Instructional Design
Project Management at
MIT
520 Fall 2004, Dr.
Arnold Murdock
TABLE OF CONTENTS
Executive Summary Scope Management Problem
Statement Constraints Alternative Analysis Project Objectives Resources Evaluation Procedures
Risk Management Project Work
Course
Project –
According
to the North Carolina State Curriculum Standards, sixth, seventh, and eighth
graders should be required to conduct research using a variety of
materials. Based on classroom
observations and lesson plans, the administration of
The project is structured using the Systems Approach Model for Designing Instruction, Dick and Carey. The project team represents each department within the school and will report to the school administrator. The primary objective of the team is to develop and implement staff development workshops for classroom teachers to improve knowledge and instructional strategies used when teaching research skills to students in grades 6, 7, and 8.
The project must begin in April 2005 and all materials should be developed prior to the summer break. The first training session will take place prior to the beginning of school in August. This session will provide a foundation and materials for teachers to use at the beginning of the year. A follow up work session should take place in October 2005 once teachers have had a chance to apply several new lessons. In November 2005, the teachers will gather again to another work session. During this session the teachers should share successes and express concerns as well as work on additional materials as needed. The final work session will take place in December 2005 before the end of the first semester. This session will focus on reflection and summative evaluation of the entire project.
Ø Problem Statement: Teachers at
Ø Information Gathering: To be conducted by the staff development coordinator-
o
Observe classes in the computer lab and media center
o
Interview the media specialist and media assistant
o
Interview the computer resource teacher
o
Interview the teachers
o
Collect student work samples (historical data)
o
Obtain curriculum guidelines based on NC State Education Objectives
Complete a performance analysis and the 4 levels of performance of what is and what should be within each level. (Organization, work, work environment, work) Compare IS and SHOULD be to identify gaps.
Categorize the gaps into present positive, negative, neutral, and
future positive, future negative, future neutral
Calculate the cost of each gap. Consult SME.
Prioritize the gaps to identify objectives and goals for instruction. Consult with SME to complete prioritization.
Consult with classroom teachers and support staff to analyze the ECL (Interviews, Schedules, Observations, and State curriculum objectives)
Report to Management Team consisting of the administration, media specialist, computer resource teacher, Exceptional Children’s and SAGE teachers, and one classroom teacher from each department (MA, LA, SCI, SS, ELECTIVE). Electronic reporting should be done one week via email prior to a monthly meeting
v April 2005 Kickoff Meeting
v May 2005 Reporting Meeting
v August 2005 Get Ready for Training Meeting
v October 2005 Progress Meeting
v November 2005 Progress Meeting
v December 2005 Progress Meeting
Based on this analysis, training is the primary need
for the teachers. They are lacking the
skills needed to prepare lessons that will facilitate good research
skills. They also lack the knowledge of
copyright laws and current Internet search techniques. Teachers are also not proficient in desktop publishing
skills.
Ø
Constraints: Training time is limited to school designated staff development days at
the beginning of the year. Additional
training time can only be included in an after school workshop or during
planning periods during the school day.
The planning periods would require a one-hour session for each grade
level and one for the elective teachers.
Staff development funds must be allocated prior to the August training and must be approved by the administration. A limit of $5000 has already been established.
Ø Alternative Analysis: Due to time and budget constraints, several alternative solutions are available at little or no cost to the school.
o Alternative solution 1 – Teachers within departments should hold monthly meetings to discuss and share research techniques that work well in their classrooms. Handouts and units should be shared and issues or problems should be addressed.
o Alternative solution 2 –Teachers should be given subs and professional leave time to observe successful lessons in classes that are utilizing online research and media center research.
o Alternative solution 3 – A group of teachers should compile a set of print and online resources to be made available to all teachers in the school who are in need of research strategies for middle school students.
o Assess training needs and analyze tasks and learners
o Develop and implement staff development materials prior to training.
o Complete the implementation workshops for classroom teachers prior to the end of the first semester to improve knowledge and instructional strategies used when teaching research skills to students in grades 6, 7, and 8.
o Conduct summative evaluation of the training project.
