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Other Artifacts |
Artifacts ~ MIT 500:
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Product Studying Relaxed Breathing Techniques to Reduce Anger (main document) Micro-Level Plan (page 3 the Executive summary of the main document) Learner Analysis (page 10) Environmental Analysis (page 12) Task Analysis (Inspiration) (page 38) Instructional Strategies (Manuals – PowerPoint) (link to PowerPoint) Formative Evaluation Instrument (page 55) Formative Evaluation Report (pages 59-78) |
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Context & Conditions Studying Relaxed Breathing Techniques to Reduce Anger was designed and developed as a partial requirement for MIT 500 Instructional Systems Design: Theory and Research. The project was completed under the guidance of Dr. Mahnaz Moallem during the fall semester of 2005. The self-instructional module was developed for the local Wilmington, NC division of a national organization, Christian Women’s Job Corps (CWJC) to provide learning opportunities for participants to be aware of alternative methods for responding to emotions of anger. Scope The project included analyzing, designing, developing, implementing and formatively evaluating a self-instructional material. The project analyzed the learner characteristics and the learning environment as well as the constraints and benefits of the physical and emotional setting. The project also involved extensive task analysis to identify the skills, knowledge and attitudes targeted for the design and development of the learning materials; and the selecting of sub-tasks to determine proper sequencing of knowledge, attitudes, and skills. The goals and objective and learning outcomes were used to identify the proper instructional strategies for the learning material. Identifying the proper media for delivery was selected to appropriately comply with the environmental constraints. Development of instructional materials included multimedia content through computer utilization of PowerPoint and a print manual for the purpose of knowledge transfer and retention. The hypermedia products included audio and visual materials. The self-instructional material was formatively evaluated using one-on-one and small group strategies. The results of each evaluation were summarized and used to revise the material to improve learning. The project was completed within one semester. Role § Instructional Designer § Subject Matter Expert § Graphic Designer I worked with a classmate to complete this project. We both played the role of instructional designers as well as subject matter experts. After my classmate and I decided to develop a self-instructional manual, an instructor manual, and a PowerPoint presentation of the self-instructional module, I took the responsibility of researching, and analyzing the initial materials. I also designed a questionnaire to formulate entry level knowledge and conducted formative evaluations. In addition I worked collaboratively with my partner to develop and implement the self-instructional materials. Reflection: I learned that developing self-instructional materials for a diverse audience requires detailed analysis throughout each step of the project. I found that some techniques, such as using checklists designed by Dick, Carey, and Carey (2005), can be very helpful to ascertain the accuracy of the front-end analysis. The MIT 500 project laid the foundation for understanding the need for precise discovery of learner characteristics and environmental context. Interviews, observations and initial surveys were congruent with CWJC’s goals, project outcomes and evaluations. MIT 500 established the importance of working directly with the manager, the subject matter experts, as well as the learners throughout each step of the project. Although this particular project was my first experience with developing multi-media self-instructional materials, I would not change any of the front end systematic analysis. However, I would now incorporate more computer based technology and definitely embed links to some of the video-research information for affirmation of validity and reliability for the learner. |
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