Information platform for students project

Running Head: Design Document Final Project

Information Platform for IDT Students at Georgia State University

Deborah Huwaldt

Georgia State University

Information Platform 2

TABLE OF CONTENTS

Student Instructional Designer Introduction……………………………………………………………….3

Needs Assessment/Introduction………………………………………………………...………………….4

Goal Statement……………………………………………………………………………………………..6

Instructional Goal Statement……………………………………………………………………………….6

Performance Objectives……………………………………………………………………………………6

Terminal Objective…………………………………………………………………………………………7

Target Group Audience…………………………………………………………………………………….7

Learner Characteristics Analysis…………………………………………………………………………...7

Learning Content Analysis………………………………………………………………………………....8

Learner Analysis Table…………………………………………………………………………………….9

Performance ContextAnalysis……………………...…………………………………………………….10

Instructional Materials…………………………………………………………………………………….10

Clusters………………………………………...………………………………………………………….11

Learning Domain for each Objective……………………………………………………………………..12

Instructional Analysis……………………………………………………………………………………..14

Design Evaluation Chart………………………………………………………………………………….15

Formative Evaluation Plan/Subject Matter Expert Instructional Materials Evaluation….................16 & 17

Peer Formative Evaluation Plan……………………………………………………………………….….18

Summative Evaluation Plan……………………………………………………………………………....19

Reflection…………………………………………………………………………………………………20

Appendix…………………………………………………………………...A 23B 24 C 25 D29E 30 F31

A:For Wiki PagesB:Online Survey TypesC:Software TypesD:Deadline Chart E:Intern guidelines F: Internship Plan

References………………………………………………………………………………………………...32


Student Instructional Designer Introduction

This report is done by an Instructional Design and Technology graduate student at Georgia State University in

the fall of 2012. My bachelor’s degree is a Bachelor of Science in Education from St. Cloud State University

which is located in a regional city an hour northwest of Minneapolis, Minnesota. I am originally from

Burnsville, Minnesota and was born in Edina, Minnesota. I lived in Minnesota for thirty-two years, and

currently have lived in the North Atlanta Suburbs for ten years. My immediate family all live in the Atlanta

areanow and both of my parents are originally from Nebraska. I worked in the St. Paul and Minneapolis

Public School system and held part-time employment at Target, Sears, Home Depot, Kumon Learning

Centers, and full-time employment at Northwest Airlines for six years and as a Special Education Teacher for

six years in Cobb County and Fulton County. I have worked in grades Kindergarten through high school.

I have been in several training programs at Northwest Airlines which I felt the best training programs were

conducted in the Reservations Department. There they eagerly worked with different learner types and

conveyed information timely and easily, had thorough training, online job aids, and gave feedback and

incentives to improve motivation. Their procedures were done professionally, clearly,structurally, and

organized. My goal as an instructional designer is to do the same.


Introduction/Needs Assessment

Georgia State can be confusing to anyone who is newly enrolled, but it can be especially difficult for

graduate students as Georgia State does not have a graduate office. I find this particularly interesting as

Georgia State originally started out as a night college, in 1940, named“Georgia Night College”, with an

owl as the mascot, (see history, GSU Magazine, Alumni Magazine, 2010,

(http://www.gsu.edu/magazine/2010special/183.html).

Often times, graduates have not been in college for twenty years, so it is quite different then years past

when they attended college for their undergraduate degree. This leads to the new development at a

college level to assist in this process. It used to be the day when night school was just another daily

routine, but today the learner context is much different. The prospective student could be single or

looking for a new career, or desires a transformative experience. For these reasons, new graduate or PhD

students could use as much support as possible to build strong networking communities at the onset of

their newfound career endeavor.

People are social creatures, so to build upon this need; I propose a way to streamline the enrollment

process of the post-graduate to alumni status as a departmental goal in the College of Education within

Georgia State University by building networking and informational communities.

The method used to identify this need is from student feedback face-to-face in classes and in GRITS

(Graduates in Instructional Design& Technology Students) meetings. There tends to be a gap as to what

students know about procedures, deadlines, and association appointments. This would include Georgia

State representation at Conferences and use of student activity fees or reduced fees if hold an office for a

professional or student association. The hope is to address these needs for Georgia State University


Instructional Design and Technology Division within the College of Education Department to become a

leadingorganization or modelthat focuses on student goals to enrich their program. This can be done by

applying the applications such as the modes, measures, and methodstaught to the students to be utilized

in conveying school and program information. Students will have first-hand experience as a user and as

a designer. This process will in turn help the students feel proud of the institution they graduate from and

will assist in the marketing of themselves, if Georgia State is recognized to be on the cutting edge of

applied research for an action based program.

This is a proposal or design document. Ongoing feedback will be collected from January 2013 to June

2013. Surveys on the listed objectives will be created, interviews from subject matter experts will be

conducted from the Department of Education students, professors, administrative professionals, Chair,

including Dean.

This project is to help staff and students delineate special program information resources and teacher

curricula or collateral duty projects.


