MIT
500 Self-Instructional Module
The ANT 326 Forensic Anthropology self-instructional module was completed
in the fall of 2002 for the UNCW MIT 500 course
called Instructional Design - Theory and Research. The professor of MIT
500 Dr. Mahnaz Moallem served as the consultant of
our project to assure all objectives of the project were met. The objectives
of the project were to:
• Identify a micro-level system
• Conduct performance analysis and needs assessment of the system
to identify an instructional need
• Conduct task analysis
• Identify and write goals and objectives
• Identify assessment strategies and write assessment items
• Generate detailed lesson and instructional strategies appropriate
for content, context, and the learner
• Develop and implement formative evaluation tools appropriate to
the designed and developed material
The project
The professor of Anthropology 326 expressed a need to improve students’
learning in the Forensic Anthropology section of the
Human Osteology course. From her previous semesters teaching the course,
the forensic section was the most difficult to delivery. My partner and
I analyzed the situation including the previous methods of delivery, and
decided self-paced, online would be an effective form of delivery since
the traditional methods had been unsuccessful in the past.
The course consisted of the entire ADDIE model (analyzing, design, development,
implementation, and evaluation). Many of the
roles were shared by my partner and me, but we each had specific tasks
in the project. One of my roles in the project was to
conduct the environmental analysis through observing the course both in
the lecture setting and the laboratory setting. This allowed us to determine
any discrepancies in the way the class setting and delivery methods were
designed and delivered for deciding on our instructional strategies. We
shared the role of designing a survey to examine the learner characteristics
as well as the task of analyzing the survey results.
Based on some of the feedback
from the students, and my personal observation of the project, if I were
to redo the project, I would definitely make sure the development aspect
was much more intriguing for the purpose of gaining and maintaining the
attention and interest of the users (color use, graphics, etc.). I have
included the entire module, as well as links to the different components
of the module as they relate to the domain competencies of instructional
technology.
Domain
of Instructional Design |
Competencies |
Artifacts |
Rationale
for Inclusion |
| Conduct performance
analysis and determine the appropriateness of instructional solutions
for the problem |
|
The Product Report
required conducting a performance analysis in each instance in order
to determine the issue at hand and to determine the possible solution(s)
and strategies to improving the situation.
|
| Plan and conduct
needs assessment |
|
A needs assessment
was conducted in each of these artifacts to determine the “gap”
that needed attention. The current situation (“What is”)
was compared to the desired situation (“What should be”)
and the discrepancy between the two was used to find the need (“gap”),
or optimal performace.
|
| Assess learner/trainee
characteristics |
|
The learner analysis
is very important so to cater the instructional process to meet the
learners’ needs. Understanding the learners, or audience, will
allow for more effective strategies and ultimately, effective instruction
with the desired outcome.
|
| Analyze the characteristics
of a setting (learning environment). |
|
The Product Report involved a thorough examination
of the conditions that the audience members work under. Information
such as current instructional strategies and policies in the classroom,
expectations in the workplace, and standards set in place by local,
state, or federal agencies was gathered.
|
| Conduct analysis
of jobs/tasks and content. |
|
The Task Analysisexamined
the tasks involved in achieving optimal performance. Entry behaviors
expected prior to learning and the jobs/tasks that would be performed
during instruction were essential because unnecessary tasks would
deter the learning process, therefore the ability to align tasks with
the desired outcome was very important. |
| Sequence learner
outcome. |
|
The Module displays
my ability to sequence learner outcome based on the module design.
|
| Specify instructional
strategies and sequence the instructional strategies |
|
The Module demonstrates
my ability to sequence instructional strategies. |
| Select appropriate
applied information technologies to achieve instructional objectives.
|
|
The Module demonstrates
my ability to apply the appropriate technologies necessary to meet
the optimal performance level based on the each analysis and the instructional
strategies. |
Domain
of Instructional Development |
| Competencies |
Artifacts |
Rationale
for Inclusion |
| Develop projected
and non-projected graphic instructional materials |
|
The Module demonstrates
my ability to develop multi-media products for the purpose of providing
quality instruction. |
| Demonstrate knowledge
of the principles of perception and visual learning applicable to
the design and production of photographic instructional materials |
|
The Module
consists of numerous photos chosen based on the desired effect of
the course. |
| Develop curriculum
and apply instructional technology to the curriculum at the systems
level, the macro level and the micro level |
|
The Module demonstrates
my ability to develop curriculum using multiple forms of media. |
| Demonstrate knowledge
and ability to design and produce self-instructional modules, training
manuals, instructor's guides and job aids |
|
Created a self-instructional
module. |
Domain
of Utilization |
| Competencies |
Artifacts |
Rationale
for Inclusion |
| 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) |
|
Each
of these artifacts demonstrates my ability to select and use materials
necessary to meet the learning outcomes of learning audiences. |
Domain
of Management |
| Competencies |
Artifacts |
Rationale
for Inclusion |
| Plan, create,
monitor and facilitate instructional design projects |
|
Planned and created
the self-instructional module. |
| Organize the
instructional project or service unit to operate effectively and efficiently |
|
The product
report demonstrates ways of assuring effective and efficient operation.
|
| Manage personnel
and facilities |
|
In order to effectively
manage the module delivery, gaining access to ample personnel and
facilities for delivery was important. |
Domain
of Evaluation |
| Competencies |
Artifacts |
Rationale
for Inclusion |
| Plan and conduct
needs assessment |
|
The product report
includes the assessment and analysis methods for determining appropriate
objectives for measurement. |
| Plan and conduct
evaluation of instruction/training |
|
The Survey was
used for students involved in the field test to evaluate the instruction.
|
|