v
Scope Statement
o
Resource Needs: Product
Specifications/Schedule/Cost
|
Deliverable |
Schedule |
Cost |
|
Needs
Assessment Instructional
Analysis Learner
Analysis Administrator Computer
Resource Teacher Media Specialist |
April
2005 |
Stipend
for 10 month employees on the Development Team ($400 x9) |
|
Development
and Design of Staff Development Computer
Resource Teacher Media
Specialist Departmental
Teacher Representatives EC
and SAGE Resource Teachers |
May
2005 |
|
|
First
Staff Development Workshops Computer
Resource Teacher Media
Specialist Departmental
Teacher Representatives EC
and SAGE Resource Teachers |
Two
days in August 2005 Prior
to First day of School (9-11 AM and 12:00-3 PM each day) |
Breakfast
and Lunch for two days ($300); print materials ($200); |
|
Work
Session Computer
Resource Teacher Media
Specialist |
One
day in October 2005 during planning periods |
Refreshments
$100 Print
Materials $50 |
|
Work
Session Computer
Resource Teacher Media
Specialist |
One
in November 2005 during planning periods |
Refreshments
$100 Print
Materials $50 |
|
Work
Session Computer
Resource Teacher Media
Specialist |
December
2005 During
planning periods |
Refreshments
$100 Print
Materials $50 |
|
Summative
Evaluation Administrator |
December
2005 10
days |
Print
Materials $100 |
|
Web
pages for Training Sessions Computer
Resource Teacher Media
Specialist |
Online
enhancement of Training – Complete with links and downloadable handouts in
PDF files |
HTML
Software $80.00 PDF
creator software $150.00 |
|
Training
Packets Computer
Resource Teacher Media
Specialist |
Folders
with handouts |
Folders
$50.00 |
o
Resource Needs: Development Team
and Position Descriptions
|
Instructional Technologist/Computer Resource
Teacher |
Serves as a facilitator of the staff development,
instructional design, and subject matter expert. May also design and develop instructional materials as well as deliver
instruction. Reports all activities directly to administration periodically
throughout the project development and prior to each training session. |
|
School Media Specialist |
Serves as a subject matter expert and manages
communications among team. May also design and develop instructional
materials as well as deliver instruction. Reports all activities directly to administration periodically
throughout the project development and prior to each training session. |
|
Exceptional Children’s Specialist |
Serves as a consultant for exceptional children’s
needs. May also design and develop instructional
materials as well as deliver instruction Reports all activities directly to computer resource teacher
periodically throughout the project development and prior to each training
session. |
|
SAGE Specialist |
Serves as a consultant for needs of a gifted
child. May also design and develop instructional
materials as well as deliver instruction Reports all activities directly to computer
resource teacher periodically throughout the project development and prior to
each training session. |
|
5 Classroom teachers (language arts, social
studies, science, math, elective) |
Serves as a subject matter expert and manages
communication among classroom teachers. Assists in organization of instructional
materials and planning of staff development. Assists in distribution of information among
teachers. May also design and develop instructional
materials as well as deliver instruction Reports all activities directly to computer
resource teacher periodically throughout the project development and prior to
each training session. |
|
Administrators |
Makes final decisions as needed and attends all
management team meetings to review progress. Provides approval for all budget and professional
development requests. Responsible for final reproduction of print
materials prior to first training session. Responsible for placing high priority on all
staff development. |
o
A summative evaluation may be conducted once staff development is
completed and learners have had ample time to complete several lessons using
new skills acquired.
o
Reflection surveys may be distributed to learners and reviewed by the
management team to determine what follow up support is needed for the learners
and when or in what form it shall be delivered.
Risk 1 Hurricane Season
Definition |
Condition:
The primary training dates are set during hurricane season. School may be
delayed or canceled due to inclement weather. Consequence: Training may
have to be rescheduled. Medium |
Risk Selection Matrix Medium
Attention
Required |
|||||||||
|
Probability |
Medium |
||||||||||
|
Responses |
Rescheduling
of work sessions. Days are already
built in to create a two-week or one month window of time for rescheduling. |
Risk
2 Technology Dependence
Definition |
Condition:
Training sessions as well as classroom lessons on research are dependent on
technology. Consequence: If computers
are not available due to network outages or lab closings, work may be
delayed. High |
Risk
Selection Matrix Extreme Attention Required
|
|||||||||
|
Probability |
High |
||||||||||
|
Responses |
Days
are already built in to create a two-week or one month window of time for
rescheduling. |
Risk 3 Attendances
Definition |
Condition:
Attendance to all workshops may not be consistent among staff members. Consequence: Teachers may
not receive needed training and attendance may get worse as the project
progresses. High |
Risk
Selection Matrix High Attention Required
|
|||||||||
|
Probability |
Medium |
||||||||||
|
Responses |
Training
schedule dates should be highly advertised and reminders should be posted in
the school-wide bulletins. These
reminders should prevent teachers from scheduling other meetings on these
dates. Newsletters
contain current updates on training and other related activities. Administrators
must make attendance a requirement in professional development plans for all
staff and make inquiries about any absences. Recertification
credits as well as No Child Left Behind credits should be given for each
workshop attended. All
training materials should be made available in print form for absentee as
soon as possible. |
Risk 4 Slack Limits
Definition |
Condition:
There are no slack days built into most of the items in the work breakdown
structure due to the deadline constraints.