Goal Statement
Georgia State Instructional Technology Department to lead the university in demonstrating 21 st
century skills to new students in the graduate or PhD program by utilization of a knowledge-based
collaboration wiki platform.

Instructional Goal Statement
Students and alumni will be able to successfully make informed decisions with the assistance of a
knowledge-based platform wiki to be used for blogging, networking, and as an aid in informing
about guidelines, policies, and deadlinesto enrich their Instructional Design & Technology program
development at Georgia State University.

Performance Objectives
 Student will apply to the College of Education Department Instructional Design Division. 1
 Studentwill select, register and enroll for classes on time according to school deadlines and policies
(and provide verification of immunizations, the first semester prior to the last day of drop/add.)2
 Student will participate in the mandatory departmental advising sessions in October and April.3
 Student will be able to access U-learn, LMS (Learning Management System) for their classes. 4
 Student will update their personal information each semester in GoSolar or PAWS, the student
information system.5
 Student will be able to use Elluminate or Desire to Learn, the online class platform to perform
presentations, use whiteboard, and get into small group discussion rooms.6
 Student will sign-up for their school email account and departmental student email List-Serve.7
 Student will attend 6 Grits meetings of their choice or events during their entire program. 8
 Student will attend at least 1 professional organization conference of their choice during their entire
program and know the leading professional organizations in the field.9
 Student will utilize the Digital Aquarium on campus at least one time during their entire program.10
 Student will select at least 3 multi-media programs of their choice to learn in Lynda.com and
complete one certification in Element K/SkillSoft’s Skillport.11
 Students will register either face-to-face or online for the Writing Studio in the General Classroom
building for 70% of their papers.12
 Student will make an appointment to tour the Petit Science Center on campus at least one time
before their program completion. 13
 Student will go on a walking tour the Exchange on the first floor of Library South.14
 Student will be able conduct research using the library by accessing education and psychology
databases and by utilizing the Research Librarian for assistance.15
 Student will prepare and present for comps and for their portfolio.16
 Student will secure one or two internships by contacting an institution themself. 17
 Student will apply for University “graduation” on time two semesters before actual graduation and
participate in the ceremony if they choose.18
 Student will apply for University “ceremony” two semesters before actual graduation.19
 Student will participate in College of Education graduation ceremony called “convocation” and find
out the date of it two semesters before diploma is received.20
 Student will represent GSU as an alumnus at professional conferences of their choice. 21
 Students will follow the standards and “Codes of Ethics” of professionalism andas an Alumnus. 22
 Students will distinguish types of Learning Management Systems and Software types such as
Captivate-eLearning tool, Docutools-authoring tool, PeopleSoft, (See Appendix C).


Terminal Objective:
The students will gain explicit and tactical knowledge of what the Instructional Design and
Technology program of study entails in a knowledge-based networking community to maximize what
the program has to offer the student.

Target Audience
The learner is a Georgia State Graduate or PhD Student, Alumni, teacher, or staff in the Instructional
Design and Technology Division within the College of Education Department.

Learner Characteristics Analysis:

Information Categories Data Sources Learner Characteristics
Entry Skills Interview target learners, alumni, Most users, not all
staff, Presidents of Professional know what a wiki is for
Associations; Survey online collaboration.
Prior Knowledge of topic areas Interview target learners, alumni, Little to currently work
staff, Presidents of Professional in field experience
Associations; Survey
Attitudes toward content Interviews Students agree that a
Questionnaires-Surveys knowledge based wiki
Observation would be helpful.
Attitudes toward potential delivery Interviews Some prefer online
system Questionnaires-Surveys classes, some do not,
Observation and alllike hands-on
experience.
Motivation for Instruction(ARCS) Interviews Students and staff are
Attention-To what degree did the Questionnaires-Surveys enthusiastic about the
following instructional activities hold Observation upcoming knowledge-
your interest or attention? based platform wiki to
Relevance-To what degree do you
ensure the
believe that certain skills are relevant?
communication in the
Confidence-What level of confidence do
you have that you can effectively use school community is
this?Clarity-What level of clarity do taken with the utmost
you believe that the importance at their
instructionalmedium has to achieve *Continued from “Information college institution.
goal?Satisfaction-Overall, how Categories: relative to the new skills you
satisfied were you with the wiki? have developed or refined?
Educational and ability levels Interviews, Questionnaires-Surveys, Post-Graduates
Observation
General learning preferences Interviews, Questionnaires-Surveys, Online
Observation
Attitudes toward training organization Interviews, Questionnaires-Surveys, Some would like to see
Observation more networking.
General group characteristics Interviews, Heterogeneity-mixed
A. Heterogeneity B. Size C. Overall Questionnaires-Surveys culture, age, gender.
impressions Observation Student # varies.


Learning Context Analysis
1. Information Category: Nature/Number of Sites: One main campus in the Education Building.
Data Sources: Observations: Observations
Learning Site Characteristics:Facilities: The teacher’s offices and some classes will be held in
the Education building, but most of the classes will beheld online. Equipment: The
classrooms, library, and 2nd floor computer lab has computers that students can use, but most
users will have their own computer and use them at home or at another location. Resources:
The instructions for the wiki knowledge platform will be computer-based and interactive.
Constraints: Some staff and students will not be familiar withwhat a wiki is and will need this
explained the main ones in use. Also, students and teachers may not be familiar with the new
“Desire-to-Learn” learning management system, so extra time and consideration will need to be
given.

