Florida State University

Instructional Systems
Open & Distance Learning Program

Moderately Skilled

Design Planning and selecting instructional strategies and performance support tools based on performance objectives whereby all elements related to performance and earning are systematically brought together.

1. Prepares an instructional analysis for given learning outcomes.

 

While taking EME 6415: Developing Computer Courseware, I collaborated with two other classmates to develop an instructional analysis and diagram. This assignment detailed the steps necessary to teach future EME 6415 students how to create a drag and drop interaction of Dick & Carey's Instructional Design Model using Macromedia's Authorware 5.0. The instructional analysis report detailed prerequisite student knowledge, and the diagram depicted the tasks of instruction in a hierarchical list format.

2. Prepares a learning and performance context analysis for a given learning outcome.

While developing our web-based course for EME 6415, our team also performed an Analysis of Learners and Context. This report included a description of the target population, which was based on a survey of current learners. Using this survey, we were able to describe some of the potential learning styles and learning outcomes that could occur. On page 1 of that report we explained our learners' background experience and entry level skills, and then on page 2 we described the performance context based on the survey data. We ended with a description of course requirements and constraints.

3. Prepares clear statements of objectives (in performance terms with conditions and acceptable performance criteria stated) for various categories of learning outcomes.

In EME 5601: Introduction to Instructional Systems, I reviewed five performance objectives and offered suggestions on ways to rewrite and improve those objectives. Each objective was assessed using the A, B, C, D method. That is, I looked for the following components within each objective: A-Audience, B-Behavior, C-Condition, and D-Degree. This assignment was then sent to a peer in an email exchange and answers were compared.

While completing Product 2 for EDF 5445: Assessment of Learning Outcomes, I wrote five performance objectives, each covering a different type of knowledge (i.e., information, discrimination, concepts, rule, or problem solving). Each performance objective contains a behavior component that is directly observable and is appropriate for the type of capability being measured.

In Assignment 1 for EDG 6925: Instructional Materials Development, I created five component learning objectives for each of the nine types of learning defined by Gagne. Each objective included the following components: 1) situation, 2) learned capability verb, 3) object of the performance, 4) action verb, and 5) tools, constraints, or special conditions applied to the performance.

4. Applies rules and principles of learning to the design of instructional materials.

In EDG 6925, I developed a one-hour instructional module for a basic course in instructional development. This module, designed to be used by subject matter experts, was created around Gagne's nine events of instruction and included instructional activities which applied the rules and principles of the information-processing model of instructional design.

In Assignment 4 I created a design document which included sequenced lesson objectives organized within an instructional curriculum map, an objectives-timeline planning matrix, and a lesson planning sheet. These planning documents allowed me to specify exactly how I would apply the principles of learning within my one-hour lesson. For example, on page 3 I discussed one particular activity (labeled activity e), which called for the presentation of stimulus material that included a simple, organized description of the verbal information to be learned (provided within a meaningful context), followed by examples and non-examples of a key concept (to aid in the learning of this concrete concept). Furthermore, wherever possible, learning guidance (Gagne's instructional event 5) was provided by telling learners why an example did or did not represent an instance of a concept.

5. Applies instructional design strategies intended to account for individual differences among learners.

This is where I discuss my knowledge of this competency.

 

6. Specifies appropriate instructional strategies for various categories of learning outcomes.

Different learning outcomes require different instructional strategies. For example, the learning of verbal information requires that that information be presented in an organized fashion and that it be related to previously learned information. The learning of a concept, one the other hand, requires that examples and non-examples of that concept be presented to the learner. While designing a one-hour PowerPoint lesson in EDG 6925, these differences were taken into account and different instructional strategies were used to teach different learning outcomes. For example, within Topic 1: Text & Background Colors (pages 12 through 17), I used examples and non-examples of effective color contrast to teach learners the concept of easy-to-read color schemes. Likewise, within Topic 2: Text Usage (pages 24 and 25), I organized basic verbal information into easy-to-read bulleted lists and related that information to previously learned material to facilitate learning of declarative knowledge.