Andrew Smith

EDU232: Instructional Design for E-Learning

Instructor Lockwood
January 17, 2015

Instructional Design Definition

Different people and organizations look at instructional design in different ways,
but it all comes down to the same thing. Simplified, instructional design is an
organized plan that helps to demonstrate and teach. However, it is much more than
just that. Instructional Design involves purposeful and systematic planning of a
course (or components of a course). It is a process that begins with an analysis of the
intended student learning outcomes, identifies teaching strategies and student activities
to enable students' achievement of the outcomes, and ends with the development of
multiple methods to assess whether and to what extent the outcomes were achieved,
(Ferris State University, n.d., Par. 1).
Another definition, which offers a fuller description, breaks down instructional
design into four parts. The four parts of this definition include instructional design as a
process, instructional design as a discipline, instructional design as a science, and
instructional design as a reality (Brown & Green, 2011). These four parts cover
different aspects of instructional design, but all are equally important. It is important
to look to teaching and learning strategies to help create effective and engaging
instruction. Then we can conduct research on what is already known and what needs
to be covered. After we have our instruction, we can test it and evaluate it to see how
successful it was. Depending on the evaluation, we can then tweak it so it can be even
more effective. Its true that instructional design is a process, and this process can go
round and round, like the models presented this week, but in the end, it is still just an
organized plan to teach.

Both of these images demonstrate the process of instruction design, they also show
that there is more than just one way to create an effective instructional design plan.
The image on the left shows the Kemp, Morrison, and Rosss Instructional Design
Plan, and it does not go in a particular order, meaning the designer can start on any
aspect (instructional problems, instructional objectives, etc.). On the right is the
Dick and Carey Instructional design model which progresses in an orderly fashion,
tackling one part, submitting for feedback, and revising, before moving on to the
next section. Both methods are equally effective, but in some situations one may be
more appropriate than the other to meet the needs of the learners and reach the
objectives.

Instructional Need
The instructional need I have identified regards the students and
their learning. The problem that exists is that some students are not
keeping up with their classmates, falling behind in the class, and
not learning the material as well as they should. This could be due
to ineffective instruction or a number of other factors, but basically,
our goal is for student improvement. One way in which this
problem can be addressed in through a new hypothetical learning
resource/tutoring program .
If instruction is not effective, then it is the
teachers job to find different strategies that will
do a better job. It shouldnt matter if its one
student or a group of students, if they do not
understand the material, different strategies
should be explored. In todays age of computers
and the internet, they are provided with many
more resources that can help our students
achieve success. With a one-on-one/small group
tutoring/learning resource computer program
students would be able to work and learn
together, helping each other along the way.

Needs Analysis
The results of this analysis will determine the specifics of the problem or the change
that is needed, will look at who will be using the instruction, what is currently taking place
that is causing the problem, where the solution will need to take place, if instruction is the
best solution to the problem, and the solution itself. In order to create appropriate and
effective instruction, the instructional designer must consider all these aspects.
In this situation, the students and the teacher are being asked to change, because how
well students can do depends on both the student and the teacher. What is currently taking
place with the individuals being asked to change is that the students are not doing as well as
they could be doing, and the teachers are not trying to find new and effective ways to help
these struggling students. The person who identified the problem is the school
administration; they would like to see student improvement and better grades. The place
the solution needs to take place is in the classroom, and could possibly be applied at home
as well.
To solve this problem, there are multiple solutions that could be applied, instruction
combined with diversified teaching strategies and new and updated resources would be the
most appropriate means for solving the problem. However, no matter what the solution is,
the first thing that must be done is to make sure that the students know what is expected of
them and that the objectives are clear.

The solution I chose for this problem, based upon the needs analysis, is a
one-on-one/small group tutoring/learning resource computer program. The
program could utilize different learning styles so that visual and auditory learners
would be able to learn by using their preferred learning styles. This program
could also be customized for individual users so that it knows where they are,
what they know, and what they still need to learn. A program like this could cover
multiple subjects and help students keep up in their classes. It could also be used
at the students home on a personal computer.

Task Analysis
The task analysis will determine the task that individuals need to be able to accomplish
or perform, the key components of the task, the sequence in which a task is accomplished or
performed and should be learned and taught, and how to determine whether an individual is
able to complete the task.