2. Information Category: The compatibility of the site with instructional needs.
Data Source: Observations
Learning Site Characteristics: The learning site will be mainly be held off campus when using
the wiki and for synchronous online classes and the learning space will vary. On the campus,
for the 2nd floor computer lab, the site is compatible, where students or staff will be able to use
and view at least one monitor screen and use a computer effectively to find out information,
post and share information, and blog about their Instructional Design and Technology program.
Delivery approaches: The computer, writing space, and face-to-face networking. Time: Each
information tidbit in computer will not be more then 15 to 30 minutes in length to read.

3. Information Category: The adaptability of the site for simulating aspects of the workplace or
performance site.
Learning Site Characteristics: Physical Characteristics: The Education building 2nd floor
computer lab, library,at home or at another locationwill be similar to an office space or a home
office. Supervisory characteristics: The instructor will provide the supervisory prompts to cause
learners to employ their learned skills. Social Characteristics: The social characteristics will be
somewhat replicated in that students will be interacting together with other students and
teachers. A key characteristic that will not be replicated is a private long-term office.

4. Information Category: The adaptability of the site for using a variety of instructional strategies
and training delivery approaches.
Learning Site Characteristics: The wiki site will be a familiar type of information platform that
has been used before by the staff and students.


Learner AnalysisTable
Learning Analysis can be conducted with surveys, questionnaires on learner’s interests, goals,
attitudes, self-reported skills, by pretests and post-tests.

1.) Entry Skills
2.) Attitudes
3.) Academic Motivation
4.) Prior Achievement and Ability Levels
5.) Learning Preferences
6.) General Attitudes toward the organization providing training
7.) Group Characteristics

Information Categories Data Sources Learning Site Characteristics
1. Number/Nature of Site: Students, Teachers, Number: 2013 New IDT,
Administrators, Presidents Students currently enrolled in
University of Georgia, one of Professional the IDT program, students
division within the Organizations and Student registered for classes,
Department of Education, Organizations, Georgia IDT Alumni Students,
Library, home office or State and other Websites, teachers
another location. Departmental Offices, Facilities: Georgia State
Papers, memo’s, University
documents, Executive Equipment: Windows 7 or
Team, “minutes” from Windows 8 operating system
GRITS Meetings and or Macintosh equivalent,
Social Affiliations, computer hardware
historical averages, Resources: Georgia State’s
receipts, BPA (Business website and faculty
Process Analysis), Constraints: Upkeep and
operations, project tracking system of LMS
manager, subject matter student goals.
experts, lead designer, lead Other:
content developer/writer.
1. Site compatibility with Papers, memo’s, Instructional strategies:
instructional needs documents (see 1st column) Delivery approaches: School or
Some students prefer online Aide/Wiki knowledge-based
platform
classes &many cannot
Time: 6 months to create wiki
attend all the GRITS Personnel: College Faculty,
meetings, so the meetings volunteer students, students,
need to be recorded to be prospective students, alumni
able to be viewed in the
confides of their learning
space. Therefore, program
info also should be
communicated by computer.


Performance Context Analysis
Information CategoriesData SourcesPerformance Site Characteristics
Supervisory Support Interviews: From Reward system (intrinsic—
current students, personal growth opportunities,
current persons extrinsic, financial and
holding positions such marketability, promotion,
as teachers and recognition)
administrators, alumni Amount and time of direct
Organizational supervision
Records: Evidence of supervisor
commitment (time and
resources)
Physical Aspects of Site Interviews: Facilities, Resources,
Observations: Equipment, Timing
Social Aspects of Site Interviews: Supervision, Interaction, Others
Observations: effectively using the system
Relevance of Skills to Interviews: Meet identified needs
workplace Observations: Current applications
Future applications

Instructional Materials
The instructional material will be from Georgia State’s website, Department of Education,
Instructional Design Division, students, teachers, alumni, professional associations, literature, and
staff, videos, podcasts, computer-based multimedia formats, web pages, and wiki sites.


Clusters

1 Follow School Program Procedures, Policies, Guidelines, & Deadlines
 Student will apply to the College of Education Department Instructional Design Division. 1.1
 Student will select, register and enroll for classes on time according to school deadlines and policies
(and provide verification of immunizations, the first semester prior to the last day of drop/add.)1.2
 Student will participate in the mandatory departmental advising sessions in October and April.1.3
 Student will update their personal information each semester in GoSolar or PAWS, the student
information system. 1.4
 Student will prepare and present for comps and for their portfolio.1.5
 Student will secure one or two internships by contacting an institution themself. 1.6
 Student will apply for University “graduation” on time two semesters before actual graduation and
participate in the ceremony if they choose.1.7
 Student will apply for University “ceremony” two semesters before actual graduation.1.8
 Student will participate in College of Education graduation ceremony called “convocation” and find
out the date of it two semesters before diploma is received.1.9

