| Marolyn Anith Schauss Electronic Portfolio |
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Competencies ~ Domain of Design
The domain of instructional design encompasses both the macro and micro levels providing four major areas of theory and practice: Instructional Systems Design, Message Design (technological applications), Instructional Strategies, and Learner Characteristics (Seels and Richey, 1994). |
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MIT Competencies |
Job Qualifications |
MIT Artifacts |
Artifact Justification |
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Conduct performance analysis and determine the appropriateness of instructional solutions for the problem.
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Understand the planning and performance of front-end or needs analysis.
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MIT 502: Systematic Approach to Performance
Improvement
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MIT 502 project involved taking a business running in the ‘red’ and discovering the human performance technology needed to financially become solvent.
MIT 510 project involved an alternative high-school setting where the performance needed to be analyzed before any solutions might be suggested.
MIT 522 involved a non-profit organization, trying to receive computerized help. Performance analyses were run to discover if computerization is appropriate for helping the organization. |
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Plan and conduct needs assessment. |
Perform high level needs analysis, task analysis and interact with clients to gather requirements, obtain content and collaborate with all functional areas (sales, creative, projects, graphic design, video, programming and production). Conduct analyses to identify and validate trial requirements and document results of analyses. Create and hone content that provides rich learning experiences for sales professionals in a wide-variety of industries and organizations.
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MIT 502: Systematic Approach to Performance
Improvement
MIT 510: Design and Development of IT
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MIT 502 executed a needs assessment of the entire business from the staff to the business promotions to determine the gap.
MIT 510 executed a needs assessment to determine if the gap was a lack of knowledge and skills or it was a lack of equipment, human resources, incentives or something else.
MIT 522 executed a needs assessment and determined a software deficiency among other needs. |
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Assess learner/trainee characteristics.
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Assess the relevant characteristics of the target audience.
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MIT 500: Instructional Systems Design: Theory
and Research
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MIT 500 analyzed the learner characteristics to use the information about the learner to guide a path to designing appropriate learning strategies and tools.
MIT 502 analyzed employer and employees’ characteristics to identify their skills and knowledge as well as attitude. |
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Analyze the characteristics of a setting (learning environment).
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MIT 500: Instructional Systems Design: Theory
and Research
MIT 502: Systematic Approach to Performance
Improvement
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MIT 500 analyzed the learning environment and identified the constraints as well as the benefits of the physical and emotional setting.
MIT 502 described in detail the environment as related to the need for improvement.
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Conduct analysis of jobs/tasks and content.
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Perform job, task and / or content analysis.
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MIT 500: Instructional Systems Design: Theory
and Research
MIT 542: Internship
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MIT 500 project involved extensive task analysis to identify skills, knowledge and attitudes targeted for the design and development of the learning material.
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Sequence learner outcome.
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Assist clients in structuring course-ware based on business processes and tasks.
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MIT 500: Instructional Systems Design: Theory
and Research
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MIT 500 project involved analysis of the tasks and sub-tasks to identify proper sequence of knowledge and skills. |
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Specify instructional strategies and sequence the instructional strategies.
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Develop recommended alternative training strategies for consideration of decision-makers.
Recommend appropriate instructional procedures or methods such as individual training, group instruction, self-study, lectures, demonstrations, simulation exercises, role-plays and new technologies. |
MIT 500: Instructional Systems Design: Theory
and Research
MIT 542: Internship
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MIT 500 project involved using learning outcomes, learner characteristics and the learning environment to identify appropriate instructional strategies for the learning material.
MIT 542 project involved identifying instructional strategies and then properly sequencing the strategies to achieve learning outcomes.
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Determine instructional resources (media/computer technology) appropriate to instructional activities.
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Select appropriate instructional media.
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MIT 500: Instructional Systems Design: Theory
and Research
MIT 520: Managing Instructional Development
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MIT 500 determined instructional resources of printed material and a PowerPoint presentation.
MIT 520 instructional resources were based on specific criteria determined from client request for learner outcome expectation. The instructional resources were a handbook and a Loan Officer job aid.
MIT 542 determined two specific resources for the learner to accomplish instruction, printed material and an on-line web site. |
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Select appropriate applied information technologies to achieve instructional objectives.
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Create and customize proprietary sales and sales management training content for sales-driven organizations all over the world.
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MIT 500: Instructional Systems Design: Theory
and Research
MIT 502: Systematic Approach to Performance
Improvement
MIT 511: Multimedia Design and Development
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MIT 500 project involved identifying proper media of delivery that match the learner needs and comply with environmental constraints.
MIT 502 project involved making decisions about a delivery system which would meet learning objectives and comply with state and federal standards and specifications.
MIT 511 project involved designing and developing a visual message. The proper media for the delivery of the message was determined and used to deliver the message. |
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