The task in this situation that individuals need to be able to accomplish is to use and
navigate this hypothetical computer tutor/learning resource program. The key component of
this task is the understanding of basic computer skills (being able to turn it on, navigate the
menus, and run programs). Because this program can be customized to individual students
and where they are in their studies, previous knowledge of different subjects being covered
would not be a key component.
The sequence in which the task is accomplished and should be learned and taught is
from how to turn it on, how to navigate the menus and access the help feature, and then how
to customize the program to the individual, and then how to access the different subjects and
find the topics needed. From then, the student should be able to utilize the program to get the
extra help they need, on their own. To be able to determine whether an individual is able to
complete the task, a teacher log-in could be created that could track all the students progress,
whether they were using the program, what areas or subjects the student is covering with the
program, and how the use of the program translated over to their class work.

Learner Analysis
The learner analysis will look at the intended audience, the common traits of the
members of the learning group, the differences among learners in the group, the range of
ability among the learners of the group, the motivation for participating in the instructional
event, the learners non-instructional needs that might prevent them from focusing, how to
make the instruction effective, efficient, and appealing for the learners, planning for the
accommodation of culturally and physically diverse learners, and the evaluation strategies that
will be used to determine the success of the learner analysis and how to refine future analyses
for the instructional event.
The intended audience for the instruction is the students, so the instruction to be
developed would demonstrate how to run and use the program. As for common traits, they
are hard to identify as schools are increasingly diverse and the students come from many
different backgrounds, the one commonality is that they are in school and have access to a
computer. Many differences can be found among the learners, from culture, ethnicity,
language, previous knowledge and experiences, age, interests, and etcetera. The range of
abilities among the learners could be vast. If multiple grades use this program, it could be as
vast as first graders and high school seniors. Plus, there is also the fact that not all students
may have computer skills, which are needed to operate the program. Language could also be
varied, some will speak and read English fluently, while others will have English as a second
language or be in the process of learning English, and some may not even speak English.

The motivation for participating in the instruction would be to learn how to use a
program that could a valuable resource to them. As for their non-instructional needs (e.g.
rest, food, safety) that must be met so that students can focus on the instruction, their
teachers see to these needs. What will make in instruction effective would be to teach it in
different ways, from seeing, listening, and reading to providing numerous examples and
checking student understanding throughout. Teaching the program in different ways will
also make the instruction appealing. When creating the program, the instructional designer
would plan for accommodation of culturally and physically diverse learners by providing
captions during the speaking parts, having an option for large print, and providing multiple
language options for both the reading and speaking parts; a text-to-talk feature would also
be included for students that could not follow along. Finally, the evaluation strategies that
will be used to determine the success of the learner analysis and how to refine future
analyses would include a question and answer session with the teacher asking questions, a
scavenger hunt on the program to see that they know how to navigate the program, and
observations of the students using the program, as well as how the program has affected
their grades, for better or worse.

Description of Learning Goals and Objectives

Instructional goals and instructional objectives are different from each other. An
instructional goal can be a general statement about the intention of the instruction. For
example, Students will become better writers is an instructional goal. However, an
instructional objective is usually much more specific about how and to what degree the
instruction will affect the learners. Based on the goal Students will become better writers, one
instructional objective might be: Upon completing the lesson, students will produce a
traditional five-point essay with a recognizable introductory paragraph that includes a thesis
statement, three paragraphs supporting the thesis statement, and a concluding paragraph that
restates the thesis, (Brown & Green, 2011, P. 90, Par. 3).
The instructional need that I have focused on is in regards to student performance. Some
students are not keeping up with their classmates, falling behind in the class, and not learning
the material as well as they should, so something needs to be done to help these students. My
idea was to create a one-on-one or small group tutoring/learning resource computer
program. In order to do this, the programmers would need to know about the students, what
subjects and information needs to be covered, and how to integrate these into an interactive
learning program that would excite the students into wanting to use the program. For my
students, the instructional need would be to learn to use and navigate the program, and then
using this information and applying it to real-world contexts.

Outlined are the goals of the instruction as well as the objectives that will help each student to
reach those goals.

Goal 1: Students will demonstrate with 90% accuracy how to turn on, log in, and
navigate menus on a performance exam.
Objective 1: After instruction, student will be able to explain how to turn on, log-in, and navigate menus.
Objective 2: After instruction, student will be able to demonstrate how to find specific topics.
Objective 3: After instruction, student will be able to customize the program to their specific needs (the courses and
concepts where they need help will be set-up on the main menu).

Goal 2: Students will raise their grade by a minimum of 10% on subjects that were
covered by the program.
Objective 1: After one week of program use, student will show some improvement in areas that were covered in the
program.
Objective 2: After four weeks of program use, student will show marked improvement in areas that were covered in
the program.