2 Utilize Class Online Tools & Distinguish Software Types
 Student will be able to access U-learn, LMS (Learning Management System) for their classes. 2.1
 Student will be able to use Elluminate or Desire to Learn, the online class platform to perform
presentations, use whiteboard, and get into small group discussion rooms.2.1
 Students will distinguish types of Learning Management Systems and Software types such as
Captivate-eLearning tool, Docutools-authoring tool, PeopleSoft, (See Appendix C). 2.3

3 Utilize School Resources
 Student will be able conduct research using the library by accessing education and psychology
databases and by utilizing the Research Librarian for assistance.3.1
 Student will utilize the Digital Aquarium on campus at least 1 time during their entire program. 3.2
 Student will select at least 3 multi-media programs of their choice to learn in Lynda.com and
complete one certification in Element K/SkillSoft’s Skillport.3.3
 Students will register either face-to-face or online for the Writing Studio in the General Classroom
building for 70% of their papers.3.4
 Student will make an appointment to tour the Petit Science Center on campus at least one time
before their program completion. 3.5
 Student will go on a walking tour the Exchange on the first floor of Library South.3.6

4 Network, Belong and Attend Social Affiliations
 Student will sign-up for their school email account and departmental student email List-Serve.4.1
 Student will attend 6 Grits meetings of their choice or events during their entire program. 4.2
 Student will attend at least 1 professional organization conference of their choice during their entire
program and know the leading professional organizations in the field. 4.3
 Student will represent GSU as an alumnus at professional conferences of their choice. 4.4
 Students will follow the standards and “Codes of Ethics” of professionalism and as an Alumnus. 4.5

Time: Varies, but to access information on wiki information platform should take 15 to 30
minutes.Content: In wiki for the user to be able to access wiki information platform
information quickly during school program & as alumni.Subskills: typing and computer use
is a subskill for the wiki along with other critera related to each objective.


Learning Domainfor Each Objective

Attitudes/Affective: Psychomotor Skills:Intellectual Skills: Verbal information:

1Intellectual Skills: Attitudes/Affective: Psychomotor Skills:Verbal information:Student will apply
to the College of Education Department Instructional Design Division.

2Intellectual Skills: Verbal information:Attitudes/Affective: Psychomotor Skills:Student will select,
register and enroll for classes on time according to school deadlines and policies (and provide
verification of immunizations, the first semester prior to the last day of drop/add.)

3Intellectual Skills: Verbal information:Psychomotor Skills:Student will participate in the
mandatory advising sessions in October and April.

4Intellectual Skills:Psychomotor Skills:Verbal information: Student will be able to access U-learn,
LMS (learning Management System) for their classes.

5Intellectual Skills:Verbal information:Psychomotor Skills:Student will update their personal
information each semesterin GoSolar or PAWS, the student LMS (Learning Management System).

6 Intellectual Skills:Psychomotor Skills:Verbal information:Attitudes/Affective: Student will be able
to use Elluminate or Desire to Learn, the online class platform to perform presentations, use
whiteboard, and get into small group discussion rooms.

7Intellectual Skills:Psychomotor Skills: Verbal information: Student will sign-up for their school
email account and departmental student email List-Serve.

8 Attitudes/Affective: Student will attend 6 Grits meetings of their choice or events during their entire
program.

9 Attitudes/Affective: Student will attend at least 1 professional organization conference of their
choice during their entire program and know the leading professional organizations in the field.

10 Intellectual Skills:Psychomotor Skills: Verbal information: Student will utilize the Digital
Aquarium on campusat least once during their entire program. www.gsu.edu/aquarium/index.html

11 Attitudes/Affective: Student will select at least three multi-media programs of their choice to learn
inhttp://www.lynda.com/or http://www.gsu.edu/ist/training/lynda.htmland complete one
certification in Element K/SkillSoft’s Skillport, http://www.gsu.edu/ist/training/index.html

12Attitudes/Affective: Intellectual Skills:Psychomotor Skills: Verbal information:Students will
register either face-to-face or online for the Writing Studio in the General Classroom building for
70% of their papers or http://www.writingstudio.gsu.edu/

13Intellectual Skills:Psychomotor Skills: Verbal information:Attitudes/Affective: Student will make
an appointment to tour the Petit Science Center on campus before their program completion,
http://www.biology.gsu.edu/reddot/12978.html


14Psychomotor Skills:Student will go on a walking tour the Exchange on the first floor of Library
South.

