Professional Work Examples

MIT
500

MIT 500 Instructional System Design

Context
The work for this self-instructional module was completed during the Fall Semester of 2003, as the major project in MIT 500.  The first part of the class explored a full range of theories, approaches and methods of instruction such as cognitivism, constructivism, problem-based learning, goal-based scenarios, and cognitive apprenticeship, and the research background related to each approach.

 The second part of the class focused on the micro-level instructional design process and procedures.  The product of this class was a self-instructional module requiring approximately 45 minutes to complete.  The design, development, and evaluation of this web-based instructional module was generated using instructional design principles as the major framework, the Gagne’s Instructional Events and the conditions of Learning as the module design module.   

Conditions
Through informal interviews with staff members, a gap was determined in what is and what should be at Cape Fear Museum of History and Science, my place of employment. Staff members are assigned weekend duty on a rotating basis with one of the primary duties being to operate the VISTA software to check in visitors using. The sporadic nature of this duty meant that a staff member may go months before having to operate the software and forget the steps. A definite need was established for a training that could refresh current employees and train new hires.

My content was obtained through the VISTA manual, VISTA software, and especially from the full time front desk receptionist.  The instructional module was administered via CD-Rom therefore the instruction was predominantly web-based however the learners were given a four-page Instructional Packet with the CD, which included the Pretest, instructions for getting started with the CD, the Posttest, and an evaluative questionnaire.

The instruction utilized screenshots of the VISTA software as the main graphics in the module however several clip art images were used consistently throughout to indicate specific components of the module.

Scope
The module went from a one-on-one formative evaluation process to a small group evaluation, and the feedback was relatively minor but extremely valuable.  All of the participants were actual Museum staff members who had a vested interest in knowing how to use the software.  The instruction was tweaked, according to the feedback, and new CDs of the revised instruction were made and distributed to all staff as well as a newly created job aid.  Employees were enthusiastic about the resource at first but it fell by the wayside because changes to the software were not updated to the module, and the training was not sufficiently diffused into the employee culture.

Role
MIT 500 during my enrollment included 4 students so we all conducted our projects on an individual basis.  I did it all: 

• Assessed Needs to Identify Goals
• Analyze Learners and Contexts
• Conduct Instructional Analysis
• Write Performance Objectives
• Develop Assessment Instruments
• Develop Instructional Strategy
• Develop and Select Instructional Materials
• Design and Conduct Formative Evaluation

Reflection
Even though I loved learning about learning theory and instructional theories, and their evolutions, this course was an extraordinary challenge for me from start to finish, primarily due to my lack of experience as an instructor.  During the production of my project, I started out confusing the process.  I began designing instruction that went straight to expecting learners to achieve performance objectives without offering them the avenue of instruction to that point.  The experience of generating a task analysis, performance objectives, and assessment instruments is one that I will never forget. It ingrained in me the discipline and attention to detail that can be carried over to other areas of my life. 

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Site by Suesan Sullivan, UNCW MIT Student
Last Update 10/20/06
©2006

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