Week4

=** Design ** =

In Morrison, Ross, and Kemp, read chapters 5, 6, 7 & 8

**Links:**
Understanding Objectives Writing Objectives Generative Learning Elaboration Theory Dimensions of Learning Sequencing of Instruction



This week, we address the design phase of the instructional design (ID) process. You may be thinking that this is where “real” ID begins, but really, only by completing the previous analysis phase can you create a valid design that “hits the mark.” In this week’s lesson, you’ll examine performance objectives, the critical skill of sequencing content, and the range of instructional strategies available to you as an ID. In your discussions, you will spend time exploring the topic from your personal perspective. Then you’ll use what you learn as you create the design for your project, using the Design part of the ADDIE Template.
 * 4.1 Background and Rationale **

Consider these questions this week as you complete your learning activities.
 * Guiding Questions **
 * How important are instructional or performance objectives? What function do they provide within an instructional unit?
 * How close should the relationship be between objectives and evaluation (assessment)?
 * Why is the sequence of presentation considered critical to the success of an instructional unit? What are some of the common types of sequences?

By the end of this week’s lesson, you’ll be able to:
 * Outcomes **
 * Write a brief overview of the instructional unit and a statement explaining the reasons for decisions on the sequence of instruction.
 * Complete an abbreviated design phase for an ID project, including the writing of well-constructed instructional objectives; aligning content, practice, and evaluation to those objectives; and selecting a valid sequencing scheme.

Last week, you completed the Analysis (or, more properly, Analyses) for your project and this week, your focus is on the Design phase. You’ll explore key concepts this week that will help you complete this deliverable. Use the ADDIE Template to document these elements: (Note that in this class, we use the term “evaluation” to refer to judging the quality of the instructional unit and the term “assessment” to refer to judging the quality of each learner’s performance.) E-mail your completed design to your facilitator in the time identified by him/her. Use this naming convention for your document:
 * 4.2 Project Deliverable – Design Document **
 * At least three instructional (performance) objectives, written to include all essential and optional parts.
 * For each objective, fill in the cell explaining the content related to that objective and the intended learning/training activity.
 * Explain the final method of assessment, include both summative and formative.

File name: LastnameFirstinitial_design (for example: PattersonB_design)

** Go to the Discussion tab and participate in the following discussion: **

 * What is a “generative” instructional strategy? What exactly does such a strategy “generate”? Is this approach appropriate for all instructional units and all target learners?

** Advance Preparation **
=== Next week, you will be addressing ADDIE’s second “D” – Development. In real life, this means taking your ideas as sketched out in your design and fleshing them out fully – writing the text, creating graphics or their descriptions, building the tools – in other words, bringing your project to life, ready to launch into Implementation. In this course, however, development will focus on just two pieces. Nonetheless, development always takes a significant amount of time, so you might want to work ahead or start to get organized for what you need to do next week. ===