15Intellectual Skills: Verbal information:Psychomotor Skills:Attitudes/Affective: Student will be
able conduct research using the library by accessing education and psychology databases and by
utilizing the Research Librarian for assistance.http://library.gsu.edu/directory.php?subj=16
(Research, Subject Librarian for Education); http://library.gsu.edu/159.html(For Graduate
Students);http://scholar.google.com/

16Intellectual Skills: Verbal information:Psychomotor Skills: Attitudes/Affective: Student will
prepare and present for comps and for their portfolio.
Sample Exam - http://msit.gsu.edu/docs/Sample_MS_exam.pdf
ePortfolio Guidelines - http://msit.gsu.edu/docs/exitportfolioguidelines.pdf

17Attitudes/Affective: Intellectual Skills: Verbal information:Psychomotor Skills:Student will secure
one or two internships by contacting an institution themself.http://msit.gsu.edu/docs/Instructional-
Technology-Internship-Plan.doc

18Psychomotor Skills:Intellectual Skills: Verbal information:Attitudes/Affective: Student will
applyfor University “graduation”on time two semesters before actual graduation and participate in
the ceremony if they choose. http://www.gsu.edu/registrar/graduation.html

19Intellectual Skills: Verbal information:Psychomotor Skills:Student will apply for the University
“graduation” ceremony with the University on time two semesters before actual
graduation.http://www.gsu.edu/commencement/

20Psychomotor Skills:Intellectual Skills: Verbal information:Student will participate in College of
Education graduation ceremony called “convocation” and find out the date of it two semesters
before diploma is received.

21Attitudes/Affective: Intellectual Skills: Verbal information:Psychomotor Skills:Student will
represent GSU as an alumnus at professional conferences of their
choice.http://education.gsu.edu/main/alumni.htmhttp://pantheralumni.com/s/1471/2/3col.aspx?sid=
1471&gid=2&pgid=417

22Attitudes/Affective: Intellectual Skills: Verbal information:Psychomotor Skills:Students will
follow the standards and “Codes of Ethics” of professionalism and as an Alumnus.
http://www.ispi.org/content.aspx?id=418

23Intellectual Skills: Verbal information:Students will distinguish types of Learning Management
Systems and Software types such as Captivate-eLearning tool, Docutools-authoring tools,
PeopleSoft. (See Appendix C)


Instructional Analysis

Goal Objective: 7. Using a wiki, students, teachers, and Advisers
at Georgia State University in the College of Education,
Instructional Design & Technology Division will refer to it when
there is a question regarding the program of study, procedures,
school resources, online tools, and social affiliations. (The wiki
will also link university policies and webpages. The wiki will be
linked to subject matter specialists for a given topic or area or an
area for student blogging.)
Skills included in Instruction:
Watch tutorials or utilize a computer:
6. Adding items to wikiquestions, resources, & helpful hints.
5. Dating each objective when completed in private wiki.
4. Listing objectives by semester goals, school year goals, and program
goals and delineate prospective timeframes, update in a private wiki,
and give to advisor the address link by email or printout, update as
necessary.
3. Linking subject matter experts in wiki or student blog by topic.
2. Accessing wiki site by typing in the address in the internet browser
bar.
1. Define what a wiki is and what it is for in the IDT department.
Entry Skills ------------------------------------------------------------------------------
----------
Prerequisite Skills/Criteria

D. Computer skills, typing
speed of 40wpm+

B. GRE Exam score of
A.Bachelor’s Degree 800 or above
C. University application
procedures and College
acceptance


Design Evaluation Chart

Access information
on:
Do users
Start know how Pull up website in
School Program
Procedures, Online
A
to use a browser tools, Social
Wiki? Affiliations, or on
YES School Resources

NO
Explain what a Wiki
is and Web 2.0, show
examples.

Pull info
A from GSU
End
Update Wiki
Website


Formative Evaluation Plan

The use of the wiki knowledge-based platform will determine whether studentswill graduate in
less time, use more school resources, collaborate more, and build social networks.

There will be three major types of feedback of One-on-One, Small-Group Evaluation (The
desired number of participants will be 30.), and from a field Trial. Data will come from
subject matter experts-teachers, staff, students, peer reviews, academic advisor and
experienced instructional designers.

Based upon on the following on-going evaluations, possible changes to the wiki information
platform and instruction will be made to determine if the changes were effective by these types
of evaluations:

One-on-One

Small-Group Evaluation (The desired number of participants would be 30.)

Field Trial

These questions will be asked:

Clarity of the Instruction: Is the message,or what is being presented clear to the individual
target users? Message: How clear is the message? Links: How is the basic message tailed
for each user? Procedures: Characteristics of the instruction.

Impact on the User: What is the impact of the instruction on individual user’s attitudes and
achievement of the objectives and goals? Attitudes? Achievement?

Feasibility: How feasible is the instruction given the available resources, time and context?
Learner: Is the user comfortable in the environment?
Resources: Is the time and length given for each tutorial or information reasonable?

These questions will be evaluated:
Are the materials appropriate for the type of learning outcome?
Do the materials include adequate instruction on the subordinate skills, and are these skills
sequenced and clustered logically?
Are the materials clear and readily understood by representative members of the target group?
What is the motivational value of the materials? Do users find the materials relevant to their
needs and interests? Are they confident as they work through the materials? Are they satisfied
with what they have learned? Can the materials be managed efficiently in the manner
mediated?


Subject Matter Expert Instructional Materials Evaluation
Name ______________________________ Date ________________

Please answer “yes”, “no”, or “some” in the blank provided.

