MIT- 500

Context and Conditions

This project was a requirement for MIT 500: Instructional Design: Theory and Research completed in the Fall 2006 under the direction of Dr. Mahnaz Moallem. This project was created for Developmentally Delayed students in middle and high school. Using the Instructional Transaction Theory, my group and I completed a self-instructional module for the Premier Assistive Technology - Universal Reader using Captivate software.

The team consisted of Tom Dorgan, Aixia Zhang, and I. This project was created for New Hanover County Technology Department for secondary schools. There was no budget for this project.

Scope

This project was created to be a self-instructional tutorial for Developmentally Delayed students. It was an interactive tutorial that sequentially guided the students in using the new screen reading software the county had purchased. The report and final project was submitted to New Hanover County Technology Department. The software and final product was implemented at Eugene Ashley High School. The school consists of 1600 students with a developmentally delayed population of 30 students.

This project included analysis, design, development, and evaluation. This was completed in three phases. The first phase included the learner, contextual, and instructional analysis along with an explanation of the guiding tenant: the Instructional Transaction Theory. In phase two, the performance objectives were developed along with the assessment items. Phase three consisted of an explanation of the formative evaluation and the results. Recommendations for revisions were made based on the formative evaluation.

Role

This was a collaborative effort between my team members, New Hanover County Technology Department, and the pilot school, Ashley High School. I served as an instructional designer and developer. I contributed to the front end analysis by interviewing developmentally delayed students at the high school level to ascertain the skill level of the students and performing an environmental analysis for Ashley High School. With the results of the front end analysis, I collaborated with the group to design the performance objectives, assessment items, and instructional strategies.

I assisted with the formative evaluation by developing the formative evaluation and completing a one-on-one, small group, and field evaluation during the various stages of development. I worked collaboratively with my team members and the Technology division to design the self-instructional module.
I also took on the role of developer for the self-instructional module by using Macromedia Captivate. Captivate allowed us to incorporate interactive activities, along with the pre- and post- test.

Reflection

This course is designed to be the introductory course for the MIT program. This project taught me the breakdown of front end analysis including needs assessment, learner analysis, and environment analysis. I found the task analysis process very difficult but was able to overcome the challenge. Since this was my first core course in the program, I was overwhelmed not only with the process but the technology.

This was my first time using robust software such as Captivate. Not only did we have to complete this project within a certain timeline, but I had to learn the software in order to complete the project. If I was able to redo a part of this project, I would definitely go back and take a tutorial on Captivate prior to developing the project.

With every course I took after MIT 500, I was able to understand and see how the theories and principles were weaved into the rest of the courses I took. With each course, I was able to reflect back to this course and think “Oh, I see now”. This is a overwhelming course but it definitely laid the foundation for the remaining courses and real world experiences.

