Tm b systematic instructional design questions wk 8 (1)
Download as DOCX, PDF0 likes66 views
The document discusses the significance of employing a systematic approach in instructional design, emphasizing the importance of formative and summative evaluation models. It highlights the necessity of conducting a needs analysis to ensure the design addresses specific problems and meets customer needs, while advocating for ongoing formative evaluations to guide the design process. The conclusion summarizes the need for educational professionals to innovate while adhering to systematic methodologies to enhance learning outcomes.
Tm b systematic instructional design questions wk 8 (1)
- 1. Running head: PART II: EVALUATION MODEL COMPARISON 1 Part II: Evaluation Model Comparison Team B: Michael Harding, Jasmine Murphy, Ijeffery Rice, and Charmika Spencer CUR/516 August 15, 2016 Professor Elizabeth Pace
- 2. PART II: EVALUATION MODEL COMPARISON 2 Part II: Evaluation Model Comparison Introduction Educational professionals and particularly those who are devoted to designing, developing and implementing instructional curriculums or courses are held to employing a scientific systematic approach towards accomplishing quality and competent plans to effect positive and productive learning for all involve. Such professional start with basic conceptual plans, then develop and critique the construct in a deliberate process - evaluating components along the way and making changes that may ultimately effect the delivery of the plan in current and future learning environment. This describes the two models of evaluation that professional rely on; Formative and Summative models. Ref. Charles M. Reigeluth, Alison A. Carr- Chellman; Instructional-Design Theories and Models, Volume III Building a Common Knowledge Base. Systematic Instructional Design Questions with Responses Question 1 (Michael): Why is it important to conduct a "Needs Analysis" before creating a design; Many educational professional are most commonly idealistic and extremely imaginative, intellectual - knowledgable and have a keen sense of the global society. Therefore, education professionals are recognizably among the best resource to innovate, create, and establish change in the world. But most professional and instructional designers know there must be a purpose or definitereason for creating a instructional design. They are emphatic in asking the most simple but critical questions – what, where, when, and who to identity what is needed to serve the purpose and or the change desired. The basis of a “needs analysis is to gather the necessary data to formulate an clear understanding that is specific for a problem.
- 3. PART II: EVALUATION MODEL COMPARISON 3 Question 2 (IJ): Is there a way for the Instructional Designer to determine that the instructional design process is progressing in the direction that satisfies the customer’s needs before the final instructional design is considered complete? Response (IJ - 100 words): The Instructional Designer has a purpose to provide an instructional design intervention that is both effective and efficient and meets the customer’s needs. Fortunately, the Instructional Designer does not blindly develop a design product without any indication throughout the process that the approach utilized leads to the optimum instructional design. Evaluation aids in determining success. Specifically, formative evaluation is used in various phases throughout the instructional design process. Formative evaluation entails data collection and critique. It is this aspect of formative evaluation that drives revisions, dialogue with the customer and a quality instructional design while minimizing wasted time and resources (Brown & Green, 2011). Question 3: Insert Question 3 (Jasmine or Charmika) Response: Insert Response to Question 3 (Jasmine or Charmika) Conclusion Insert Introduction - Jasmine or Charmika (100 words)
- 4. PART II: EVALUATION MODEL COMPARISON 4 Reference(s) Brown, A., & Green, T. D. (2011). The essentials of instructional design: Connecting Fundamental principles with process and practice (2nd ed.). Boston, MA: Allyn and Bacon.