A. Goal-Centered Criteria
Are the instructional materials:
1. Aligned with the terminal and performance objectives? ________
2. Adequate in content coverage and completeness? ________
3. Accurate? ________

B. Learner-Centered Criteria
Are the instructional materials appropriate for the users?
4. Are vocabulary and terms defined? ________
5. Is the developmental level and complexity appropriate? ________
6. Is the background, experience, environment considered? ________

C. Learning-Centered Criteria
Do the materials include:
7. Appropriate content and sequencing? ________
8. Are presentations complete, current, and tailed for the user? ________
9. Appropriate assessments? ________
10. Appropriate sequence and chuck size? ________

D. Context-Centered Criteria
Are/do the instructional materials:
11. Authentic for the learning and performance sites? ________
12. Feasible for the learning and performance sites? ________
13. Have congruency in technical qualities for planned site (facilities/delivery system)? ________
14. Have adequate resources (time, budget, personnel availability and skills?)

E. Technical Criteria
Do the instructional materials have appropriate?
15. Delivery system and media for the nature of objectives? ________
16. Packaging? ________
17. Graphic design and topography? ________
18. Durability?
19. Legibility?

Comments?


Peer Formative Evaluation Plan
Name ________________________________________ Date ____________________________

The following questions will be used by a peer instructional designer to provide feedback on
the instructional strategy in the form of a one-to-one peer evaluation.

The evaluator, answer “yes”, “no”, or “some” in the blank provided to indicate the
applicability.

A. Content Sequence
Is/does the plan:
1. Appropriate for type of learning? ________
2. Have logical order (e.g., chronological, simple to complex, concept to rule to principal?) ________
3. Follow main steps? ________
4. Cover all skills/information within a main step before moving to the next step? ________

B. Content Clusters (chunks)
Is the plan appropriate for:
5. Skill complexity? ________
6. Learners’ age and ability? ________
7. Type of learning? ________
8. Content compatibility? _____
9. Time available (hour, day, week, semester)? ________
10. Delivery format (self-paced, instructor-led, televised, web-based, combinations, etc.)? ______

C. Pre-Instructional Activities
Is/does the plan:
11. Appropriate for learners’ characteristics? ________
12. Motivational for learners (gain attention, demonstrate relevance)? ________
13. Inform learners of objectives and purpose for instruction? ________
14. Cause learners to recall prerequisite knowledge and skills? ________
15. Inform learners of input needed to complete tasks required? ________

D. Presentation Materials
Does the plan include:
16. Materials appropriate for the type of learning? ________
17. Give clear examples and non-examples for learners’ experience? ________
18. Appropriate materials such as explanations, illustrations, diagrams, demonstrations? ________
19. Cause learners to recall prerequisite knowledge and skills? ________

E. Learner Participation
Is the plan likely to be:
21. Appropriate for different learning types? ________
22. Congruent with objectives? ________
23. Congruent with learner characteristics? ________
24. Likely to be motivational (aid learner in building confidence?) ________
25. Appropriately placed in instruction (not too soon, often, infrequent? ________


F. Feedback
Does the plan appear to be:
26. Appropriate for the learner type? ________
27. Congruent with objectives? ________
28. Congruent with learner characteristics? ________
29. Informative, supportive, and corrective? ________
30. Likely to aid learner in building confidenece and personal satisfaction? ________

G. Assessments
Is the plan appropriate for:
31. Readiness/Pretests? ________
32. Posttests? _______
33. Type of learning (objective, alternative)? ________
34. Learner characteristics (age, attention span, ability)? ________


Summative Evaluation Plan
A summative evaluation will take place after the wiki is established after a six month duration.
There will be three levels of evaluation to determine if the instruction on the use of the wiki
was effective and useful. The three levels of evaluation that will be looked at are: reaction,
learning, and application, along with the diffusion rate. Reaction will be determined through
an online survey administered to users after the wiki is in effect. Users will complete a survey
questionnaire about their reactions to the online learning materials and information. The
reaction of the method of instruction will be evaluated which is computer-based, and their
assessment of the overall value of the information platform. Effectiveness will be determined
on the basis of the number of log-ins to the wiki site. The results from the post assessment
will determine if a student networking forum is effective. Application will be determined by a
questionnaire to be completed by the users on the seventh month after implementation. The
application evaluation will determine whether users have applied their new skill to graduate in
less time, used more school resources, collaborated more, and builtsocial networks.

Summative Data Summary of Wiki Student Information Platform:

Please answer “yes”, “no”, or “some” in the blank provided.