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Domain of Instructional Design
Competencies	Job Description	Artifacts	Justification
Conduct performance analysis and determine the appropriateness of instructional solutions for the problem		MIT 500 – Instructional Systems Design: Theory and Research - Universal Reader	These artifacts demonstrate my ability to analyze a situation and identify the problem. Once the problem is identified then give recommendations for a solution.
Plan and conduct needs assessment.	Conduct needs analyses to develop overall curriculum goals, course objectives and requirements. Perform training Needs Analysis that includes consulting with internal and external clients to determine functional training requirements Complete needs assessments	MIT 500 – Instructional Systems Design: Theory and Research - Universal Reader	These artifacts show my ability to gather data from multiple sources and analyze the data to identify gaps between “what is” and “what should be”. It also shows my ability to translate the needs to goals and objectives and prioritize them.
Assess learner/trainee characteristics.	Meet with internal contacts to gather information for the development of computer based training programs Analyze customer and user requirements	MIT 500 – Instructional Systems Design: Theory and Research - Universal Reader	These artifacts demonstrate my ability to gather information about the learners and their characteristics to identify appropriate learner outcomes.
Analyze the characteristics of a setting (learning environment)	Analyze learning needs, audience, and environment	MIT 500 – Instructional Systems Design: Theory and Research - Universal Reader	These artifacts demonstrate my ability to analyze the learning environment where the learning is to occur to make informed decisions regarding the instruction.
Conduct analysis of jobs/tasks and content	Conduct task analyses	MIT 500 – Instructional Systems Design: Theory and Research - Universal Reader	These artifacts demonstrate my ability to analyze a job or task and break them into smaller components in order to map out the learning tasks to be completed to achieve the desired goal..
Sequence learner outcome	Develop instructional flow Breakdown learning objectives into teaching points	MIT 500 – Instructional Systems Design: Theory and Research - Universal Reader	These artifacts demonstrate my ability to arrange tasks or materials the individual needs to accomplish in order to achieve the goal or goals
Specify instructional strategies and sequence the instructional strategies	Develop and provide recommendations for sequencing of instruction	MIT 500 – Instructional Systems Design: Theory and Research - Universal Reader	These artifacts demonstrate my ability to identify appropriate instructional strategies based using learner analysis, environmental analysis, and contextual analysis and then sequence the strategies effectively to achieve the learning outcome.
Determine instructional resources (media/computer technology) appropriate to instructional activities.	Making recommendations for action on activities such as instructional design technology and approaches	MIT 500 – Instructional Systems Design: Theory and Research - Universal Reader	These artifacts demonstrate my ability to assess instructional resources to determine their appropriateness for learner outcomes.
Select appropriate applied information technologies to achieve instructional objectives	Uses most current industry tools, learning models and processes to design blended training curricula and implement delivery venues appropriate to client/project	MIT 500 – Instructional Systems Design: Theory and Research - Universal Reader	These artifacts illustrate my ability to determine appropriate media based on learning outcomes, learners, learning strategies, learning environment and constraints.
The Domain of Development
Competencies	Job Description	Artifacts		Justification
Demonstrate ability to produce audio scripts and audiotapes.	Designs and develops sophisticated WBT courses with substantial interaction capabilities, which could include the use of graphics, audio, animation, scenarios, and simulations to aid in the learner's ability to apply skills on the job Preparing detailed e-learning storyboards and scripts	MIT 500 – Instructional Systems Design: Theory and Research - Universal Reader		These artifacts demonstrate my ability to design and create multi-media graphics
Demonstrate knowledge of the principles of perception and visual learning applicable to the design and production of photographic instructional materials.	Use authoring tools and technologies, such as Flash and Dreamweaver, to create instructional materials	MIT 500 – Instructional Systems Design: Theory and Research - Universal Reader		These artifacts demonstrate my ability to create multi-media instruction or web pages that incorporate principals for visual learning.
Demonstrate knowledge of computer utilization practices and the ability to apply them in instructional settings including: computer literacy, software selection and evaluation, instructional management, hypermedia development and distance learning.	Incorporating the use of best practice technology to support instruction as needed (i.e. creation of online instructional resources); adherence to the internal design process Work with authoring tools such as Adobe captivate, Macro media – flash and dreamweaver	MIT 500 – Instructional Systems Design: Theory and Research - Universal Reader		These artifacts demonstrate my ability to develop online instruction for computer based training by using authoring tools such as Adobe Capitvate, Dreamweaver, Fireworks, and Photoshop to create various materials and interactive training.
