Week6

= Implementation =

In Morrison, Ross, and Kemp, read chapter 15

**6.1 Background and Rationale** So far, we’ve introduced the concept of instructional design, discussed the role a "client" or "stakeholder" plays in initiating and completing an ID project, and we’ve examined the first three steps of the generic ID process, ADDIE: Analysis, Design, and Development. This week, we move to the fourth step, I for Implementation. Please note that the Implementation step in this course is a bit challenging as you are not actually presenting your lesson; therefore, we are somewhat limited to an abstract investigation of implementation. However, remember that the intent of this project is that it be useful to you in your actual practice, so it is hoped that at some point that you will actually present the instructional unit in your project. We’ve been using the "ID as architecture" metaphor all through this course. Now, with the Implementation step, it’s as if the inhabitants are coming into the structure; a family moving into a house or a company moving into an office building. They’re going to begin actually using the structure you’ve designed and developed. **Guiding Questions** Consider these questions this week as you complete your learning activities.
 * 1) How can instructional materials be set up to "guide" a learner to key ideas and supporting information? How can those guiding elements be used during an instructional unit?
 * 2) What are the different uses for graphics (pictures and drawings) in instructional materials? How can these be incorporated most efficiently into instruction?
 * 3) Of the many presentation options available (lecture, discussion, self-paced learning, small group formats, and distance methods), which are most useful for my situation, my learners, and my content area?
 * 4) How can the Lesson Plan Template, OCPA chart, or Training Blueprint be used during implementation to guide instruction? How can an Implementation Checklist ensure a smooth presentation?
 * 5) How will I actually implement my planned unit of instruction? What items must be prepared and what tasks completed ahead of time for the implementation to be successful?

**Outcomes** By the end of this week’s lesson, you’ll be able to: **.** **6.2 Project Deliverable** For your course project this week, you’ll address the Implementation step using the ADDIE Template. Prepare a checklist of items and tasks that must be done to prepare for a smooth implementation. Depending on your instructional unit, you may have many items and tasks to list or you may have only a few. Be as complete as possible for your situation, however. E-mail your Implementation portion of the course project to your facilitator by **Wednesday**. Use this naming convention for your document:
 * Complete the implementation portion of your ID project, including an implementation checklist for both items and tasks to be prepared before teaching your instructional unit.

File name: LastnameFirstinitial_implementation (for example: PattersonB_implementation)

** Advance Preparation ** Next week we’ll address the Evaluation step of the ADDIE process. You’ll be coming back to the ADDIE Template, revisiting and expanding on the OCPA table you worked in for the Design step. If you want to get some insight into the Evaluation/Assessment process, review the Assessment section of the Regis Lesson Plan Template. @http://academic.regis.edu/lessonplans/index.html Be sure you understand the distinct difference between assessment, which is a measure of student performance, and evaluation, which measures the success of a project.