Consequence: The schedule
must be strictly followed and if it is not, the deadlines will not be
met. High |
Risk
Selection Matrix Extreme Attention Required
|
|||||||||
|
Probability |
Medium |
||||||||||
|
Responses |
Extra
days are built into these tasks. |
Risk
5 Low Quality Instruction
Definition |
Condition:
Web based and print materials and instruction may be of poor quality. Consequence: Learners might
not be engaged in learning and attitudes toward training could become
negative. Attendance and participation
might be affected. Medium |
Risk
Selection Matrix Low Attention Required
|
|||||||||
|
Probability |
Low |
||||||||||
|
Responses |
All
members of the project team should be involved in the formative evaluation
process to ensure high quality materials and instruction. Trainers
are experienced and respected among staff members within the school. |
The overall work breakdown structure is based on the instructional design and development model by Dick and Carey. The work for this project is mostly linear and requires a start to finish task schedule for over 90 percent of the work packages. Because of this issue, there are very few slack days within the Gantt chart of the file in Microsoft Project. To compensate and avoid this risk causing a problem, additional days for work packages are already built into the schedule therefore giving the team ample time to complete each task. All reporting will be done periodically throughout the project to let the administrator know the status of the project work. Meetings are scheduled for the project team prior to each training session.
1.0 Assess
Needs to Identify Goals
1.1 Collect
lesson plans and lab/library schedules
1.2 Observe
classes
1.3 Identify
Gaps
2.0 Conduct
Instructional Analysis - w/SME
2.1 Classify
Learning Goals (Intellectual, Psychomotor, Attitudinal)
2.2 Identify
skills and knowledge needed
2.3 Identify
step-by-step performance needed
3.0 Analyze
Learners and Environment
3.1 Gather
demographic data
3.1.1
Create survey
3.1.2
Develop questions
3.1.3
Distribute survey
3.1.4
Collect and analyze survey
4.0 Analyze
the Learning Environment
4.1 Collect
Data for analysis in performance setting
4.2 Observe
and describe performance environment
4.3 Interview
potential learners
4.4 Identify
gaps
5.0 Kick
off meeting with Project Team
6.0 Write
Performance Objectives
7.0 Develop
Assessment Instruments
7.1 Design
Criterion Referenced Test
7.2 Determine
mastery levels
7.3 Write
test items
7.4 Develop
Instruments
8.0 Develop
Instructional Strategies
8.1 Plan
logical sequence of instruction according to performance objectives, learner
entry behaviors, assessment, and environment
8.1.1
Select Delivery System
8.1.2
Select Teaching sequence and groupings
8.1.3
Select Sequence of Objectives
8.1.4
Identify content and activities
8.1.5
Determine learning theory to be used, media
requirements, and presentation methods
9.0 Develop
and Select Instructional Materials w/SME
9.1 Collect
and review existing materials for instruction for each objective.
9.2 Create
online materials and presentations as needed to include guided practice and
independent practice.
9.3 Design
Print Materials
10.0
Design and Conduct Formative Evaluation
10.1
Evaluate materials by conducting one to one
or small group trials and gather feedback
11.0
Revise Instruction
11.1
Use feedback to make improvements and edit
materials.
12.0
Design Summative Evaluation
12.1
Create reflection surveys for learners to
evaluate what went well during actual lessons taught after training was
completed.
12.2
Prepare and reproduce all print materials for
Training
12.3
Meeting with Project Team before summer break
12.4
Meeting with Project Team in August prior to
training sessions
13.0
Implement Training
13.1
Two Day Training
13.2
Meeting with Project Team prior to training
sessions
13.3
One Day Training
13.4
Meeting with Project Team prior to training
sessions
13.5
One Day Work Session
13.6
Meeting with Project Team prior to training
sessions
13.7
Conduction Summative Evaluation and Work
Session