Design and produce computer-based instruction including drill-and-practice and tutorial programs.	Develop multi-multimedia instructional e-Learning material including; web based training, blended learning, electronic performance support systems, and other knowledge products. Designs instruction for stand-up, web-based, self-instructional and other types of performance –based learning interventions for industry-specific topics	MIT 500 – Instructional Systems Design: Theory and Research - Universal Reader		These artifacts demonstrate my ability to design and develop computer-based self instructional and online instructional materials.
Design and produce interactive multimedia systems.		MIT 500 – Instructional Systems Design: Theory and Research - Universal Reader		These artifacts demonstrate my ability to produce learning modules that allow the user to interact with the training by including interactive components such as click boxes and interactive assessments that allow the learners to learn by doing.
Develop curriculum and apply instructional technology to the curriculum at the systems level, the macro level and the micro level.	Analyze, design, and develop classroom-based, instructor-led, online and web-based (e-learning) instructional content and course materials to be used by Trainers and other facilitators, incorporating an instructional system design (ISD) model that includes all phrases from analysis to evaluation for various audiences	MIT 500 – Instructional Systems Design: Theory and Research - Universal Reader		MIT 500 artifact demonstrates my ability to develop curriculum at the micro level while MIT 510 artifact exhibits curriculum design at the macro level.
Demonstrate knowledge and ability to design and produce self-instructional modules, training manuals, instructor's guides and job aids.	Develop and design training materials, including: Leader Guides, Participant Guides, Assessments, Agendas, job aids, etc Develop and deliver technology-related training and handouts and job-aids for faculty and staff	MIT 500 – Instructional Systems Design: Theory and Research - Universal Reader		Various job aids, manuals, guides, and assessments were developed for these artifacts. MIT 500 and Blackboard Student Orientation are self instructional modules.
Design and produce mediated instruction.	Analyze, design, and develop classroom-based, instructor-led, online and web-based (e-learning) instructional content and course materials to be used by Trainers and other facilitators, incorporating an instructional system design (ISD) model that includes all phrases from analysis to evaluation for various audiences	MIT 500 – Instructional Systems Design: Theory and Research - Universal Reader		These artifacts demonstrate my ability to use technology to deliver instruction.
Domain of Utilization
Competencies	Job Description	Artifacts		Justification
Apply principles of selection and use of materials and techniques relevant to a multicultural society (e.g., non-print, print, mass media, hardware, software, and other audiovisual strategies.	Designing training solutions that meet the needs of Adult Learners Conduct research on subject matter and incorporate varied learning strategies and methodologies to appeal to diverse learning preferences.	MIT 500 – Instructional Systems Design: Theory and Research - Universal Reader		This artifact illustrates my ability to meet the needs of diverse learners using a variety of technology and/or media
Domain of Evaluation
Competencies	Job Description	Artifacts		Justification
Plan and conduct needs assessment.	Conduct needs analyses to develop overall curriculum goals, course objectives and requirements. Perform training Needs Analysis that includes consulting with internal and external clients to determine functional training requirements Complete needs assessments	MIT 500 – Instructional Systems Design: Theory and Research - Universal Reader		These artifacts show my ability to gather data from multiple sources and analyze the data to identify gaps between “what is” and “what should be”. It also shows my ability to translate the needs to goals and objectives and prioritize them.
Plan and conduct evaluation of instruction/training.	Evaluate effectiveness of instructional design programs, and processes; provide and implement recommendations for improvement Conducts analysis and prepares reports including the end-of-course evaluation reports Evaluate effectiveness of instructional design, programs, and processes; provide and implement recommendations for improvement	MIT 500 – Instructional Systems Design: Theory and Research - Universal Reader		These artifacts demonstrate my ability to conduct a variety of evaluations for instructional revisions throughout the design and development process.
Plan and conduct product evaluation.	Evaluates and recommends purchase of hardware and software to develop course materials Conduct research and perform assessment on new web-based technologies	MIT-530 -Evaluation and Change in Instructional Development MIT 500 – Instructional Systems Design: Theory and Research - Universal Reader		These artifacts demonstrate my ability to assess or determine the worth of a product.

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MIT- 500

Report I

Report II

Report III

Universal Reader Tutorial

Competencies

Context and Conditions

Scope

Role

Reflection

Domain of Instructional Design

The Domain of Development

Domain of Utilization

Domain of Evaluation