Goal 3: Students will demonstrate knowledge learned in the program with 80%
accuracy on real-world test problems.
Objective 1: After four weeks of program use, student will be able to demonstrate concepts and learning that were
covered in the program.
Objective 2: After four weeks of program use, student will be able to use the ideas and knowledge covered in the
program to answer questions and/or demonstrate understanding.

Instructional Strategies
Goal I: Students will know how to turn on, log-in, and navigate menus to find specific topics on the learning resource/tutoring program.
Objective A: After instruction, student will be able to explain how to turn on, log-in, and navigate menus
Strategy A1: Setting objectives and providing feedback
Setting goals based on what the students need and want to learn, and then providing continuous feedback throughout the learning process. This would be appropriate
for this objective because the students need to know what they are supposed to learn, as well as being able to follow their interests, and the feedback would help them
to stay on track.
Strategy A2: Summarizing and note-taking
Analyzing incoming information, picking out the important pieces, and summing up what was covered. This would be appropriate for this objective because the
students need to receive and utilize instruction on how to use the program.
Strategy A3: Homework and practice
Although this was homework and practice, its the practice part that applies here. Practice gives the student time to explore the program, its functions and menus,
which will help the student to feel at ease with the program and know how to find what they need. This would be appropriate for this objective because the students
be able to play around on the program, exploring it, and effectively learning how to use the different features.
Objective B: After instruction, student will be able to demonstrate how to find specific topics.
Strategy B1: Setting objectives and providing feedback
This would be appropriate for this objective because the student needs to know what is expected of them, and objectives give them a path to follow in the learning
process. The feedback helps them stay on the path.
Strategy B2: Cues, questions, and advance organizers
Cues and questions help illicit previous knowledge, and the advance organizers are used to highlight important information coming up in a lesson or activity. This
would be appropriate for this objective because the questions and cues can be used to help them remember how to do something, while the advance organizer will
highlight important functions of the program and how to use them.
Strategy B3: Homework and practice
This would be appropriate for this objective because the students be able to play around on the program, exploring it, and effectively learning how to use the different
features.

Objective C: After instruction, student will be able to customize the program to their specific needs (the courses and concepts where they need help will be set-up on
the main menu).
Strategy C1: Setting objectives and providing feedback
This would be appropriate for this objective because the student needs to know what is expected of them, and objectives give them a path to follow in the learning
process. The feedback helps them stay on the path.
Strategy C2: Cues, questions, and advance organizers
This would be appropriate for this objective because the questions and cues can be used to help them remember how to do something, while the advance organizer
will highlight important functions of the program and how to use them.
Strategy C3: Homework and practice
This would be appropriate for this objective because the students be able to play around on the program, exploring it, and effectively learning how to use the different
features.

Instructional Strategies
Goal II: Students will progress in subjects and with specific topics and concepts that need improvement
Objective A: After one week of program use, student will show some improvement in areas that were covered in the program.
Strategy A1: Reinforcing effort and providing recognition
Giving recognition for student effort targets student motivation and helps them to see what they are doing well and what they could improve upon. Also
helps student learn the connection between effort and achievement. This would be appropriate for this objective because the students will receive
recognition and reinforcement for their effort, which will increase their motivation.
Strategy A2: Cues, questions, and advance organizers
This would be appropriate for this objective because the questions and cues can be used to illicit previous knowledge on the topics being covered, help
them to think critically about the information, and the advance organizers will show and discuss the important aspects that they need to learn.
Strategy A3: Learning contracts
A learning contract is an agreement between the instructor and student regarding what is to be covered, how it will be covered, the period of time
involved, and how the student will be evaluated on the learning. This would be appropriate for this objective because the students would be involved in
creating the learning goals, and gives them clear examples of what is expected.
Objective B: After four weeks of program use, student will show marked improvement in areas that were covered in the program.
Strategy B1: Setting objectives and providing feedback
This would be appropriate for this objective because the student needs to know what is expected of them, and objectives give them a path to follow in the
learning process. The feedback helps them stay on the path.
Strategy B2: Summarizing and note-taking
This would be appropriate for this objective because in order to learn the material at the required depth the student will benefit from taking notes and then
summarizing them into the most important aspects.
Strategy B3: Homework and practice
This would be appropriate for this objective because homework and practice give the student extra time to go over the material and practice with the
concepts until they are engrained in the student.

