MIT 500 Geometric Proofs Instructional Module Annotation

Context

This instructional module on geometric proofs was created as a partial requirement for MIT 500: Instructional Systems Design in the fall semester of 2001 under the direction of Dr. Mahnaz Moallem. The project consists of an instructional product as well as three product reports. The first report contains a summary of the theoretical assumptions, instructional goals, task analysis, learner analysis, and the learning context. The second report consists of the performance objectives and assessment items. The third and final report encompasses the results of the formative evaluation. The module is designed for constructivist learning because the learner interacts with the material individually. Mayer’s Instructional Design theory was used as a general framework to design and develop the module. The theoretical foundation of this theory is the model of learning which suggests that the content of the instructional materials should be Selected very carefully and then be Organized properly with visual representations and then be Integrated with learners' prior knowledge (SOI model). This model suggests methods such as highlighting, providing charts, outlines, graphics, summaries, and elaborative questions to assist students in selecting, organizing, and transferring presented information. In order to ensure the module was successful it went through a formative evaluation process in which geometry students evaluated the effectiveness of the module. This process allowed end users to provide feedback to the designer for revisions before the module was implemented.

Conditions

I worked individually on this project and there was no budget. The schedule was to complete the module in time for it to be implemented within that semester. Content and analysis were completed prior to the development of the module. The graphics were adapted from Microsoft Powerpoint and Microsoft word.

Scope

The project did go to completion and was installed onto the Ashley High School server where other teachers could access and use the materials. Several teachers have continued to use the materials as supplemental instruction. It has not been modified since it was completed. The perception of those who used the module thought that it is best used for supplemental instruction for those students that are having trouble grasping the concept of geometric proofs. The module is self instructional; therefore teachers can provide assistance without having to tutor the students individually.

Role

I assumed the role of instructional designer and developer for this project. I completed the context and learner analysis, developed objectives and assessment items, selected the instructional strategies, designed and developed instructional module, and completed formative evaluation of instructional module. I also assumed the role of subject matter expert in the design and development of this module since I am a high school certified mathematics teacher.

Reflection

This was my first project in the MIT program. I had been a teacher for five years at that time and had developed a multitude of lessons. The difference in developing instruction for this module was applying the theoretical foundation. I learned that applying instructional theories assisted in developing for multiple learning styles. This was also the first time I developed a module that was designed for self instruction. I learned how important formative evaluation is particularly for self instructional modules. It is very important to see how the instruction is perceived by various learners because the teacher will not be present to answer questions.

My experience with technology was limited when I entered the program. If I had the opportunity to re-develop this module I would create an interactive website instead of a PowerPoint presentation with print materials. Also, I would replace the last assessment question because I believe it proved to be too difficult for the conclusion of this module.