Marolyn Anith Schauss
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MIT 500 ~ MIT 502
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Artifacts ~ MIT 510:
Design & Development of Instructional Technology

 

Steps to Success at LHS

Product

Steps to Success at LHS (link to main document)

Macro-Level Plan (page 3)

Project Proposal (page 5)

Implementation Plan (pages 10-20)

Gantt Chart (page 21)

Budget (page 23)

Context & Conditions

        Steps to Success at Lakeside Alternative High School (LHS) of North Carolina was designed and developed as a requirement for MIT 510, the Design and Development of Instructional Technology. The project was completed under the guidance of Dr. Mahnaz Moallem during the spring semester of 2006. The LHS teacher instructions were designed in compliance with the LHS desired goals.

Scope

            The MIT 510 project introduced necessary skills and understanding to create effective instruction. Learner performances needed to be analyzed before any recommendations could be formulated. MIT 510 guided the complete Instructional Systems Design (ISD) project. A front-end analysis was conducted for determining the design, development, implementation, and management of the project. MIT 510 addresses the process as well as the product for delivery of the instruction. Change model strategies were developed for the purpose of gaining adoption of the innovation.

            Federal laws and regulations were included within the project. Management of the project involved Gantt charting to provide evidence of systematic and strategic planning. The project was developed by creating a self-regulated system through needs assessment, formative and summative evaluations and criterion-referenced testing. The time-frame for design and development was within one semester. The time-frame to implement would be through the summer and fall semester of 2006.

Role

§         Instructional Designer

§         Team Participant

                    I was one of three MIT 510 classmates involved in the project. As a team participant, my initial responsibilities were to research all the provided materials and provide a condensed version of the material to the team. We analyzed, designed, produced and evaluated an instructional system. Individually we studied the problem, proposed solutions, created a budget, identified the stake holders and managed the development. Each team member designed three phases and planned the development accordingly. Collaboratively we each merged the information. Each team member created information to be included into a Gantt chart and corrections or additions were determined according to the phases.  A budget and resources were determined from the Gantt chart information. Seels & Glasgow (1998) Making Instructional Design II, guided the recommended solutions for the project.

Reflection

            The Lakeside Alternative High School (LHS) project introduced me to a new understanding of the differences between an alternative school program and a norm based high school. Once the needs were established, the planning for alternative learning techniques became the goal. If I were to design for alternative schools again, I would physically visit many other facilities already accomplished in how to increase math and science learning proficiencies.           Our team was extremely compatible; quality oriented, and time conscience. We met every Friday evening for the entire semester until each section for the week was concluded. Though the phases were individually assigned, we read each other’s work for the week and made suggestions for corrections of which were implemented before the Friday evening’s meeting was concluded. Each team member knew how to design and include information into the Gantt chart. Each member researched authentic costs for the budget and staffing resources.

            Reflecting on the performance of collaborative efforts, the following qualities made this project most enjoyable, understandable, and real-world: cooperation from New Hanover math and science director as to subject matter knowledge and projected goals for the project; commitment of availability and involvement from the director; compatibility from the beginning between team members; exercising identical values for completion between the team members; and commitment for structured weekly meeting between each team member.

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Domain of Instructional Design

 

MIT Competencies

MIT Artifacts

Artifact Rationale

Conduct performance analysis and determine the appropriateness of instructional solutions for the problem.

 

Steps to Success at LHS
(link to main document)

 

The project involved an alternative high-school setting where the performance needed to be analyzed before any solutions might be suggested.

 

Plan and conduct needs assessment.

 

Steps to Success at LHS
(link to main document)

 

A needs assessment was executed to determine if the gap was a lack of equipment, human resources, or something else.

 

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Domain of Instructional Development

 

MIT Competencies

MIT Artifacts

Artifact Rationale

Develop curriculum and apply instructional technology to the curriculum at the systems level, the macro level and the micro level.

 

Implementation Plan
(pages 10-20)

 

Curriculum technology at the systems level for the learner and the instructors was provided.

 

Demonstrate knowledge and ability to design and produce self-instructional modules, training, manuals, instructor’s guides and job aids.

Implementation Plan
(pages 10-20)

 

As instructional designers we demonstrated how to manage the design and development of the process necessary to produce training materials for learners and instructors to meet the requirements of an established need.

 

Develop curriculum and apply instructional technology to the curriculum at the systems level, the macro level and the micro level.

Implementation Plan
(pages 10-20)

 

 

The LHS project provided curriculum technology at the systems level for learner and instructor use.

 

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Domain of Utilization

 

MIT Competencies

MIT Artifacts

Artifact Rationale

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 strategies).

Implementation Plan
(pages 10-20)

 

LHS addressed a multicultural society. The process for development and the product for learning were applied using the principles of selection for materials and techniques relevant to the environment.

 

Apply leadership techniques with individuals and groups (interpersonal skills, group dynamics, team building and diffusion of innovations).

Implementation Plan
(pages 10-20)

 

 

Three ID’s worked collaboratively to design and develop all LHS materials. Multiple team building strategies to complete the projects were implemented.

 

Demonstrate a knowledge of the laws and regulations which govern the selection and utilization of media/emerging technology, including copyright, censorship, State Board Regulations, Local Board Policies, etc.

 

Implementation Plan
(pages 10-20)

 

Through a carefully analyzed needs assessment, knowledge of state and federal laws and regulations which must be included within the project was demonstrated.

 

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Domain of Management

  

MIT Competencies

MIT Artifacts

Artifact Rationale

Plan, create, monitor, and facilitate instructional design projects.

 

 

Gantt Chart
(page 21)

 

The team of Instructional Designers managed a complete ISD project of conducting a front-end analysis for design, development, implementation, and management at the system level of technology.

 

Organize the instructional project or service unit to operate effectively and efficiently.

 

Implementation Plan
(pages 10-20)

 

The LHS project demonstrated planning, developing, managing, organizing, analyzing, and evaluating a system wide instructional development project.

 

Manage personnel and facilities.

 

Implementation Plan
(pages 10-20)

 

The LHS project demonstrated efficient and effective deployment of the LHS organization's managerial, inventory, human skills, information or technology (IT) resources when needed.

 

Plan and implement organizational change.

Implementation Plan
(pages 10-20)

 

The team of ID’s designed a plan to change the organizational structure leading to learning successes.

 

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Domain of Evaluation

 

MIT Competencies

MIT Artifacts

Artifact Rationale

Plan and conduct needs assessment.

 

Project Proposal (page 5)

 

The LHS project validated creating a self-regulated system through needs assessment, formative and summative evaluations and criterion-referenced testing. 

 

 

 

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