H. Expert Judgment Phase
Are the following analyses included?
36. Congruency (instructional goals, organizational needs, and resources)? ________
37. Content analysis (complete, accurate, and current)? ________
38. Design analysis (instructional strategy and motivation)? ________
39. Feasibility analysis (materials convenient, durable, cost-effective, appropriately paced,
and acceptable to learners?) ________
40. Current user (target learners achievement/attitudes, instructors’ skills/attitudes,
resources, materials feasibility, problems, and plans)? ________
41. Clear data summaries and analyses in report to institution? ________

B. Field Trial Phase
Are the following areas examined for their instructional impact?
42. Users’ achievement and attitudes? ________
43. Transfer of skills to performance context? ________
44. Organization better meeting mission and goals? ________
45. Management attitudes concerning utility, feasibility, and resources? ________
46. Instructors needed and training required? ________
47. Procedures needed (equipment, personnel, facilities, schedules)? ________
48. Data summaries and descriptions in a summary report form? ________

C Reports to Organization
Do the reports contain clear information that follows below?
49. Descriptions of evaluation procedures used? ________
50. Data summaries? ________
51. Impact analysis and conclusions? ________

From this data charting, a report will be created that documents the design, procedures, results,
recommendations, and rationale of the instructions. Comments:


Reflection

The Dick and Carey Model of the Systematic Design of Instruction is an excellent model for the field of

instructional design and technology. Their charts and models really help with the analysis of design and

development. The design evaluation charts, tables, questions, surveys, and many documents in their

book definitely have great relevance to my future work in this field.

I was told in one of my classes to read Chapter One, on The Introduction to Instructional Design and it

definitely gave me an overview of the process. It begins with identifying instructional goals, conducting

an instructional analysis, analyzing learners and contexts, writing performance objectives, revising

instruction, developing assessment instruments, developing instructional strategies, developing and

selecting instructional materials, designing and conducting formative evaluation of instruction, and

designing and conducting summative evaluations. Then each chapter was then dedicated to the

overview that was outlined in Chapter One.

The visual representations, graphic organizers, charts, and matrixes were all excellent. I was surprised,

however; that the book and diagrams weren’t in color. I would have liked to have seen that and maybe

have the book be in larger font with less information on each page.

As a teacher, I was familiar about writing objectives and goals, but we never went into as much detail as

the book entailed, which was helpful. I thought clustering the objectives was very helpful as I was able

to categorize them into four groups that had relationships. The book talked about Bloom’s Learning

Domains and Gagne’s, Types of Learning, and I like how they intermeshed these two areas to assist

with planning and development. It is very important to cover all the areas of cognition with a type of

checklist to make sure a lesson is not only age appropriate, but cognitively appropriate; analyzing what

cognitive domain is being affected and what skill development will entail for an activity or lesson. This


will help to incorporate the hierarchy of cognitive abilityto make lessons and activities moremeaningful

and promote intellectual growth. When information such as verbal information is almost automatic, it

helps create a base-knowledge to assist in learning new information and material.

There needs to be a type of road map, plan, and justification for creating a well-developed unit or goal.

It is also very important to review the information periodically to ensure information has gone from

short-term memory to long-term memory; reviewing helps builds brain connections what other

information builds upon.

Dick and Cary also communicated the learning component of motivation. Diagraming and finding out

the learners motivational aptitude is very much an important component. The ARCS (Attention,

Relevance, Confidence, and Satisfaction) Model is an excellent way to review this effect on learning.

The Dick and Carey book on the Systematic Design of Instruction has put an organized structure into

the base of what we do. I like to organize and have found I not only like to organize objects, but

information so it is easy to attain when needed. Computers have organized information for us to assist

on given topics, but it begins with a type of information architecture, such as Instructional Design.

Technology is used to help organize and retrieve information more quickly. The style and techniques

applied in this book will not only create a roadmap of discovery that will lead to successful goals and

analysis, but it will assist like a pair of eyeglasses, it will make concepts and steps clearer to be able to

use to create and design instruction.


Appendix A

For Wiki Pages

1. Apply

2. Enroll/Register

Subskill: Class Descriptions & Program

3. School Resources

4. Colloquium

5. Internship

6. Graduation

7. Social Affiliations

8. School Resources

9. Activities

10. Advisement Sessions


Appendix B

Online Survey

Appendix C

Another Objective: Distinguish Software Types

Software Types and Learning Management Systems from Summer Traveling Class Analysis

Ricoh Orkin GSU Gwinnett GE Energy ATT Imagine It! CDC Marta

Cell.

LMS Saba x ULearn/ x x SAP x Own

Desire2Learn

University Ricoh Orkin Georgia State x CrotonVille CDC Marta Univ.

University Univ. University Univ

ADDIE x x x x x x x x x

Evaluation Kirkpatrick x x x x x Kirk. Kirk.

Blended x x x x x x x x

One-on-One x x x x x x x x

Self-Paced x x X x x x x x

eLearning x x Linda.com x x x x x

Element K

Podcasts x x x x x x x


Mentor x x x x x x x

CDs/Videos/Audio x x

Social Media x x

Scenario-Based x x x x x

Simulation x x x

Live Internet or x Elluminate x

broadcast

On-Demand x x x x x x

Game Design x x x x x

Metrics that x x

Matter

Software: Total Flow Active Tapestry Lectora Moodle

Type: Expressions

Software: Brain Shark Evernote Quick

Type: Learn

Software: Adobe Adobe Good Reader Adobe


Type:

Software: Metrics that Docutools Share-Point

Type: Matter

Software: WebEx Captivate Captivate Captivate

Type:

Software: IHub Cascade Articulate

Type:

Software: People People Soft Power-Point

Type: Soft/PowerPoint

Hardware: IPad IPad IPad

Hardware: Digital Video

Cameras

Hardware: Audio Recording

Studio

Hardware: Video Recording

studio


Hardware: SmartBoards SB, Mimeo

Bars

Hardware: Imax Visualization

Screen/Data Screen

Visualization

MPLS x

Project Mgmt x x x x x x x x x

Malcolm Knowles x

Andragogy

Root Cause x

Analysis


Appendix D

An Example How to List Deadlines

Aug Sept Oct Nov Dec Jan Feb March April May Jun July

Sem 1 Sem 1 Sem 1 Sem 1 Sem 1 Sem 2 Sem 2 Sem 2 Sem 2 Sem 2 Sumr1 Sumr1

Grits Grits Grits
Fall Act Celeb.

Aug Sept Oct Nov Dec Jan Feb March April May Jun July

Sem Sem Sem 3 Sem Sem Sem Sem Sem 4 Sem 4 Sem Sumr2 Sumr2

3 3 Advis- 3 3 4 4 Advis- 4
ing ing
Session Session


Appendix E

Georgia State University
Degree in Instructional Technology
Internship Requirements
Goal:
The overall goal of the internship experience is to provide the student with opportunities to apply the knowledge
and skills that he/she has acquired during their academic program.

Internship Placement:
Students may secure their own internship or we may assist them in locating opportunities. Students who work
full-time often select to locate an internship opportunity within their place of employment. They may do this if it is
outside their current department, and they are working on projects related to their course of study.

M.S. students are required to complete at least 24 semester hours before enrolling in the Internship course.
However, some organizations like to have interns for a minimum of 6 months. Thus, we may help place students
prior to meeting the 24 semester hours if they have the necessary skills needed to be successful in that
organization.

We try to help students obtain internship placements that match both their career goals as well as their ability and
skill levels. Student may elect to have more than 1 internship during their course of study.

Students are mentored during their placement by a "supervisor" at the organization and by the university faculty
member in charge of the course.

Internship as a Course:
Students are required to enroll in IT8660, the internship course, in order to receive academic credit for their
internship. During this time they will engage in a variety of on-line reflective activities as well as attend 3 campus
meetings (beginning, middle, end of semester) to discuss various issues related to careers in the field of
instructional design and technology. We generally check with the supervisor of the intern 2-3 times during the
semester to evaluate the intern’s work (more or less depending on the placement and need).

Students are required to spend at least 130-150 hours of work while at their internship per semester during the
course. Often in paid internships, they spend more time. As such, we try to place the summer interns in May prior
to the official start date for summer semester (mid-June). They may stay at their internship placements past the
official end of semester date (early August).

Paid vs. Non-paid Internships:
Some organizations such as K-12 public schools and non-profit businesses do not offer paid internships but do
offer excellent opportunities for students to apply their skills. Some organizations that we've worked with in the
past include Cobb County Public Schools and the CDC.

Paid internships are preferred by students who are making a career change and can secure a long-term (6 months
or more) placement or who are full-time students. Often students are willing to quit their current jobs if the
internship meets their career goals. The pay range for these tends to be $18-25 /hour for M.S. students and $20-
28/ hour for PhD students.

Posting a Position for an Intern:
When organizations have need of an intern or interns, they generally contact Laurie Dias (404-413-8422). We ask
that they have a "job description" in order to better recommend students who have the appropriate skills. Most
organizations interview the interns themselves. We either post the job description or talk to individual students
and recommend them to the organizations or both.


Appendix F

Instructional Technology Internship Plan
Please read the current MSIT internship before completing this form. It contains important detailed
information regarding the internship requirements.
The prerequisite for internships is the completion of at least eight (8) courses (24 semester credits).

Have you completed (or will complete) at least 8 courses (24 semesters credits)
Yes No

Student Information
Student Name:
Student ID:
Street Address:
City: State: Zip Code:
Home Phone: Work Phone: Fax:
Email Address:

Course Information:
Courses completed in the Instructional Technology Program:

Internship Placement Information
Semester of Internship: Fall/Spring/Summer:
Year of Internship:
Detailed Description of Ideal Internship Experience

Identified Internship Opportunities
Please complete the following section if an internship has already been identified.
Description of Internship duties


Street Address:
City: State: Zip Code:

Supervisor’s Name:
Supervisor’s Work Number: Fax:
Supervisor Email Address:
Other information about the internship:

Other information opportunities identified:


References

Dempsey, J. V. & Reiser, R.A. (2012). Trends and issues in Instructional Design and Technology (pp.

329-330). Boston, MA: Pearson Education, Inc.

Dick, W., Carey, Lou, Carey, James (2009). The Systematic Design of Instruction (7th Edition, pp.1-396).

Upper Saddle River, NJ: Pearson Education, Inc.

http://www.gsu.edu/magazine/2010special/183.html

http://www.gsu.edu

Student Examples provided by Dr. Harmon

Information platform for students project

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