Instructional Strategies
Goal III: Students will demonstrate transference of their learning from the learning resource/tutoring program to real-world contexts
Objective A: After four weeks of program use, student will be able to demonstrate concepts and learning that were covered in the program.
Strategy A1: Setting objectives and providing feedback
This would be appropriate for this objective because the student needs to know what is expected of them, and objectives give them a path to follow in the learning
process. The feedback helps them stay on the path.
Strategy A2: Cues, questions, and advance organizers
This would be appropriate for this objective because the cues and questions can illicit previous knowledge that will be called up in real-world contexts.
Strategy A3: Homework and practice
This would be appropriate for this objective because homework and practice give the student extra time to go over the material and practice with the concepts until
they are engrained in the student.
Objective B: After four weeks of program use, student will be able to use the ideas and knowledge covered in the program to answer questions and/or demonstrate
understanding of covered topics.
Strategy B1: Reinforcing effort and providing recognition
This would be appropriate for this objective because the students will receive recognition and reinforcement for their effort, which will increase their motivation.
Strategy B2: Summarizing and note-taking
This would be appropriate for this objective because in order to learn the material at the required depth the student will benefit from taking notes and then
summarizing them into the most important aspects
Strategy B3: Discussion (Illinois Online Network, n.d.)
Discussion encourages multiple students or others to voice their opinions, gives them another perspective, and gets students learning together and from each
other. This would be appropriate for this objective because students are able to show what they have learned through class discussion.

Formative Assessment Plan

When it comes time for evaluations, both course and learner evaluations, formative
assessments should be conducted ideally at the end of each stage of learning, but with time
constraints and what is necessary for each assessment, this may not be possible, so as long as they
are conducted at multiple points along the instruction, instructors should be able to effectively guide
student learning. After all of the instruction, summative assessments are conducted. However,
summative assessments can become formative assessments if the student, or group of students, does
poorly. When students do poorly, it could mean they dont understand what is being asked of them,
or that the instruction was ineffective in the first place, which is why course assessments are as
important as learner assessments. Teachers need to use a wide variety of assessment systems (and
regularly check out students understanding) to know whether or not our instructional interventions,
modifications, accommodations, and extensions are working, (Megan_Hoffman, 2013, 0:30).

Formative assessments occur on an ongoing basis, should not be graded, but instead used a
map to meet the goals or objectives, and rely on descriptive feedback. Rick Wormeli lists three
aspects of this feedback; they are 1) helping the kid discover or point out the goal or objective
yourself, 2) where the student is in relation to the goal or objective, and 3) how the student is going
to work to close that gap. Another point he makes is that teachers that use formative assessment will
see better test scores, mastery, and student achievement (Stenhouse Publishers, 2010). Learner
summative assessment occurs after instruction, to measure what the students learned during the
instruction. It is very important to design an appropriate summative assessment, this way the
designer can check that the questions are purposefully related to the learning, and these also give the
students an opportunity to demonstrate mastery of the goal.

Formative Assessment Plan

In the case of this instructional plan, there would be both formative and summative assessments. The first
goal in this instruction is to demonstrate with 90% accuracy how to turn on, log in, and navigate menus on a
performance exam. After the first part of the instruction, students would be given time to practice and play around
on the program during which time the instructor can make observations (formative assessment) and then given
enough time, could be given a summative assessment for operating the program. Once passing this part of the
instruction, the program is synched to each student to help in areas that need improvement, such as math, science,
geography, and etcetera. The formative assessments will reflect what they are learning and could be different for
each student, however formative assessments are built into the program. For instance, true and false and multiple
choice questions will be answered before the student is allowed to move on to the next part. These assessments
will help the student to reach the second goal of raising student grades by a minimum of 10% on subjects that were
covered by the program. The final formative assessments will involve written essay or short answer questions,
which will give the student a better chance to describe and demonstrate learning than just multiple choice
questions. Observations will be another formative assessment strategy used to determine how well students are
reaching the last goal of demonstrating knowledge learned in the program with 80% accuracy on real-world test
problems. After the student has completed each section, a summative assessment will be conducted to show the
level of improvement.

References
Brown, A. & Green, T. (2011). The essentials of instructional design: Connecting fundamental principles with process and practice. (2nd
ed.). Upper Saddle River: Pearson.
Ferris State University. (n.d.). What is instructional design? Retrieved January 17, 2015, from
http://www.ferris.edu/htmls/academics/center/services/instructionaldesign/whatisid.htm
Megan_Hoffman. (2013, October 30). Formative vs. summative assessments [Video file]. Retrieved
from https://www.youtube.com/watch?v=mjmM1iN-m-E
Stenhouse Publishers [Stenhousepublishers]. (2010, November 30). Rick Wormeli: Formative and summative assessment [Video file].
Retrieved from http://www.youtube.com/watch?v=rJxFXjfB_B4