2 The summative evaluation was completed in the course EDTC 6323 Multimedia/Hypermedia. The training material was presented to six individuals (five teachers and librarian), where participants were asked to complete their own wiki page. At the end of the training, participants were asked to fill out an evaluation form using a Likert Scale and were asked to provide any comments at the bottom. 

4.3 Demonstrates ability to select a variety of appropriate assessment instruments and use those instruments to assess effectiveness of instruction in meeting instructional objectives. 

4.3 A post-survey was created to serve as a self-reflection survey of over completing the training. Participants were asked to rate the difficulties in completing each step of the training, which would assess the effectiveness of the instruction. By letting me know if they had any difficulties in completing a section of the training, this would in turn let me know what parts of the training I should consider revising in order to make it easier for future participants. A checklist was also used when evaluating participants' classroom wiki. This was used to check if participants were able to meet the goals and objectives of the training. 

4.4 Besides using post-survey results to update the instructional materials, I also had my colleagues provide written feedback to me via email. In the emails participants provided a brief statement of their overall experience in completing the training. They gave me suggestions to revise some parts of the training materials. Formal evaluations were taken through out the creation of the instructional units. Feedback was provided and mentioned in the final instructional unit 5. 

5.2 Uses research in instructional technology to justify academic decisions in course work projects and professional work-related responsibilities.

5.2 Research was conducted using the UTB Library online Databases to research scholarly peer-reviewed journals on topics such as the Dick and Carey Model and wikis. The required text was also used to gain knowledge of the Dick and Carey Model of instructional design. This served as a guide in creating my own instructional guide over creating a classroom wikis following the process of the model.  

5.3 Based on research, the learners were given an interactive e-training in order to have learners engaged and participating in completing the instructional goals and objectives. It has been proven that learners get more out of a lesson when they are first hand participating in the lesson. I used a diagram in a form of a flow chart for participants to use as a checklist after completing each section of the training. The training materials were available for participants to print out to follow the direct instructions. Screen shots were used to provide the participants with visuals of each step for visual learners. 

Modifications Made

Several modifications were made for every instructional unit based on feedback provided by our feedback partners. The feedback and modifications can be viewed on the project page.